reading+in+the+content+area

//Reading Instruction in Content Classrooms// Incorporation of reading instruction into the content classroom is not as daunting as one might believe. Any reading assignment can be broken down into three comprehension-building steps: > Step One: Before Reading

This step activates a knowledge base upon which students can build and establishes a purpose for reading. Step Two: During Reading This step allows students to measure comprehension, clarify, visualize, and build connections. >> Step Three: After Reading

>> This step expands prior knowledge, builds connections, and deepens understanding. Apply any of the following simple reading strategies to aid students during each portion of the reading assignment. >> brainstorm · predict · skim · assess prior knowledge · preview headings · learn crucial vocabulary //During Reading Strategies//reread · infer · question · support predictions · summarize >> //After Reading Strategies//reread · confirm predictions · summarize · synthesize · reflect · question

Incorporating learning aids such as graphic organizers and reading anticipation guides into reading assignments can also help students visually organize content. //Sample Introductory Science Reading Using Reading Strategies// Let us assume a Science teacher discovers that several students in her heterogeneously grouped class are having difficulty reading the passages about atoms in their science textbook. What reading strategies might she employ to aid these students? //Before Reading// //During Reading// //After Reading//
 * Provide background information about atoms, explaining that atoms make up every known object.
 * Explain that while scientists have never seen an atom, they have collected sufficient information to create a model of an atom.
 * Establish a purpose for reading by stating that the students will see labeled diagrams of atoms to help them learn about the parts and characteristics of an atom.
 * After reading in small groups, pairs or individually for several minutes, pause and ask students to pair and take turns explaining what they have learned thus far about atoms and charges.
 * Using individual two-column learning logs, pause at intervals during reading and ask students to phrase a question about the passage just read, then pair, exchange logs and allow the partner to write a question in the second column.
 * Have students work in groups to identify parts of the atom on a diagram, identifying the charges for each as well.