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Why teach reading in the content areas

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Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell

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Why teach reading in the content areas

  1. 1. WHY TEACH READING IN THE CONTENT AREAS?
  2. 2. I teach _______, not Reading! • Reasons to teach Reading in the Content Areas…. – It is just one more way to expose the content to the learner. – Reading is a vital means of exposing learners to what thinking in your content area looks like. (Can they see themselves with a job in your field?) – Connects their learning in each subject. !!!
  3. 3. Teaching Reading with Diverse Learners • Jigsaw- Each student is given a topic to read/research. Students discuss their ideas/finding with other students who read same topic. Lastly, meet back with original group to teach topic to group. • Think-Pair-Share – Allows all students to feel more confident before speaking out. • Affinity- Works through new Math concept or jots notes on topic, meet back with group and share ideas to come to a conclusion. • Reader’s Theaters- Characters’ parts are leveled. • www.newsela.com – Site with articles already leveled by Lexiles.
  4. 4. How to improve content area reading.. • Discuss the layout of the textbook – Make students comfortable with text. • Walk through (Preview) the readings – point out headings, bold, italics, captions, etc…. • Set a Purpose for Reading • Use Journals, Newspapers, Primary Sources, Surprising Facts • MODEL, MODEL, MODEL!
  5. 5. Before-During-After Reading • Before – Activate Prior Knowledge – Make Predictions, Set Purpose for Reading, Questioning – Anticipation Guide – Student agree/disagree with statement and explain rationale. Revisits after reading. • During – Think about what is being read – QAR-Question Answer Relationship – Co-Read-Read, then teach to partner – Double Entry Journal – Summarize and React to text. • After-Clarifying what was read – Summary Frames – SQ3R-Survey, Question, Read, Recite, Review – KWL
  6. 6. Vocabulary Instruction • Take time to TEACH vocabulary – It will pay off! • Strategies: – Frayer Model – Word Walls – Word Sorts – Create image for word – Rate words and then revisit throughout unit • 3= No knowledge of word, 2 = I’ve heard the word, 1= Know it and use it – Usage reward chart – www.flocabulary.com
  7. 7. History • Bio Cube • Primary Sources • Hot Seat • Facebook Friends • History Dinner Party • Footprints through History • ABC books
  8. 8. Science • Pamphlets • Point of View Cartoon • ABC books • Learning Log • Creative Debate • Timed Readings Plus in Science • Six-Way Paragraphs in the Content Areas
  9. 9. Math • Graphic Organizers • K-N-W-S • Word Problem Roulette • Reverse Word Problems • Historical Connections • Vocabulary – VOC Strategy Semantic Feature Analysis Verbal and Visual Word Association
  10. 10. 1. Model! 2. Vocabulary IS important! 3. Cross-Curriculum Connections! Let’s Practice…
  11. 11. Bibliography • www.readwritethink.com • www.newsela.com • www.cbsd.org • Historical Connections in Mathematics by Wilbert & Luetta Reimer • Teaching Reading in Mathematics by Mary Lee Barton & Clare Heidema • Teaching Reading in Science by Mary Lee Barton & Deborah Jordan

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