Reading Across the Curriculum - IST Presentation

Reading Across the Curriculum Instructional Strategies and Specially Designed Instruction to help students become better readers!



Once upon a time…..



There was a school with no reading classes. All students had to take a world language.



Oh my! What were the teachers to do? How would students’ reading goals be addressed? Example:  Given grade level vocabulary, Sam will independently use the vocabulary word accurately in a sentence.  Given a passage that June reads at her instructional level, she will identify 2 details from the text to support the main idea.  Given a grade level passage that Tom reads with teacher support, he will answer inferential questions by citing evidence from the text to support his answer.



Effective readers can:  Locate key information  Distinguish between main ideas and support- ing details  Modify their reading behaviors when faced with difficulty  Ask questions before, during, and after reading  Construct meaning as they read by monitoring comprehension, evaluating new information, connecting new information with existing ide- as, and organizing information in ways that make sense.

Instructional Strategies:  K-W-L (Ogle, 1986) (An instructional reading strategy that is used to guide students through a text. I know-What I want to know, I Learned)  SCROL (Grant, 1993) (Survey the headings, Connect the headings to one another, Read the text, Outline major ideas with supporting details, Look back to check the accuracy of what’s written)  POSSE (Englert, 2009) (Predict ideas, Organize ideas, Search for the structure, Summa- rize the main ideas, Evaluate your understanding)  CAPS (Leinhardt & Zigmond, 1988) (Who are the characters?, What is the aim of the story?, What problem happens?, How is the problem solved?)  QAR (Taffy Raphael, 1986) (Question-Answer-Relationship—Right there, Think and Search, On My Own, The Author and Me)

Instructional Strategies:  Close Reading of Complex Texts (I.A. Richards (Practical Criticism, 1929) and William Empson (Seven Types of Ambiguity, 1930) (Reading and rereading of a text in order to locate evidence in the text (facts and specific details and features of the text) that allow the reader to reach a warrant- ed conclusion about the meaning of the text. )  Visualization (Zimmerman, C. & Hutchins, C., Reading Comprehension 19, 2003) (Create mental images: visual, auditory, and other sensory images of the ideas in the text.)  List-Group-Label (Taba, 1967) (Brainstorm and categorize related vocabulary as a way to understand key terms and develop concept understanding)  Multi-syllable Word Strategy (Lenz and Hughes, 1990) (Word Identification Strategy Overview-DISSECT— ISS Rule Cue Cards)  Think Pair Share (Lyman, 1981) (Teacher posed questions, students think, then collaborates with peers)

Close Reading

Decoding Multisyllabic Words I Isolate the prefix. Example: ab/normality S Separate the suffix. Example: ab/normal/ity S Say the stem. Try to pronounce the stem and the word. If you cannot go to the next step. R Rules of Twos & Threes Rule 1. If the stem begins with A vowel, divide off the first 2 letters. A consonant, divide off the first 3 letters. Continue until the end of the stem is reached. Example: ab/nor/mal/ity Rule 2. If you can’t make sense of the stem after using Rule 1, take off the first letter of the stem and use Rule 1 again. Example: re/spo/nsi/bil/ity re/s/pon/sib/il/ity Rule 3. When 2 different vowels are together., try sounding out both of the vowel sounds separately. Example: e/vac/ua/tion If this doesn’t work, try pronouncing them together using only 1 of the vowel sounds. Example: pau/ci/ty



Are You Teaching Comprehension or Assessing Comprehension? Teachers merely assess comprehension rather than teach it. Teachers need to explain or model the process that the reader engages in when comprehending a text. Durkin, 1978 Vocabulary knowledge is critical for success in reading comprehen- sion and school success (Biemiller, 2003; National Reading Panel, 2000) Teachers must provide an intentional and teacher-centered ap- proach to close the vocabulary gap. (Biemiller& Slonim, 2001)



Samples of reading strategies being implemented across content areas: