Reading within Subject Areas w audio
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Reading to collect information is a different strategy than reading literature. Use this tried method that is adjustable to teacher, to students, to time, and to resources. Best to start the School Year with this routine.
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Reading within Subject Areas w audio
- 1. Teaching Reading within Subject Content Areas Copyrights reserved 2015 TeacherTMI.com
- 2. Reading to collect information requires a different thought process than reading literature for enjoymentâŠ
- 3. Reading to collect information requires a cognitive process that begins before decoding textâŠ
- 4. SQRRR Reading to Collect Information PRE-READING Survey⊠1-5 minutes with collective oral participation; Question⊠1-5 minutes with collective, oral participation; preRead âŠ3 minutes if collective, guided
- 5. SQRRR Teacher determines appropriate allotment of time for: traditional Reading Reciting Reviewing
- 6. Appropriate Time is determined by Length of material vs. studentsâ abilities; Critical nature of the content vs. studentsâ level of independence; Density of content material or level of vocabulary; Clock and calendar time.
- 7. Once the SQRRR method is routine in your classroom, you may accelerate the process and encourage students to work more independently.
- 8. Step One Survey Get studentsâ minds set on the topic
- 9. Students survey the features in the target text: Have students check out the pictures, maps, charts, drawings, bold print words, titles, subtitles, captions, timelines, etcâŠ
- 10. âCheck outâ means to label, to name, to list, to talk about, to stare at, to point toâŠ
- 11. Dependent upon teacher style, the time available, student momentary need⊠determine this activity to be: written or verbal, independent or partnered, 90 seconds or 5 minutesâŠ
- 12. Choose Written if you need student accountability and classroom calm. Verbal if you need students to model for each other or to conjure enthusiasm. Independent if this is studentsâ first time so you can see they each âget itâ. Partner when students need social or talk time, but need to stay on target. Quick survey time if time is short or if students are already engaged. Belabor time to lock in the skill, and to streamline the theme and topic.
- 13. Remember⊠The purpose of the SURVEY is to establish the studentsâ mindsetâŠ
- 14. Step Two Question Magnetize studentsâ minds to collect information.
- 15. Build student curiosity about upcoming reading and information. Have students⊠âŠshow each other what is most interesting. âŠask questions about what they see. âŠtell what they see that makes them curious.
- 16. Curiosity is educationâs natural fuel⊠You want students to remain curious. Curiosity magnetizes the student mind⊠Readies the mind to collect information.
- 17. Remember⊠the purpose of QUESTION/CURIOSITY is to build engagement
- 18. Once curiosity engages⊠QUICK! Use student curiosity to move forward.
- 19. Step Three Read Reading includes decoding of text AND following the pattern of text organization as students absorb the vocabulary, information, and concepts.
- 20. At first, Instruct the students to read only the introduction, the summary, the lesson questions.
- 21. (Introductions and summaries include almost 80% of the critical information.)
- 22. The lessonâs questions and culmination activities forewarn students what they need to remember from the reading.
- 23. Reading now has purpose. Desire to read has been piqued. Reading itself has momentum.
- 24. Assign limited sections of independent reading OR Include all students in guided reading or guided note-taking Decide how students will record or collect information.
- 25. Independent reading can be assigned in sections, with a finite purpose, with momentary deadlines, with or without a graphic organizer.
- 26. Supported Reading Assists acquisition of content information and concept formation.
- 27. Remember⊠READING is for collecting target information.
- 28. Step Four Recite Students recite what they know via teacher prescribed questions and assignments.
- 29. Teacher prescribes a focus on core objectives, allotting ample time and the appropriate materials that accommodate the modality preferences of students.
- 30. âModalityâ refers to any of the five senses or the emotional sense used to intake information, multiple media used in presenting information, and multiple methods or modes allowed to record learned information.
- 31. Remember⊠RECITE is the critical opportunity for students to synthesize and process the information that is being learned.
- 33. Instruct students to self-evaluate what they have done and not done toward learning the forewarned objectives and where their work qualifies on the grading rubric, so far⊠and if they want to improve their grade.
- 34. Teacher prescribes that students⊠âŠcompare what they know to what they still need to find out. âŠcompare what information they have to what they still need to find out. âŠdecide how and where and when to find the missing information. âŠdecide when and how they will study.
- 35. Review is the last opportunity for students to gather and process information. RememberâŠ
- 36. SQRRR + EECH ! The effective teacher completes the learning sequence: Examine Enrich Celebrate Highlight
- 37. EXAMINE Schedule an exam while the information is still fresh. Use an exam that allows expression of multiple student modalities. Clarify the appropriate and correct answers ASAP after the exam. Correct and distribute exams ASAP.
- 38. ENRICH Extend and explore the information as found in the studentsâ world⊠Add to experience in the senses: add food, add art, add culture⊠Assign a culmination project: a report, a play, a commercial⊠Keep the emotions in the positive realm!
- 39. CELEBRATE Congratulate students on their learning. Speak in terms of what they did that was appropriate and on target⊠(Ignore the other stuffâŠ) Be specific about the behaviors and activity that promoted success.
- 40. HIGHLIGHT Highlight student workâŠin your room, in the hall, in the office⊠Highlight your satisfaction with products, efforts, Highlight any approximation of task⊠Highlight positive comments heard in class and out during the process⊠Highlight the positive momentum and positive emotionsâŠ
- 41. SQRRR+EECH Student Learning Activities: Survey ï Questionï Read ï Recite ï Review Teacher have-to- build-classroom-culture Activities: Examine ï Enrich ï Celebrate ï Highlight
- 42. Congratulations! You have reached a SQRRREECHing Halt!
- 43. Ten Minutes of Information TeacherTMI.com The TMI Teacher Squad thanks you for viewing todayâs Teaching Reading within Subject Content Areas Copyrights reserved 2015 Hughes