Reading Ideas for Middle and High School Teachers By: Debra C. Rollins http://www.techtrekers.com firstname.lastname@example.org July 12, 2005
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
By: Debra C. Rollins
July 12, 2005
- 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.
- 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.
Teachers may wish to consider utilizing the following techniques and strategies in teaching reading in their content area:
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.
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.
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.
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.