Reading Ideas for Middle and High School Teachers

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Reading Ideas for Middle and High School Teachers

• By Debra C. Rollins
• http//www.techtrekers.com
• drollins_at_techtrekers.com
• July 12, 2005

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• The National Assessment of Educational Progress
  has found that average reading scores for
  17-year-olds have not improved since the 1970s.
  In 1998, 60 percent of 12th-graders were reading
  below proficiency.
• It is common knowledge among secondary teachers
  that an increasing number of students are
  ill-equipped to read and comprehend the textbooks
  designed for proficient secondary readers.
• What may not be so widely accepted, however, is
  the idea that content teachers can assist
  struggling readers. This premise does not mean
  that content teachers should become reading
  teachers rather, content teachers can structure
  lessons to assist struggling readers, boosting
  them to proficient performance when reading
  content-based material.

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What is your text books Grade Level Fry
Readability Graph

• - Randomly select three 100-word passages from a
  book or an article. - On the graph, plot the
  average number of syllables and the average
  number of sentences per 100 words to determine
  the grade level of the material. - Choose more
  passages per book if great variability is
  observed and conclude that the book has uneven
  readability. - Few books will fall into the
  solid black area, but when they do, grade level
  scores are invalid.

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• Additional Directions
• - Randomly select three sample passages and
  count exactly 100 words beginning with the
  beginning of a   sentence. Don't count numbers.
  Do count proper nouns. - Count the number of
  sentences in the hundred words, estimating length
  of the fraction of the last sentence   to the
  nearest 1/10th. - Count the total number of
  syllables in the 100-word passage. If you don't
  have a hand counter available, an easy way is to
  simply put a mark above every syllable over one
  in each word, then, when you get to the end   of
  the passage, count the number of marks and add
  100. - Enter graph with average sentence length
  and number of syllables plot dot where the two
  lines intersect.   Area where dot is plotted will
  give you the approximate grade level. - If a
  great deal of variability is found, putting more
  sample counts into the average is desirable.

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• What Can All Teachers Do to Help Readers?
• Teachers may wish to consider utilizing the
  following techniques and strategies in teaching
  reading in their content area
• Reading Instruction - Design lessons using a
  before, during, and after format in which reading
  is a significant component.
• Respond to Reading - Have students respond to
  stance questions in writing, providing support
  from the text.
• Develop Vocabulary - Aid understanding of content
  terms through context clues, word structure, and
  semantic features.

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• Questions-Answers-Relationships (QAR) - Help
  students to understand how to develop responses
  to questions and provide textual support.
• Use a Reader's Checklist - Articulate strategies
  for reading that students can refer to before,
  during, and after reading.
• http//www.4teachers.org
• Think Aloud - Model mental processes that expert
  readers use as they read.

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• Anticipation Guide - Give students a series of
  questions to generate interest in the topic
• SQ3R - Survey, Question, Read, Recite, and
  Review.
• Reciprocal Teaching - Summarize, question,
  clarify, and predict content and meaning.
• K-W-L - Explore what students know before and
  what they want to know before and during reading
  review what they learned after reading.

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• Expository Text Structure - Teach the fundamental
  differences between expository and narrative
  materials.
• Develop Prior Knowledge - Develop unfamiliar
  concepts, experiences, and vocabulary prior to
  reading.
• Remember - Provide many reading opportunities
  related to the content!

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• SQ3R is a five-step study plan to help
  students construct meaning while reading. It uses
  the elements of questioning, predicting, setting
  a purpose for reading, and monitoring for
  confusion. SQ3R includes the following steps
• 1. Survey - Have Students
• Think about the title What do I know? What do
  I want to know?
• Glance over headings and first sentences in
  paragraphs.
• Look at illustrations and graphic aids.
• Read the first paragraph.
• Read the last paragraph or summary.

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• 2. Question - Have Students
• Turn the title into a question.
• Write down any questions that some to mind during
  the survey.
• Turn headings into questions.
• Turn subheadings, illustrations, and graphic aids
  into questions.
• Write down unfamiliar vocabulary words and
  determine their meaning.

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• 3. Read Actively - Have Students
• Read to search for answers to questions.
• Respond to questions and use context clues for
  unfamiliar words.
• React to unclear passages, confusing terms, and
  questionable statements by generating additional
  questions.

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• 4. Recite Have Students
• Look away from the answers and the book to recall
  what was read.
• Recite answers to questions aloud or in writing.
• Reread text for unanswered questions.
• 5. Review - Have Students
• Answer the major purpose question.
• Look over answers and all parts of the chapter to
  organize information.
• Summarize the information learned by drawing flow
  charts, writing a summary, participating in a
  group discussion, or by studying for a test.

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• Vocabulary Development
• Vocabulary knowledge is fundamental to reading
  comprehension one cannot understand text without
  knowing what most of the words mean. (Nagy,
  1988) Vocabulary development is a major focus in
  many classrooms because the words students use
  while speaking, reading, and writing will
  influence their success in any academic area. In
  order to understand vocabulary words it is
  important for the learner to construct meaning
  from many experiences.

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• Provide students with direct or indirect
  experiences for new words through classroom
  discussions, activities, or personal examples.
• Have students describe (rather than define) the
  new word in terms of their experiences.
• Ask students to form a mental image of the new
  word using the information generated in Steps 1
  above.
• Provide synonyms, relationships, approximations,
  or categories for content words.
  http//www.ryhemtime.com
• Keeping a Vocabulary Notebook

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• 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 ReadingThis 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.

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• Before Reading Have your students
• Identify what they know about the topic. List
  specific ideas.
• Write specific questions which they would like
  answered.
• Make specific predictions about they think they
  will learn.
• Preview the selection with attention to bold
  print, captions, and graphics.

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• During Reading Have your students
• Generate mental pictures about what they are
  reading.
• Summarize what they have just read.
• Try to answer the questions asked.
• Alter their predictions.
• Identify items or facts which are confusing.
  Reread to try and clear up confusions.

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• After Reading Have Your Students
• Work in groups to discuss the reading.
• Create a final summary of what they have learned.
  
• State how you they can use the information they
  have learned.
• Revisit text for clarification.
• Respond to questions.

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• Graphic Organizers
• Graphic Organizers are maps that represent
  relationships and encourage organization of
  knowledge.
• Implement the use of graphic organizers into
  student reading. These tools can help students
  to visually organize what they are reading and
  extract the main ideas. Graphic organizers are
  especially useful after a reading, as a reviewing
  tool.
• Graphic Organizer

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• Compare and Contrast Web Graphic
  Organizer
• Use compare and contrast graphic organizers to
  help students map out shared and unique
  characteristics of two concepts, events,
  characters, people, or processes. Webbing is an
  ideal pre- and post-lesson activity to enhance
  learning. Use the accompanying download in your
  classroom today!
• Compare and Contrast Web

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• Expanded Venn Diagram
• Use an expanded Venn Diagram to visually organize
  similarities and differences among three ideas,
  objects, or sets. The Expanded Venn Diagram can
  be used in literature to compare and contrast
  stories, poems, literary techniques, themes, etc.
  In math, it can be used to compare and contrast
  sets, geometrical shapes, and mathematical
  processes. Use the Diagram in history to compare
  and contrast historical figures, events, or forms
  of government.
• Expanded Venn Diagram

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• Chain of Events Graphic Organizer
• Use the Chain of Events Graphic Organizer to
  create a visual representation of successive
  events in which one event is dependent on
  another. In literature, use this graphic
  organizer to trace plot development. In science,
  the chain of events organizer can be used in labs
  to outline steps. In history, use this organizer
  to trace the development of an historical event.
  And in math, use this organizer to outline a
  series of steps in a mathematical formula.
• Chain of Events Graphic Organizer

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• Fishbone Mapping Graphic Organizer
• Use the Fishbone Mapping Graphic Organizer to
  determine the causal relationships in a complex
  idea or event. To use this graph most
  effectively, begin with the result and then
  analyze the contributing causes. For example, in
  literature, the resolution of a story may be the
  first piece of information on the map, and then
  students read to determine the evolution of the
  resolution. In science, the educator may provide
  the intended result and then create a lab in
  which students search for the cause(s) of the
  result.
• Fishbone Mapping Graphic Organizer

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• Affective Graphic Organizer
• Use the Affective Graphic Organizer to gauge the
  affective or emotional impact of factual
  knowledge. This organizer is most effectively
  used pre- and post-lesson. For example, before
  beginning a unit on the Civil War, give students
  a series of facts about the war to list on the
  right of the chart. At the bottom of the chart,
  ask students to record feelings, thoughts, or
  associations they develop based on the isolated
  facts. Then, compare and contrast the affective
  impact pre- and post- lesson. This graphic
  organizer also doubles as an advance organizer,
  indicating to students the learning that is
  expected to occur during the unit of study.
• Affective Graphic Organizer

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Microsoft Reader

• See hotlist

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Websites to Visit

• America Reads Challenge - Program seeks to have
  every American child reading well and
  independently by the end of 3rd grade. Site
  includes directory of program participants,
  resource kit, and information on getting
  involved.
• Book Adventure - A free on-line reading program
  encourages students in grades K-8 to read more
  often, for longer periods of time, and with
  greater understanding. Requires free
  registration.
• Booktalks -- Quick and Simple - Database of over
  600 ready-to-use booktalks. Designed for K-12
  teachers and librarians.
• The Catch Up Programme - Literacy intervention
  program designed for use with primary school
  children who have difficulty with reading and
  writing.
• Cerbranetics Institute - Provides free phonics
  lesson to teachers and parents. Material may be
  used with students who have dyslexia.
• CyberGuides - Standards-based, teacher-designed,
  Web-searching and writing/reading activities for
  K-12 students based on core literature.

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• KidBibs - Identifies strategies and resources to
  help children become better readers, writers, and
  learners.
• Nerd World Education - Literature - Links
  related to the teaching of literature.
• The Phonics Room - Provides poems, songs,
  literature, and other activities related to the
  letters of the alphabet.
• Preventing Reading Difficulties in Young Children
  - A guide to prevention and intervention.
• Reading and Language Arts Resources on the Web -
  Annotated directory of some 200 sites on phonics,
  whole language, lesson plans, and reading
  research.
• Reading Comprehension - Includes weekly
  worksheets for upper elementary and middle school
  levels.
• The Reading Genie - Links and lessons about
  learning to read including research based
  methods.
• Read In- A one-day-a-year Internet event that
  lets thousands of children around the world talk
  to famous authors and with each other.
• Reading-n-Phonics - Learn to read using phonics.
  Interactive phonics lessons for preschool and
  kindergarten children use colorful pictures and
  stories.
• Reading Online - A journal for literacy educators
  K-12 includes articles, commentaries, reviews,
  and discussion forums.

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• Reading Rainbow - The Official Web Site -
  Companion site to the PBS program provides
  classroom activities to accompany daily programs
  as well as information on annual young writers'
  and illustrators' competitions.
• ReadingLady.com - The place where teachers can
  turn to find ready to go units, as well as
  information about reading and learning with other
  teachers. Lesson plans are ready to go in your
  classroom.
• Rhode Island READS - Statewide program utilizes
  AmeriCorpsVISTA workers and other volunteers to
  increase literacy among children, and promote and
  support literacy programs.
• Speed Reading Self-Pacing Methods - By Dennis
  Doyle - Glendale Community College. Provides
  simple motion techniques to increase reading
  speed.
• Succeed to Read - Provides tips and techniques
  parents and teachers can use to teach children
  how to read.
• Suggestions for Improving Reading Speed - This
  article, provided by Virginia Tech's Division of
  Student Affairs, gives insight to factors that
  reduce reading rates and conditions for increased
  reading rates.

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• Teacher Resources - Tools
• http//www.educationalpress.org/educationalpress/
  Index.asp
• Tools
• http//4teachers.org
• Teacher Resources - CyberGuides
• http//www.score.k12.ca.us/
• Teachers' Developmental Reading Resource For
  Young Adult Fiction - Metasite containing
  original summaries, reviews, and readability
  assessment of YA fiction. Lots of resource links
• Using Picture Books to Teach Narrative Writing
  Traits - Bibliography contains annotations for
  narrative writing traits, character traits, and
  curriculum connections.
• What is Speed Reading? - Provides a basic guide
  to speed reading.
• Whirlwind Basic Reading Through Dance -
  Organization partners with teachers to improve
  children's language arts and learning skills
  through the arts.
• World of Reading - Where kids share books they've
  read or find a good book to read.
• Word Wall Lists and More
• http//www.k111.k12.il.us/lafayette/fourblocks/wo
  rd_wall_grade_level_lists.htm