To add on what others have said... 1. Teach comprehension strategies for nonfiction...they are totally different than what reading teachers teach with fiction. 2. Teach roots and suffixes...expecially in Science 3. Model think-aloud strategies 4. Kelly Gallagher has a great book titled Deeper Reading and has tons of activities that all teachers can do to help students understand the deeper meaning including 2nd draft reading. That is when a passage is read the first time to get the gist. The 2nd time is for a different purpose...maybe "find examples of foreshadows" or what ever the teacher decides. A 3rd draft is useful for a different purpose. 5. Also from Gallagher's book is rating comprehension. Students highlight exactly what words cause the confusion. When they seek assistance and the teacher asks "What don't you understand?" The student has a defenant answer.
Hope this helps, Ashli On 10/10/07, Keith Mack <[EMAIL PROTECTED]> wrote: > > My experience is primarily with secondary teachers and my personal bias is > that some HS and MS teachers in content areas think they don't have to > teach > reading. It's sometimes difficult for me to stay calm when a teacher that > says something like, "I teach Biology. I DON'T teach reading!" (deep sigh) > > Teachers can really help to engage readers by reading aloud and modeling > thinking (metacognition). These are often missing elements at the > secondary > level. Secondary teachers can sometimes be guilty of just having kids read > textbooks silently and then they wonder why the kids "don't get it". So, I > think there's plenty of room for teachers to model good reading and then > talk about "thinking" during reading with students. > > I'd like to point everyone to a great source of information on our sister > organization Mosaic's website. There is an awesome "Tools" page at > <http://www.readinglady.com/mosaic/tools/tools.htm>. You might be > interested > in the Staff Development items on this web page especially > * Ellin Keene's "What To Look For In Instructional Practices" > * Metacognition ideas/thoughts from Deb > * "Exploring the Cueing Systems" activity by Elouise > > There are also some great resources at The Literacy Toolbelt website > http://literacytoolbelt.tripod.com/. If you click on "Fab Five" there's a > nice PowerPoint by Marzano on "Building Background Knowledge". > > Lastly, I see many teachers with heart in the right place in trying to > teach > vocab, but making students copy definitions, use the word in a sentence, > and > complete a "hidden word" game are probably not going to cut it. Our good > friend John Norton send out a link last week in MiddleWeb's "Of Particular > Interest" bulletin to a site - "Teaching Vocabulary to Adolescents to > Improve Comprehension" <http://www.readingonline.org/articles/curtis>. > This > features excellent researched-based methods with some really nice > activities > and assessment tools to support the major points of the article. > > Good Luck, > > Keith Mack > [EMAIL PROTECTED] > http://www.literacyworkshop.org > > > > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > Search the LIT archives at http://snipurl.com/LITArchive > _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
