The document discusses reading comprehension and writing across subjects. It covers key aspects of reading comprehension including the reading process, elements like vocabulary and text comprehension, and levels like literal, interpretive, critical and creative comprehension. It also discusses strategies for teaching reading across subjects and provides examples for different subjects. Finally, it discusses the writing process, main types of writing, and uses of writing in different subjects like math, social studies and science.

1. Suresh Babu G
Informational Reading and
Writing Across Subjects.
Suresh Babu G
Assistant Professor

2. Suresh Babu G
Informational Reading (Reading
Comprehension in Content area)
• Reading comprehension is the act of
understanding what you are reading.
• Reading comprehension is the ability to process
information that we have read and to understand
its meaning. This is a complex process where
skills are built upon one another.
• It is an intentional, active, interactive process
that occurs before, during and after a person
reads a particular piece of writing.

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• When a person reads a text he engage in a
complex array of cognitive process. Here he is
using his awareness and understanding of
phonemes ( individual sound pieces in
language), phonics (connection between letters
and sounds and relationship between sounds,
letters and words) and ability to comprehend or
construct meaning from the text.
Informational Reading (Reading Comprehension in Content area)

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Elements of the process of
reading comprehension
• There are two element
1) Vocabulary knowledge
2) Text comprehension
Vocabulary knowledge – In order to get information
about the new vocabulary they have to read.
Teacher should aid her in understanding
unfamiliar words.
Text comprehension – The child has to be able to
put them together to develop an overall
conception of what it is trying to say. This is text
Comprehension.

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Levels of Reading Comprehension
Reading Comprehension involves
1) Literal Reading Comprehension – It is the skill
of getting the primary, direct literal meaning of a
word, idea or sentence in context . There is no
depth in this kind of reading.
 In elementary grade and high school, practice
in literal comprehension dominates practice on
the meaning getting skills – involves the
techniques like: (i) fact question based directly
on the text (ii) True or false statements (iii)
Completion sentences (iv) Multiple choice
exercises.

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(2) Interpretive or Inferential Reading
Comprehension – It is the reader’s ability to extract
ideas and information not directly stated in the
textbook material, using prior or background
knowledge to assist in such understanding.
 It involves a cluster of several different kinds of thinking
skills such as (i) making generalization (ii) reasoning cause
and effect (iii) anticipating endings (iv) making comparisons
(v) sensing motives (vi) discovering relationships.
 Eg: John slammed the front door upon entering the house,
ran upstairs, and threw this books on the bedroom floor.
What is John’s mood?
Informational Reading (Reading Comprehension in Content area)

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(3) Critical Reading Comprehension – It is the
readers ability to respond with personal
judgments and ideas about the content of the
textbook material, using his or her past
knowledge and thoughts on the subject.
It includes literal comprehension and
interpretation, but it goes further than either of
these in that the reader evaluates, passes
personal judgment on the quality, the value, the
accuracy and truthfulness of what is read.
Informational Reading (Reading Comprehension in Content area)

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(4) Creative Reading Comprehension – It is
readers emotional response to the content of the
textbook material read.
This level of comprehension also includes
creating new ideas from what was learned in
school and life.
Informational Reading (Reading Comprehension in Content area)

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Strategies for teaching reading
across the content areas
Students should be taught to :
• Predict by examining the features or reader aids,
present throughout the text.
• Monitor through the use of meta – comprehension.
• Question when meaning is unclear.
• Construct images and mental pictures while reading.
• Use look-backs, re-reads, and fix-it strategies.
• Find main ideas, summaries, and draw
conclusions.

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• Infer quickly, connecting ideas to known
information and previous experiences.
• Evaluate by noting aspects of story grammar
and structure.
• Synthesise all noticeable aspects of a text, from
reader aids to conclusions.
Potential Uses
Pre-reading – may be used to activate prior
knowledge before students begin reading and to
provide an incentive to read.
During reading – The strategy may be used as
students are reading to assist them in monitoring
their comprehension.
Strategies for teaching reading across the content areas

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• After reading – The strategy may be used after
students have completed the reading to assist
them in summarizing their comprehension.
• Writing to learn – May be used to introduce writing
tasks and help students enhance their learning of
content material.
• Reflection – May be used during and after reading
to help students think about their learning,
experience, and skills and areas that need
improvement.
• Discussion – May be used to help students reflect
upon their new knowledge.
• Vocabulary development
Strategies for teaching reading across the content areas

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Reading Science
• Before reading strategies
• During reading strategies
• After reading strategies
Reading Social Science
• Self selected reading
• Guided reading
• Read aloud
Reading Mathematics
• Equations and inequalities
• Reflection
• Problem solving
Reading Strategies across the subjects

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Information Writing
All subject areas are required to incorporate writing
in some form. Teachers of all subjects are required
to weave concepts of reading and writing into the
content areas – social studies, science and even
math.
Content area writing can be look after by:
1. Learning to write – Demonstrate how and when
different types of writing are used. Teach and
reinforce the steps of the writing process or
prewriting, drafting, revising, editing and
publishing. Instruct the specific skills necessary
when writing content area pieces.

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2. Writing to learn – Content area writing also
includes opportunities for students to use their
writing to help them better understand the
content. When teachers use writing to learn
strategies in their classrooms, they are teaching
students to use writing to think more deeply
about the content.
Information Writing

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Writing Process
Steps:-
1) Prewriting (brainstorming to get ideas)
2) Discovery drafting (putting ideas on paper)
3) Revising (adjusting, adding or deleting ideas)
4) Editing and proof reading (looking at the fine
points)
5) Publishing (presenting work in its final form)

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• Prewriting – It is the planning phase of the
writing process. During this phase, writers may
plan for writing by drawing pictures, making lists,
brainstorming, using graphic organizers or
conferring with a peer as they anticipate writing
on a topic for particular audience.
• Drafting – The drafting phase of the writing
process entails the actual composing of the text.
During this phase, writers use prewriting
activities to generate a piece of writing in rough
form.
Writing Process

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• Revising – During the revision phase
of the writing process, writers examine
the content of their writing. Here five
traits are essential for effective revision
of the content :
(i)Ideas – add, delete, or change details
develop the topic.
(ii) Organization – change the lead or
conclusion, add smooth transitions,
move sentences or paragraphs.
(iii) Voice – talk right to the reader.
Writing Process

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(iv) Word Choice – Change week verbs to strong
verbs, change vague language to precise
language.
(v) Sentence – add words and phrases to expand
sentence, change sentence beginnings to vary
beginnings, move words and phases within a
sentence to vary sentences, combine sentences
to vary sentences.
• Editing – Editing requires that writers proof read
to find errors in grammar, usage, mechanics and
spelling and then make appropriate correction.
Writing Process

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• Publishing – Publication entails the final
preparation of a piece of writing for the intended
audience and may involve preparing a neatly
handwritten or word processed copy of the final
draft and the addition of illustrations or other
graphic element.
Writing Process

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Main Types of Writing/Text
• Narrative writing – It is broadly defined as story
writing. It is created in a constructive format.
Characteristics
Many based on common events from life
Familiarity makes prediction easier
Key vocabulary often known
Simple vocabulary
Cause and effect known
Concrete, real concepts
People oriented
Dialogue makes text less concepts dense

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• Expository writing – It is defined as presenting
reasons, explanations, or steps in a process. It is a
text that informs, explains, describes, or defines
the author’s subject to the reader.
Characteristics
Often about topics not known
New information makes prediction harder
Key vocabulary often new
Cause and effect not known
Abstract concepts
Thinks or subject oriented
Facts make text more concept dense
Main Types of Writing/Text

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• Persuasive Writing – Slightly similar to
expository writing, persuasive writing is usually
found in article and essay form.
Persuasive writing does not rely heavily on facts.
The writer is often expressing an opinion.
• Descriptive Writing – Fiction and poetry are filled
with descriptive language , since the purpose is
not to inform but to entertain.
Main Types of Writing/Text

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• Transactional Texts – It takes the form of letters or
emails and is part of a written conversation.
Transactional writing lessons start with the
purpose of communicating ideas and information
between individuals.
Types of Transactional Text
 Ordering/Commanding
 Requesting
 Promising
 Threatening
 Warning
 Complaining
 Refusing
 Blaming
Main Types of Writing/Text

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• Reflective Text – It is writing that is formal or
informal about a subject matter after it has been
presented in literature or other media, using
emotions, memories or thoughts.
It is often used as a reaction.
It ids an analytical practice.
It gives the writer insights.
It is a mental process
Main Types of Writing/Text

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Writing in Math
Solve problems
Explain mathematical ideas
Describe learning processes

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Writing in Social Studies
• Writing is an important element
to Social Studies
• Fundamental Intellectual Activity
• Helps student to learn history

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Writing in Science
• Makes science more
hands on
• Expands possibilities
• Reflective Text

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