Reading Across The Curriculum

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)


Pairs Read (p. 10)Pairs Read (p. 10)

Structured Note-taking (p. 10)Structured Note-taking (p. 10)


Reflection, Analysis, and ApplicationReflection, Analysis, and Application


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


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, [email protected] Hayden, [email protected]. Janet Burns, [email protected]. Janet Burns, [email protected]

Reading Across The Curriculum

Education

improve reading

reading process

reading strategies

promoting

coding sheets

janet burns

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classroom