Reading Across The Curriculum

Reading Across the Curriculum How to Promote and Improve Reading Proficiency in the CTE Classroom Jessie Hayden, Georgia State University and Dr. Janet Burns, Georgia State University

Objective

Given: Your own CTE program

What: apply new reading and writing

strategies

How well: that prop up your students’ reading and writing proficiency and vocabulary acquisition. (Set a goal for your program!)

Warm-up

Have you ever thought about your

own reading process?

Part I Overview of the Reading Process

Students read and comprehend better when they use READING STRATEGIES

The use of reading strategies helps students who struggle with reading to become more proficient readers

The use of strategies makes reading more engaging and fun for the students

Why use reading strategies in CTE courses?

Overview of the Reading Process

Reading is an active, meaning seeking process

Reading is an interactive process between a reader and a text that occurs in a particular climate or context

Readers rely upon prior knowledge and experiences as well as language skills to anticipate and understand what they read [as they read]

Reading becomes comprehensible and meaningful because readers bring meaning to a text and take meaning from a text

Content Area Reading Goals

When students read for information, we want

them to be able to:

Predict outcomes in a reading passage prior to reading

Summarize material they have read in their own words

Question the material being read

Identify important ideas in a text while reading

Content Area Reading Goals cont’d.

Monitor their reading

Search for clues in texts as they read

Reread to confirm their understanding of unfamiliar words or difficult passages in a text

Read ahead or back for clues

Self-correct as they read

Part II Experiencing the Reading Process

Reading Strategies

Pre-Reading Strategies

Active Reading Strategies

Post Reading Strategies

Pre-Reading Strategies

Anticipation and Prediction

Purpose of Pre-Reading Strategies

Activate students’ prior knowledge on the topic about which they are going to read

Have students preview the passage to look for key vocabulary in the text

Have students analyze text structure and features

Encourage students to make predictions about the passage prior to reading

Help students determine the purpose of the passage they are about to read

Have students generate questions about the passage before they read

Pre-Reading Strategies in Practice Prep the Students for Successful Reading Experiences

Pre-Reading Strategies Tool Kit

Essential Questions (p. 1)

Pre-Teach Vocabulary (pages 6-8)

Directed Reading/ Thinking Activity (DR/TA) (p. 3)

Coding Sheets (p. 4)

Pre-reading Plan (PreP) (p. 5)

Anticipation Guide/Prediction Guide (p.5)

Text Analysis (analyze text structure and text features)

Graphic Organizers (K-W-L p. 2 )

Interaction, Comprehension, and Summation

Students make notes about concepts/ideas they encounter while reading

Students keep vocabulary logs of new words and key terms they encounter while reading

Students answer questions that they formulated during their pre-reading as well as other questions that have arisen while they are reading

Students select “fix-up” strategies: re-reading confusing passages and examining the context of unfamiliar words

Active Reading Strategies in Practice

Active Reading Strategies Tool Kit

Vocabulary Log (pp. 6-8)

Comprehension Constructors (p. 9)

Pairs Read (p. 10)

Structured Note-taking (p. 10)

Reflection, Analysis, and Application

Encourage students to reflect upon what they have read through a variety of activities

Allow students to use or apply the information they have read about

Application activities can involve answering questions, summarizing main ideas, drawing conclusions, or applying the information to a new situation or task

Post Reading Strategies in Practice

Post Reading Strategies Toolkit