Reading Across The Curriculum
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Reading Across the CurriculumReading Across the Curriculum
How to Promote and Improve How to Promote and Improve
Reading Proficiency in the CTE ClassroomReading Proficiency in the CTE Classroom
Jessie Hayden, Georgia State University Jessie Hayden, Georgia State University andand
Dr. Janet Burns, Georgia State UniversityDr. Janet Burns, Georgia State University
ObjectiveObjective
Given:Given: Your own CTE program Your own CTE program
What:What: apply new reading and writing apply new reading and writing strategies strategies
How well:How well: that prop up that prop up your students’ your students’ reading and writing proficiency and reading and writing proficiency and vocabulary acquisition.vocabulary acquisition. (Set a goal for (Set a goal for your program!)your program!)
Warm-upWarm-up
Have you ever thought about your Have you ever thought about your own reading process?own reading process?
Students read and comprehend better when Students read and comprehend better when they use they use READING STRATEGIESREADING STRATEGIES
The use of reading strategies helps students The use of reading strategies helps students who struggle with reading to become more who struggle with reading to become more proficient readersproficient readers
The use of strategies makes reading more The use of strategies makes reading more engaging and fun for the studentsengaging and fun for the students
Why use reading strategies in CTE courses?Why use reading strategies in CTE courses?
Overview of the Reading ProcessOverview of the Reading ProcessReading is an active, meaning seeking processReading is an active, meaning seeking process
Reading is an interactive process between a reader Reading is an interactive process between a reader and a text that occurs in a particular climate or contextand a text that occurs in a particular climate or context
Readers rely upon prior knowledge and experiences Readers rely upon prior knowledge and experiences as well as language skills to anticipate and understand as well as language skills to anticipate and understand what they read [as they read]what they read [as they read]
Reading becomes comprehensible and meaningful Reading becomes comprehensible and meaningful because readers bring meaning because readers bring meaning toto a text and take a text and take meaning meaning fromfrom a text a text
Content Area Reading GoalsContent Area Reading Goals
When students read for information, we wantWhen students read for information, we wantthem to be able to:them to be able to:
Predict outcomes in a reading passage prior to Predict outcomes in a reading passage prior to readingreading
Summarize material they have read in their own Summarize material they have read in their own words words
Question the material being read Question the material being read
Identify important ideas in a text while reading Identify important ideas in a text while reading
Content Area Reading Goals cont’d.Content Area Reading Goals cont’d.
Monitor their reading Monitor their reading
Search for clues in texts as they readSearch for clues in texts as they read
Reread to confirm their understanding of unfamiliar Reread to confirm their understanding of unfamiliar words or difficult passages in a textwords or difficult passages in a text
Read ahead or back for clues Read ahead or back for clues
Self-correct as they readSelf-correct as they read
Part IIPart II Experiencing the Reading ProcessExperiencing the Reading Process
Reading StrategiesReading Strategies
Pre-Reading StrategiesPre-Reading Strategies
Active Reading StrategiesActive Reading Strategies
Post Reading StrategiesPost Reading Strategies
Pre-Reading StrategiesPre-Reading Strategies
AnticipationAnticipation andand PredictionPrediction
Purpose of Pre-Reading StrategiesPurpose of Pre-Reading StrategiesActivate students’ prior knowledge on the topic about Activate students’ prior knowledge on the topic about which they are going to read which they are going to read
Have students preview the passage to look for key Have students preview the passage to look for key vocabulary in the text vocabulary in the text
Have students analyze text structure and featuresHave students analyze text structure and features
Encourage students to make predictions about the Encourage students to make predictions about the passage prior to reading passage prior to reading
Help students determine the purpose of the passage they Help students determine the purpose of the passage they are about to readare about to read
Have students generate questions about the passage Have students generate questions about the passage before they readbefore they read
Pre-Reading Strategies in PracticePre-Reading Strategies in Practice
Prep the Students for Successful Reading Experiences
Pre-Reading Strategies Tool KitPre-Reading Strategies Tool Kit
Essential Questions (p. 1) Essential Questions (p. 1)
Pre-Teach Vocabulary (pages 6-8)Pre-Teach Vocabulary (pages 6-8)
Directed Reading/ Thinking Activity (DR/TA) (p. 3)Directed Reading/ Thinking Activity (DR/TA) (p. 3)
Coding Sheets (p. 4)Coding Sheets (p. 4)
Pre-reading Plan (PreP) (p. 5)Pre-reading Plan (PreP) (p. 5)
Anticipation Guide/Prediction Guide (p.5)Anticipation Guide/Prediction Guide (p.5)
Text Analysis (analyze text structure and text features)Text Analysis (analyze text structure and text features)
Graphic Organizers (K-W-L Graphic Organizers (K-W-L p. 2 p. 2 ))
Active Reading StrategiesActive Reading Strategies
Interaction, Comprehension, and SummationInteraction, Comprehension, and Summation
Active Reading StrategiesActive Reading StrategiesStudents make notes about concepts/ideas they encounter Students make notes about concepts/ideas they encounter while readingwhile reading
Students keep vocabulary logs of new words and key Students keep vocabulary logs of new words and key terms they encounter while readingterms they encounter while reading
Students answer Students answer questions that they formulated during questions that they formulated during their pre-readingtheir pre-reading as well as other questions that have as well as other questions that have arisen while they are readingarisen while they are reading
Students select “fix-up” strategies: re-reading confusing Students select “fix-up” strategies: re-reading confusing passages and examining thepassages and examining the context of unfamiliar wordscontext of unfamiliar words
Active Reading Strategies in PracticeActive Reading Strategies in Practice
Active Reading Strategies Tool KitActive Reading Strategies Tool Kit
Vocabulary Log (pp. 6-8)Vocabulary Log (pp. 6-8)
Comprehension Constructors (p. 9)Comprehension Constructors (p. 9)
Directed Reading/ Thinking Activity (DR/TA) (p. 3)Directed Reading/ Thinking Activity (DR/TA) (p. 3)
Coding Sheets (p. 4)Coding Sheets (p. 4)
Pairs Read (p. 10)Pairs Read (p. 10)
Structured Note-taking (p. 10)Structured Note-taking (p. 10)
Post Reading StrategiesPost Reading Strategies
Reflection, Analysis, and ApplicationReflection, Analysis, and Application
Post Reading StrategiesPost Reading Strategies
Encourage students to reflect upon what they have read Encourage students to reflect upon what they have read through a variety of activitiesthrough a variety of activities
Allow students to use or apply the information they have Allow students to use or apply the information they have read about read about
Application activities can involve answering questions, Application activities can involve answering questions, summarizing main ideas, drawing conclusions, or applying summarizing main ideas, drawing conclusions, or applying the information to a new situation or taskthe information to a new situation or task
Post Reading Strategies in PracticePost Reading Strategies in Practice
Post Reading Strategies ToolkitPost Reading Strategies Toolkit
Coding Sheets (p. 4)Coding Sheets (p. 4)
Directed Reading/ Directed Reading/ Thinking Activity Thinking Activity (DR/TA) (p. 3)(DR/TA) (p. 3)
Semantic Maps (p. 11-Semantic Maps (p. 11-12)12)
Reflective Writing (pp. Reflective Writing (pp. 13-14)13-14)
Reading Logs (p. 15)Reading Logs (p. 15)
Step-by-Step Chart (p. Step-by-Step Chart (p. 16)16)
Flow Chart (p. 17)Flow Chart (p. 17)
Time Line (p. 18)Time Line (p. 18)
Venn Diagram (p. 19)Venn Diagram (p. 19)
DebateDebate
Part IIIPart IIITips for Promoting Reading in Tips for Promoting Reading in
CTE Programs and CoursesCTE Programs and Courses
Suggestions for Promoting Reading in Suggestions for Promoting Reading in the CTE Classroomthe CTE Classroom
Classroom-based Independent Reading Centers Classroom-based Independent Reading Centers –Industry related journals, industry related –Industry related journals, industry related publications, newspaper articles, etc. publications, newspaper articles, etc.
CTE Related Book Clubs – small peer-led CTE Related Book Clubs – small peer-led discussion groups whose members have chosen discussion groups whose members have chosen to read and discuss the same textto read and discuss the same text
Reading Workshops Reading Workshops
Reading Journals Reading Journals
Wrap Up and ReflectionWrap Up and Reflection
What are the three main phases of the What are the three main phases of the reading process?reading process?
What are some reading tools that you’ve What are some reading tools that you’ve learned about today that you will utilize in learned about today that you will utilize in your own classroom?your own classroom?
What are some ways that you will promote What are some ways that you will promote reading in your classroom?reading in your classroom?
Reading Across the CurriculumReading Across the Curriculum
How to Promote and Improve How to Promote and Improve Reading Proficiency in the CTE ClassroomReading Proficiency in the CTE Classroom
Thank you for coming to our session!Thank you for coming to our session!
Jessie Hayden, jhayden5@gsu.eduJessie Hayden, jhayden5@gsu.eduDr. Janet Burns, jburns@gsu.eduDr. Janet Burns, jburns@gsu.edu
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