REA4360 Reading Across the Curriculum

Word Bubbles

-A good review. -Students are given one clue to the word's meaning on a line below the bubble -Using this clue and the bank of words to be reviewed, they fill in the bubble and list other clues on the lines -Students are not limited to the word bank as they list new clues

First Person Summary

Writing activity in which students write about something in the first person as if they were part of the action, allowing them to process information by writing in their own words about a topic. Encourages the writer to become personally involved in the material. Teachers may be able to recognize and correct any deficiencies in students' understanding by reading their summaries Another approach: an interview script. Students may take on the role of reporter and create a script to include relevant questions and responses. Another variation: write conversations related to what they are learning. They could write dialogue between two characters in the book they are reading.

Mnemonics

devices and techniques to improve memory help students retain information over time Seem to work by taking the load off working memory, or short-term memory, by retrieving learning directly from long-term memory.

Two-Column Note Taking

-AKA 5Rs. used with younger children -Students divide the page into left side: main heading, note, and keywords. Record topics, questions, key phrases, definitions, comments and summaries -Right column: information from the lecturer or the textbook -Practice 5 steps: 1. Record 2. Reduce 3. Recite 4. Reflect and Review

Cubing

-Activity that prepares students as both writers and readers by having them think on 6 levels of cognition. -As a way to stimulate writing, especially when writers have a block and can't think of anything to write. -Writer imagines a cube, puts of the 6 tasks on each of the 6 sides, and considers each task for nor more than 5 minutes. -The writer considers all six sides, he/she has to look at a subject from a number of perspectives. -When applied to reading, cubing can lead to purposeful reading and develop reading comprehension -Make the cube: Cover a square tissue box with construction paper and label each side. Study and write about a chart, map, graph, or picture from these 6 viewpoints: space, time, location, culture, talk, size.

Odd Word Out

-Offers a way of considering similarities and differences among words and concepts as students try to determine which word does not belong and why -students are given several groups of four words each. -For each grouping, students select one word that is different from the others and explain why they chose each word. -Another version: begins with six words, all purposefully selected from a broad category. Students select one word that doesn't belong and state why. From the remaining words, students repeat the procedure. The steps are repeated until only 2 words are left. Students then decide on 10 ways the last 2 words are different.

Magic Squares

-Used at all levels (elementary, middle, and high school) -Are special arrangements of numbers that when added across, down, or diagonally always equal the same sum. -Teachers use this by having students match a lettered column of words to a numbered column of definitions. Letters on each square of the grid match the lettered words. -students try to find the magic number by matching the correct word and definition and entering the number in the appropriate square of grid.

GIST

-strategy to teaching students to summarize text effectively. -Generating Interaction between Schemata and Text. -found to improve students' reading comprehension and summary writing -Teachers must model and guide after the reading stage of a lesson. -Reader is interrupted and directed to record a summary of the material just reading. -Steps: 1. select a short passage in a chapter that has an important main idea 2. Project using an LCD projector but display only the 1st paragraph 3. Have students generate a class summary on the computer in 30 or less words 4. Reveal the next paragraph of the text and have students generate summary of 30 or less words that encompasses both of the first 2 paragraphs. 5. Continue this procedure paragraph by paragraph until students have produce a GIST statement for the entire passage being taught. -Restricting the length of GIST, teacher compels the students to use the 3 major strategies necessary for comprehension and retention of key ideas in any text. -Must delete trivial information, select key ideas,and generalize in their own words. -GIST beneficial for teaching reading and writing. -Constructed after reading- reflective activity

Learning Log

-teachers should have students write regularly in a journal. -students use headings. -entries can be read by other students/teacher, but they should be valued for their introspective qualities and not graded. -Journal writing helps students work through problems they are having in learning material and verbalize concerns that the reader can respond to individually also in written form. -Tap the metacognitive aspects of learning to engage students in thinking about their own language and the process involved. -Positive academic achievement when writing activities involving metacognitive thinking were used. -Are relatively simple yet effective way to get all students to write in content area classes and stimulate thinking. -Students write in their logs every day, either in class or outside class -Students can be asked to write entries that persuade,, describe personal experiences and responses to stimuli, give information, or are creative and spontaneous.

Double Entry Journal

A log in which students write on the left side of the page about their prior knowledge of a topic. After reading, they enter comments about what they learned on the right side of the page These comments might include drawings or questions.

Prediction/Anticipation/Reaction Guides

A pre reading strategy. Teaches content and literacy along with reading skills appropriate for all learners. Students react to statements prepared by the teacher. Students anticipate, or predict, what the content will be. Valuable: 1. Students exposed to anticipation guides tend to become interested and participate in lively discussion, which motivates reading. 2. Many students enjoy argument, and a well-structured anticipation guide leaves enough room for doubt about topics to generate healthy debate 3. Students need to learn to predict outcomes of their reading, which this strategy teaches students to do. Involves students in discussion and reading and can also ask students to respond in writing to the statements Excellent for developing critical thinking and cultural understanding, and both teachers and students report that they like using them Example: Write a few statements- predict on one side and the other is true statement. Purpose: engage students in thoughtful reading because of their curiosity from their predictions. This guide helps students as they read.

Mystery Clue Game/Turn On

Designed to help readers understand sequence. Promotes oral language as well as reading, and it works well in most content areas. The goal of the acidity is for students to approximate the sequence of events before reading and then read with the purpose of checking their prediction. Don't have the full information. Have cards, can arrange themselves Mainly for sequencing events. Usually prereading

Maze

Especially useful for ascertaining students' prior knowledge and understanding of a subject. Passage of 100 to 120 words from a representative part of the textbook and deletes every fifth or tenth word. Given three choices: (1) the correct word, (2) a grammatically similar but incorrect word, and, (3) a distracter, which is a grammatically different and incorrect word. Must provide three choices for each deleted word.

Marginal Glosses

Found in content textbooks. Comments that authors make to their readers as asides, sometimes in the margin of the page. Comments are intended to help readers understand the passage. Assist readers in developing comprehension. Teacher written Variation: Can be student written

About/Point

Simple yet effective way to teach students how to grasp the main idea of a paragraph and how to recognize subordinate detail. Represents an easy way that students can learn to think reflectively about relationships in a paragraph. The students concentrate on "what the passage is about" and what "main points" are covered in the reading. Simple study guides can be given to students to help them categorize the passage in this manner.

DRTA + Prediction Guide

Helps students understand that each segment of text can help them figure out the next segment. Key aspect-> Predicting outcomes. Predicting prepares the reader for comprehension but cannot stand alone. Students reflect aloud on predictions before going on to read another segment. Teachers are worried that students will be reticent to make predictions, they can use a simple prediction guide. Students predict in the left column. Write what actually happened in the right column. Can show the teacher whether the student is actively predicting and taking part in the process. Guides the DR-TA process, making sure that each student is actively involved in understanding each segment before continuing to the next. Teaches the correct reading process; predicting, reading, and proving that the racing has occurred. Direct Reading Thinking Activity Prediction Guide- predicting before you read, and then you discuss answers afterward. Used in every grade Used in any subject Versatile

CLOZE

Offers an interactive way to assess the match between readers and texts. Reflects the gestalt principle of closure, or "the tendency to perceive things as wholes, even if parts are missing". A passage is cut up so that students can fill it in. Readers rely on prior knowledge and use of context as they close, or complete, the cut-up passage. Determine the readability of material for different readers. Teacher first chooses a passage of 250 or more words. Words are deleted at regular intervals. Beginning and ending sentences remain intact. Blanks replace the deleted words. No clues other than the context of the material are provided to the reader, who must fill in those blanks. Generally recommend that every tenth word be deleted for primary students. Fifth word should be deleted for older students (fourth grade and above).

RAFT

One way for writers and their teachers to keep the appropriate audience in focus: R stands for the role of the writer: what is the writer's role? A stands for audience: who will be reading this writing? F stands for format: What is the best way to present this writing? T stands for the Topic: what is the subject for this writing? Product is more clear and focused

Jot Chart

Organize text information by showing comparisons and contrasts. Students complete a matrix as a way to see how ideas are alike and different. Simple to contrast. Can be used at any grade level. Any content area. Sets up the matrix and encourages students to fill it in as they read. Relationships and build meaning as they read. Comparing similar things that have categories.

Pattern Guides

Promotes oral language as well as reading, and it works well in most content areas. The goal of the activity is for students to approximate the sequence of events before reading and then read with the purpose of checking their predictions. Are most useful in helping students recognize a predominant structure such as cause and effect or compare and contrast. Can help students see causal relationships. Cause and effect Timeline Shows relationship.

Story Impressions

Provides a list of words that come from the text that a student will be reading. Invite students to use important terms, phrases, and concepts in a text to write a coherent prediction about the text might be about (for narrative) or what they can learn (for nonfiction). Creating-> the teacher must read through the text and decide what terms, phrases, and concepts to present in the order in which they appear in the text. Text has a narrative structure-> the terms should support the key story elements (main character's name or distinguishing characteristics, the setting, the problem, basic events, the solution, and the theme). Texts that are nonfiction-> the teacher should choose terms about which students have some knowledge but also select terms that "will reflect new learning for many students" Students benefit from working in groups to write predictions with the terms they share them with the class. Then they can compare their writing. The teacher gets a story that they want to read to the students, and then list out the main idea words in order. What do the students think the stories going to be about. Benefit: excitement about the book, wonder what will happen, 1st time to do- small group.

QAR

Questioning technique called question-answer relationship (QAR). Teach students how to formulate questions at different levels of cognition. QAR is a four-level taxonomy: (1) right there, (2) think and search, (3) the author and you, and (4) on your own. Meaning out of the text for better understanding.

Prelearning Concept Check

Simple lists of important terms in a reading Easy to construct and use They serve 2 purposes: 1. they expose students to key vocabulary in the reading. 2. they allow the teacher to find out how much students know about a topic. Students rate what they know about the topic, from "know a lot about the concept" to "know very little about the concept." Return to the list after to check their knowledge. checklists give students with limited prior knowledge a chance to consider what they know about key vocabulary in the new learning and to talk about the terms in groups or as a whole class. put a (+,-,0) to determine your knowledge before lesson introduces key vocal before the lesson

TOAST

Steps: 1. Test- students self-test to determine which vocabulary terms they cannot spell, define, or use in sentences. 2. Organize- students organize these words into semantically related groups; arrange words into categories by structure or function, such as words that sound alike or are the same part of speech; and categorize words as somewhat familiar/completely unfamiliar 3. Anchor- students anchor the words in memory by using a keyword or method, tape recoding definitions, creating mnemonic devices, or mixing the words on cards and ordering them from difficult to easy. 4. Say- students review the words by calling out the spellings, definitions, and uses in sentences to another student. The 1st review session begins 5-10 minutes after initial study and is followed at intervals by several more. 5. Test- immediately after each review, students self-administer a posttest in which they spell, define, and use in context all the vocabulary terms with which they originally had difficulty. -Encompasses all aspects of PAR -Recommended from early elementary grades through high school -Good method for getting students actively involved in the study of words

Reciprocal Teaching

Strategy to promote independent learning from a text. Students and teachers establish a dialogue and work together in comprehending. Four shared goals:prediction (predictor), summarization (summarizer), questioning (questioner), and clarification (clarifier). Provides assistance to students as they read and significantly improves achievement in both regular classrooms and with students with disabilities. a dialouge teacher and students use to summarize a text Different subjects Pictures, articles 4 share goals (prediction, summarizing, questioning, and clarification). Group/class work 1st/2nd grade have partners and share with another partner group

Analogies

Students can make comparisons between familiar and less familiar concepts by the use of analogies. Begin with a connection point to the reader's background. Analogies carry out a comparison. Tools for content reading teachers because they are simple to create and highly relevant for students. Actively engage students in listening and speaking. Students are encouraged to write their own analogies after reading certain material. Analogies become useful reflection and writing activities.

Rewriting

Students have a difficult time comprehending text-> Teachers can try putting the text in easier form. Text structure, organization, word familiarity, cohesion, and sentence length can influence reading comprehension. Introducing text-> simplify writing styles and clarify concepts that students may have difficulty understanding Returning to the Original Text-> using required materials & students will receive the message that the text material is important. Students read the rewrite 1st; then they read the original essay and compared the 2 versions. As a preparation strategy, rewriting proved successful. The basic idea is to simplify words so that there are fewer syllables, sentences, and clauses. Sometimes a revision does not lower the readability level but does clarify difficult material. Goal should be to present necessary material in an understandable form as a prelude to reading the original,not to show a change in a readability formula. Rewriting can also be used as a reflective reading technique. Rewriting can also be a useful tool for at-risk readers who need to learn the same content as classmates but have difficulty reading at their level. Purpose of this strategy is to prepare the reader for what they are about to read. It helps build a little bit of background knowledge & allows them to read a simpler version to get all the main points before reading the longer version and getting lost in the details. Way to introduce the material. Main ideas of the text. The big statements. Rewrite could be in different forms: a character reading the letter, article from the newspaper,

Self-Generated Questions

Students seem to improve their understanding of texts when they generate their own questions either before or after reading. Student-generated questions, succeeds because it shows students a strategy to monitor their understanding. Before or After

DRTA + Higher Level Questioning Bookmark

The procedure for nonfiction DR-TAs is to survey, question, and then read for answers. One way we have found to help students write higher level question is through use of the "higher level questioning bookmark"

See What I Found

This poetry pattern focuses on an object or concept critical to the area or topic being studied. Although the patter is simple, it requires students to examine the object or idea critically "up close with new eyes." Procedure: 1. Think of an object or item of significance that was a part of the passage read. 2. Write the word or object you chose on the 1st line 3. Tell something about it on the 2nd line. 4. Tell where you might find it on the 3rd line 5. Tell what purpose(s) the object has on the 4th/5th lines 6. Say anything you would like about it on the 6th line Teachers can use real objects, pictures or objects, to provide concrete examples and models.

Guided Writing Procedure

Uses writing to specifically to enhance comprehension. The 1st day the teacher: 1. activates students' prior knowledge to facilitate prewriting 2. has students fact storm and categorize their facts 3. has students write 2 paragraphs using organized list 4. has students read about the topic The 2nd day the teacher: 5. has students check their drafts for functional writing concerns 6. assigns rewriting based on functional needs and revision to incorporate the information from the reading 7. gives a quiz

Graphic Organizer

Visually represent relationships among concepts, thoughts, and ideas. Concept maps, story maps, advance organizers, story webs, or semantic maps. Graphic organizers help the reader prepare for reading by presenting a pictorial road map of the text. Interpret a concise, comprehensive, and compact visual aid. Teachers help make reading easier for students through the use of graphic organizers because they show complex interrelationships. Follow these steps: 1. Identify the superordinate, or major, concept; identify all supporting concepts. 2. List all key terms from the material that reflect the identified concepts. 3. Connect the terms to show the relationships among concepts. 4. To show relationships between concepts, add terms from previous lessons or terms that are likely part of students' prior knowledge. 5. Construct a diagram showing these connections to introduce the reading. Students can use the graphic organizer to check comprehension or to reflect on their learning. Looks many ways: Pyramid, KWL, spider web, etc.

Guided Reading Procedure

offers an excellent way to teach students to gather and organize information around main ideas. uses brainstorming to collect informational accurately as possible and then rereading to correct misinformation and fill in conceptual gaps 2nd reading is important because it heightens motivation-> students read to prove that their students correct of disprove fellow students' statements students' purpose and focus intensify during this second reading segment Purpose: help students brainstorm, and remember what they read. Divide what was read into different categories Incorporate non-text experiences