Reading for Every Subject Area
COMPONENTS OF READING INSTRUCTION
Before students begin reading a selection, it is important to get
them thinking about the topic. Having a basic understanding of
what the selection is about will help them understand what they
read on a deeper level.
Activate their background knowledge about the subject
Preview the text & text features (SQ 3R)
Generate questions (KWL)
Establish a purpose for reading
During Reading the objective is to keep students focused on the
passage and to ensure that they are engaging with the text and
monitoring their own comprehension.
Annotate (mark) the text
Side Journal/Cornell Notes
Stop and discuss, clarify or summarize
Teacher-led comprehension checks (questioning)
Chunking the text and summarizing
After reading, ensure that students remember the main points
and the author’s message.
Written response (require support from the text)
Complete the KWL or SQ3R
Question- Answer relationships (QAR)
Vocabulary activities can be a vital component of before, during or
after reading activities.
Focus on Tier 2 vocabular y words.
Teach prefixes, suffixes and roots.
Emphasize the use of context clues to determine word meaning.
After reading choose review and extension activities to deepen
students’ understanding of newly learned words.
Stephens Vocabulary Elaboration Strategy
Semantic Feature Analysis
Text features – Titles, headings, subheadings, bold or italicized
words, pictures, captions, charts and graphs.
NGCARPD – Next Generation Content Area Reading Professional
Development is a state professional development initiative
designed to help content area teachers in grades 6 -12 become
proficient in applying scientifically based reading strategies
through their content areas.
FAIR - Florida Assessments for Instruction in Reading is an
assessment system that provides teachers
screening, diagnostic, and progress monitoring information that
is essential to guiding instruction.
Tier 2 vocabular y - High frequency words used by mature
language users across several content areas. Because of their
lack of redundancy in oral language, Tier 2 words present
challenges to students who primarily meet them in print.
Examples of Tier 2 words are obvious, complex, establish and
Reading Content Guide - Use as a checklist to guide
instruction. If you are reading, you should be incorporating
some of these skills in the lesson (and you are expected to do
some sort of reading on a daily basis).
Classroom Data – Use data to determine which students are
your strongest and weakest readers in general, as well as who
is strongest and weakest in each category.
Groupings – Arrange students into mixed -ability groups for
some activities (those in which stronger students can assist
others) and similar ability groups for targeted small -group
instruction on a skill that requires remediation.
Graphic organizers and easy -to-use reading activities on