maria lefort 1 m. lefort - teaching reading across the curriculum - part 2
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M. LeFort - Teaching Reading Across the Curriculum - Part 2
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Maria LeFort
TEACHING READING ACROSS THE CURRICULUM
M. LeFort - Teaching Reading Across the Curriculum - Part 2
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STRATEGIES TO HELP STUDENTS “HOLD THEIR THINKING”
1. Question Analysis - Active reading 2. Note taking
Divided page Reading Log Foldables
3. Summarizing Foldables “Sum it Up” Quick-Write
4. Activity – “How to Mark a Book.” (previewing – annotating – questioning – summarizing)
5. Teaching the text last
TEACHING READING ACROSS THE CURRICULUM
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TEACHING READING ACROSS THE CURRICULUM
Active Reading Strategies
1. Read the question.
2. a. Circle key direction verbs. For example – write, draw,
explain, compare, show, copy
b. Underline important information. Often there is information in a
question that is irrelevant to finding the answer.
3. In your own words, write what the
question is asking you to do.
4. Develop your plan/Answer the question.
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NOTE TAKING
Interactive Note – Taking/ Divided Page Allows the student to interact with the text
Direct Quote Thinking Options* This reminds me of…
* Question * I am confused about * unfamiliar vocabulary etc.
TEACHING READING ACROSS THE CURRICULUM
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SUMMARIZINGFor the student: Helps students construct an overall
understanding of the text Helps students recall and reorganize the
most important pieces of informationFor the teacher Provides a way to check for understanding
TEACHING READING ACROSS THE CURRICULUM
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Objective: To write a summary using established criteria. Agenda: Define Summarizing. Review steps in writing a Summary. Review Criteria for a Summary. Actively read a selection. Complete graphic organizer. Work in pairs to write summary using criteria. Share summaries. Materials: Reading Selection Graphic Organizer
SUMMARIZING
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Definition of Summary A summary is a brief restatement in your
own words of a text’s main ideas (Holt Handbook, 5th edition).
SUMMARIZING
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Steps in writing a Summary Define purpose for reading: to determine the main ideas
and supporting details. Scan text for repetition of key vocabulary (nouns). Actively read the text keeping the purpose in mind. Take notes using a graphic organizer Notes on graphic organizer should be in phrases Students use of own words in notes should be emphasized;
however, much depends on their level of proficiency Key vocabulary words should be used in notes Put main ideas from notes into a summary using
established criteria.
SUMMARIZING
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Criteria for a Summary (on overhead)
◦ Includes a repetition of key vocabulary words, but is written in the context of the student’s own words.
◦ Focuses on main ideas of the text.◦ Develops logically to reflect the sequence of the text
Note: The teacher should add a word length to the list of criteria for the summary
gauged on the difficulty and length of the reading. The teacher should determine how to “chunk” the reading so that it is manageable for the level and ability of the student.
SUMMARIZING
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Modeling the steps of writing a summary should take place first.
This can be followed by asking students to participate in the active learning activity as outlined below.
SUMMARIZING
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Activity Students will be given a reading selection and a graphic
organizer that will ask for main ideas and supporting details. Teacher will work with class to scan for key vocabulary
words. Students will be asked to actively read selection and
complete the graphic organizer individually. Students will form groups of 4 to discuss their graphic
organizers and collaborate in writing a summary. Students will share summaries. (In sharing summaries,
students should justify how their notes and their summaries connect and identify how they follow the established criteria).
SUMMARIZING
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ACTIVITYTake part in summarizing activity usingestablished criteria:“Antarctica Erupts!”Graphic organizer
10 -15 minutes to work in pairs 10 minutes to share
SUMMARIZING
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ObservationsCommentsConcernsQuestions
SUMMARIZING
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FOLDABLES 3-D paper constructions that allow learners to record and process new words and concepts in a hands-on and kinesthetic way.
TEACHING READING ACROSS THE CURRICULUM
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How do teachers use it? Teachers use foldables to enhance the study
of concepts in their classroom. After learners have been introduced to a concept, the teacher facilitates the construction and application of this three-dimensional organizer. As with all strategies, the creation process must be modeled.
FOLDABLES
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How do learners use it? Learners use foldables to create tangible
containers for their new concepts in a useable and hands-on format. Of course, the strategy does not end with the construction. The foldable must be used in some format to show application.
FOLDABLES
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Foldable
1. What difficulty do you have getting your students to comprehend material?
2. What did you learn in today’s session?3. What can you use in your class?4. Questions?
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“How to Mark a Book” Practice using Previewing, Annotating,
Questioning, Summarizing or Helping students interact with a text
TEACHING READING ACROSS THE CURRICULUM
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Actively read “How to Mark a Book” by following the directions on the handout.
Use the Post-It Notes provided to record your notes.
HOW TO MARK A BOOK
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1. In pairs, students write a summary for each section 1 – 5.
2. Share summaries
3. Share one question
4. Share any other comments
HOW TO MARK A BOOK
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THANK YOUTHANK YOU THANK YOU
TEACHING READING ACROSS THE CURRICULUM