Reading and writing are the main tools for learning any subject. They help us learn how to learn.

1. Why should teachers of subjects such as math, social studies, science, foreign language, art, music, or PE be concerned about reading and writing? • Reading and writing are the main tools for learning any subject. • They help us learn how to learn. • These tools must be used in every classroom, at every grade level, and every subject to provide the application and practice necessary for students to become effective learners.

2. Lesson Planning: Preparing to Read How can you help your students discuss, read, and write about the content they study for deep understanding?

3. Strategies • Use writing to learn • Use discussion to learn • Ask students to think about what they already know about a topic before they learn • Show students how to monitor their understanding • Give students opportunities to summarize • Show students how to use graphic organizers

4. Reading Strategies • Help students identify the way material is organized • Help students set purposes for reading • Show students how to use context to figure out word meanings. • Help students adjust their reading pace • Show students how to find main ideas and supporting details. • Show students how to annotate and highlight

5. Reading Strategies • Help students use the visual and graphic cues in material • Help students find effective ways to study • Help students find effective ways to remember what they read • Help students demonstrate what they learned • Engage students in hands-on learning for lasting learning.

6. 10 Principles for Content Reading Instruction 1. Reading is influenced by the reader’s personal store of experience and knowledge.

7. 10 Principles for Content Reading Instruction 2. The communicative arts foster thinking and learning in content subjects.

8. 10 Principles for Content Reading Instruction 3. Literacy includes not only the traditional communicative arts but also visual literacy.

9. 10 Principles for Content Reading Instruction 4. Reading should be a rewarding experience

10. 10 Principles for Content Reading Instruction 5. The practice of critical reading enables better thinking and learning to occur.

11. 10 Principles for Content Reading Instruction 6. Meaningful reading should start early and continue throughout life.

12. 10 Principles for Content Reading Instruction 7. Teachers need to refrain from assumptive teaching

13. 10 Principles for Content Reading Instruction 8.All students, no matter at what level of literacy or learning challenges, deserve instruction in content subjects that enables them to learn.

14. 10 Principles for Content Reading Instruction 9. Teachers must go beyond lecture and use the literacy “tools” that enable students to learn content material strategically.

15. 10 Principles for Content Reading Instruction 10. Content reading instruction enables students to become autonomous learners.

16. “Catch me a fish and I’ll eat for a day. Teach me to fish and I’ll eat for a lifetime.” • Students who do not have a tool box of learning and reading strategies to aid in their comprehension when they are confused by the reading material may find their learning pace slowed or even see it come to a complete halt.

17. Effectively Teaching Vocabulary • Rethinking traditional teaching of vocabulary. • High frequency words • Essential words • Academic words • Words to own vs. words to be familiar with • Vocabulary decoding and resource tools

18. Marzanno’s approach to teaching vocabulary (from page 19 of Rutherford) • Explain • Restate • Show • Discuss • Refine and reflect • Engage in learning games

19. Good Readers vs. Poor ReadersBefore Reading: Good Readers: • Build up background knowledge on the subject • Know their purpose for reading • Focus their complete attention on reading Poor Readers: Start reading without thinking about the subject. Do not know why they are reading.

20. During Reading Good Readers: Give their complete attention to the reading task. Monitor their reading comprehension and do it so often that it becomes automatic. Stop to use fix-up strategies when they do not understand. Poor Readers: Do not know whether they understand or do not understand. Do not monitor their own comprehension Seldom use any of the fix-up strategies.

21. After Reading: Good Readers: Decide if they have achieved their goal for reading. Evaluate comprehension of what was read. Summarize the major ideas Seek additional information from outside sources. Poor Readers: Do not know what they have read Do not follow reading with comprehension self-check.

22. Turning poor readers into good readers • A dramatic improvement for poor readers results when they are taught to apply intervention strategies to content text. • When students learned effective reading strategies their confidence increases and they learn to value reading as a tool for learning and source of enjoyment. • Content area teachers must utilize their school’s reading teacher. • Content area teachers should utilize reciprocal teaching. • Content area teachers should utilize active learning strategies to engage students. • Content area teachers should utilize technology • Content area teachers should use authentic assessment and use assessment to teach not sort students.

23. Assessment • New age of accountability NCLB • Standards movement • Direct measure of learning objectives • Formative and summative • Vary types; offer options • Nontraditional tests • In addition to factual knowledge, assess interpretation and application. • Phrase test items so that comprehension depends on the learned material rather than on experience or verbatim recall • High stakes tests • Common assessments • Taking the secrecy out of tests • Authentic assessment • Retaking tests

24. Diverse Learners • The “elusive” average student • Poor readers • Reluctant readers • Nonreaders • Students with learning disabilities • ELL students • Good readers • Gifted readers

25. Teachers are Expected to Differentiate • Vary texts • Vary analysis questions • Vary expectations • Vary learning groups within a class • Vary classes • Vary assignments • Supplement

26. Technology in the Classroom • Blogs • Threaded Discussions • Discussion Group • Asynchronous vs. synchronous • Chat rooms • Listservs • Distance learning