How is reading used in the CTE classroom?
- Patch Adams
- Tuesdays with Morrie
- The Spirit Catches You and You Fall Down
- How Not to Die
Complement instruction; life situation discussion; Medical Reading HOSA competitive event; apply health science instruction to real life
| specific story to complement instruction, discussion starters, terminology use|
- career pamphlets
- personal assessments (career inventories)
| assignment in introctory class; research career|
- Diversifed Health Occupations
Resource; curriculum instruction; meets standards
Content-specific technical writing
- equipment manuals
- medical charts
- medical coding
|hands-on instruction; recording vitals; practice in safety and accuracy|
- every profession has one
|research; complement instruction|
- medical profession journals
|research, support curriculum instruction|
| Newspaper Articles
||current events and health care issues; ethical instruction support, class discussion|
| Reference Materials
What are specific strategies for navigating through complex reading tasks you could utilize with these materials?
- Create a prereading exercise, pull out vocabulary, utilizing a study guide may be helpful.
- Read aloud/think aloud exercises also work well.
- Collaboration between students can provide a great foundation.
- Anticipatory activities...pull out heading, forcasting, etc.
- A toolbox of literacy strategies just for CTE teachers can be found here: http://northeast-cte.schools.officelive.com/resources.aspx
How might you create lessons using different reading materials at different reading levels (lexiles) to offer similar information around a theme?
- Teachers must be able to find and have access to text at multiple reading levels with similar content for students.
- Finding multiple articles to have the class read and share is also appropriate here.
What new ways can reading be integrated into your curriculum?
- Assigning a book to read each quarter
- Using handheld devices to locate multiple articles to read
- Incorporate current events that matches course/unit objectives
Integrating effective reading strategies into classroom learning involves three phases: pre-reading, during reading, and post reading.
Pre-Reading —————Warm-up Thinking
1. What are the key words, ideas, concepts in the text that students will encounter?
2. What questions or activities would help students to “pull together” what they already know about these words, ideas, concepts?
3. If most students know very little about these words, ideas, concepts, how could I introduce them in an effective way?
4. After class is over, what do I want students to remember from the text?
5. Which portions of the text will accomplish #4? Give these to your students to read independently if they can read with high success. Otherwise, cover these portions by teacher modeling, small group and/or paired reading.
During Reading—————Guide & Hold Thinking
6. What can I do to guide students through all or the most important parts of this text? Cause and Effect, Problem Solution, Proposition Support, Compare Contrast, Concept Definition, Goal Action Outcome.
7. How can I help students organize information in a new, meaningful way?
8. Will I create an organizational tool or will I give students guidelines for how to create their own?
9. What can I ask students to do while they read to help them hold their thinking—such as highlighting with a purpose, annotating, recording questions, making a specific list, completing a graphic organizer, etc.?
Post Reading—————Extend Thinking
10. What opportunities, such as speaking and writing, can I give students to articulate what they have learned?
11. What higher order thinking questions/activities can students complete in order to apply their new learning? (use Bloom’s flip chart)
Use the links below to each of the Reading Literacy Standards to find activities on how to incorporate more reading into your B&IT courses!