Content Based Reading Tools
TIE Online Workshop

Session One--Interactive Elements of Reading

Tasks to complete before reading

 

  • Complete the "K" and "W" portions of the group K-W-L chart.
    • You will need a Google account to edit the chart.  Please use the same email address as you used to register for this class (or send me the email you are already using for your Google account).
    • You can find a KWL generator to make your own charts online here.  Or just create a table in Word and you're set.

 

Readings

 

  • p. 1-40 Teaching Reading in the Content Areas
  • Read the article, "You can't learn much from books you can't read"

 

 

Session Two--Strategic Processing

Tasks to complete before reading

  • Complete the Anticipation Guide located in the Shared Docs folder to the left.

Readings

  • Use this article, “The Case for Informational Text,” for your SQ3R activity.
  • p. 41-55 of Teaching Reading in the Content Areas
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Tasks to complete after reading

 
  • Share your reflections on using the Anticipation Guide in this Google Doc.  Please post your intials after y our reflection.

 

 

Session Three--Strategic Teaching

Tasks to complete before reading

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Readings

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  • p. 57-60 of Teaching Reading in the Content Areas
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Tasks to complete after reading

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Session Four—Six Assumptions about Learning

Tasks to complete before reading

  • On your own, utilize the SQ3R method to survey the article, “The Case for Informational Text,” and create questions to guide your reading.

Readings

  • Use this article, “The Case for Informational Text,” for your SQ3R activity.
  • p. 61-67 and 109-111 of Teaching Reading in the Content Areas
  • Read Chapter III of this article, which focuses on the themes of constructivism, engagement, and meaningful content, as a supporting document for the Six Assumptions shared in the text.

Tasks to complete after reading

  • Complete the SQ3R process by reciting answers to the questions you created and reviewing the main ideas included in the article. *You do not need to turn anything in for this.*
  • Read this information on graphic organizers.

 

Additional Resources (Optional)

If you are interested in learning more, here are a few resources that you will find useful. Do an Internet search using the engine of your choice for “graphic organizers” and you will find a plethora of examples, ideas, templates, research, and more. I would also recommend that you continue to utilize the Reading Strategies section of the TRCA book, which starts on page 69. These strategies can be used in any content area from grades 4-16 to help learners interact with various texts.