Ready-to-Use Activities & Materials for Improving Content Reading Skills

by Miller, Wilma H.

• ISBN13: 9780130078155
• ISBN10: 0130078158
• Edition: 1st
• Format: Paperback
• Copyright: 1999-04-29
• Publisher: Jossey-Bass

Summary

For teachers, reading specialists and special educators in grades 4-12, this practical resource is packed with hundreds of strategies and activities for evaluating and improving students' reading, writing, study, and test-taking skills in all content areas. It first provides several ways to categorize the skills needed and lists of specialized vocabulary and skills required for effective reading/writing/study skill in each subject area. It then provides a multitude of ready-to-use methods and over 100 reproducible activities to help assess and improve the ability of all students. Special features include a list of multicultural trade books useful for all students, guidelines for using teacher-pupil conferences to assess skills, computer software for vocabulary in the content fields, ideas for students with limited English-speaking ability, professional resource books for teachers of students who are at risk, and more.

Author Biography

Wilma H. Miller, Ed.D., is former Professor of Education at Illinois State University in Normal, where she taught undergraduate and graduate students in reading for over 25 years.á Prior to that she was an elementary school teacher in Illinois and Arizona.á Dr. Miller has published numerous journal articles dealing with reading, and has also authored 17 books in the field, including Reading Comprehension Activities Kit (1990), Complete Reading Disabilities Handbook (1993), and Alternative Assessment Techniques for Reading & Writing (1995), all published by The Center for Applied Research in Education.

Table of Contents

The Practical Help This Book Offers	vi
Teaching The Required Vocabulary And Skills For Effective Reading And Writing In The Content Areas	1	(11)
The Importance of Teaching the Required Vocabulary and Skills for Effective Reading, Writing, and Study in the Content Areas	1	(2)
Several Classification Schemes Used to Categorize the Literacy-Study Skills Needed in Content Reading and Writing	3	(4)
A Listing of the Required Specialized Vocabulary and Skills for Effective Reading, Writing, and Study in the Content Areas	7	(5)
Ready-To-Use Strategies And Activity Sheets For Assessing Competencies And Weaknesses In Content Reading, Writing, And Study Skills In Both Whole Language And Traditional Literacy Programs	12	(116)
Using Mainly Informal but Also Some Standardized Assessment Devices in Assessing Competencies and Weaknesses in Content Reading, Writing, and Study Skills	13	(1)
``Kid-Watching'' and Holistic Assessment in Content Reading, Writing, and Spelling Programs	14	(1)
The Advantages and Limitations of Informal and Standardized Assessment of Content Reading, Writing, and Spelling Skills	15	(2)
Using Teacher-Pupil Conferences in the Assessment of Content Reading, Writing, and Seplling Skills	17	(2)
Reproducible Literacy-Study Skills Observational Checklists	19	(27)
Reproducible Checklist for Literature-Response Groups	46	(2)
Description, Advantages, and Limitations of the Standardized Survey Reading/Achievement Tests That Have Subtests Devoted to the Literacy-Study Skills	48	(2)
A Partial List of Standardized Survey Reading/Achievement Tests That Have Subtests Devoted to the Literacy-Study Skills	50	(2)
Description, Advantages, and Limitations of Standardized Criterion-Referenced Tests That Assess Competencies and Weaknesses in the Literacy-Study Skills	52	(1)
A Partial List of Standardized Criterion-Referenced Tests	53	(1)
Various Types of Group Reading Inventories in Literature (Language Arts or English), Social Studies, Science, and Mathematics	54	(2)
Sample Group Reading Inventories in Social Studies, Science, and Mathematics	56	(5)
A Content-Oriented Individual Reading-Thinking Inventory	61	(1)
Reproducible Example of a Content-Oriented Reading-Thinking Inventory	61	(6)
Reproducible Teacher-Constructed Assessment Device with Self-Rating Included Both Before and After Taking the Test	67	(1)
Reproducible Example of an Assessment Device with Self-Rating Included Both Before and After Taking the Test	68	(8)
Using Miscue Analysis in Assessing Content Reading Skills	76	(2)
The Basic Characteristics of Any Running Record	78	(2)
A Useful System of Miscue Analysis Coding	80	(5)
Sample Summary Sheet of Oral Reading Miscues	85	(3)
using Writing to Assess Competency in Content Literacy Skills	88	(3)
Using Portfolios to Assess Competencies and Weaknesses in the Literacy-Study Skills	91	(2)
Using the Cloze Procedure as a Group Technique for Assessing Reading Levels and Textbook Readability	93	(3)
Reproducible Traditional Cloze Procedure from Social Studies at the Fifth-Grade Level	96	(3)
Using the Maze Technique for Assessing Content Reading	99	(1)
Reproducible Maze Technique for Assessing Comprehension Ability	100	(2)
A Three-Level Study Guide for Assessing Content Reading	102	(2)
Reproducible Three-Level Study Guide	104	(4)
Using Graphic Organizers in Content Reading	108	(1)
Reproducible Passage with Graphic Organizers	109	(4)
The Pre-Reading Plan (PReP)	113	(1)
Reproducible Pre-Reading Plan	114	(3)
The Anticipation Guide	117	(1)
Reproducible Anticipation Guide	118	(2)
A Self-Monitoring Comprehension Rating Sheet	120	(1)
Reproducible Example of a Self-Monitoring Comprehension Rating Sheet	120	(4)
A Questionnaire---Inventory for Assessing Prior Knowledge	124	(1)
Sample Questionnaire---Inventory to Assess Prior Knowledge	124	(4)
Ready-To-Use Strategies And Activity Sheets For Improving Vocabulary In The Content Areas	128	(60)
The Different Types of Meaning Vocabularies	128	(3)
Cone of Experiences That Can Be Used for Vocabulary Development in the Content Areas	131	(1)
Direct and Vicarious Experiences for Vocabulary Development in the Content Areas	132	(1)
Wide Reading for Vocabulary Improvement in the Content Areas	133	(1)
Using Word Structure Such as Prefixes, Suffixes, and Word Roots for Vocabulary Development in the Content Areas	134	(3)
Using Questioning Strategies for Vocabulary Development in the Content Areas	137	(1)
Whole-Group Mini-Lesson for Vocabulary Development in the Content Areas	137	(1)
The Five-Step Guide to Vocabulary Independence in the Content Areas	138	(1)
Direct and Incidental Instruction for Vocabulary Development in the Content Areas	138	(1)
Other Strategies for Vocabulary Development in the Content Areas	139	(7)
Using Computer Software for Vocabulary Improvement in the Content Fields	146	(2)
Using a Semantic Web (Map) for Vocabulary Improvement in the Content Fields	148	(1)
Sample Semantic Map to Be Used After Reading	148	(3)
Using the Cloze Procedure to Improve Vocabulary Knowledge in the Content Areas	151	(1)
Reproducible Modified Cloze Procedure from Literature at the Middle School Level	151	(4)
A Semantic Features Analysis Grid	155	(1)
Reproducible Semantic Features Analysis Grid from Science	155	(2)
A Predict-o-Gram for Vocabulary Development in the Content Fields	157	(1)
Blank Reproducible Predict-o-Gram	158	(4)
Using Word Analogies for Vocabulary Improvement	162	(1)
Reproducible Example of Word Analogies	163	(2)
Using Magic Squares for Vocabulary Improvement in the Content Fields	165	(1)
Reproducible Magic Square	165	(2)
Using a Crossword Puzzle for Vocabulary Improvement in the Content Areas	167	(1)
Reproducible Crossword Puzzle	167	(3)
Using a Word Puzzle in the Content Fields	170	(1)
Two Reproducible Word Puzzles	171	(6)
Using Scrambled Words in the Content Fields	177	(1)
Two Reproducible Scrambled Word Activity Sheets	177	(4)
Using a Hidden Word Puzzle (Word Search) in the Content Fields	181	(1)
Two Reproducible Hidden Word Puzzles (Word Searches)	181	(7)
Ready-To-Use Strategies And Activity Sheets For Improving Comprehension, Critical (Evaluative) Reading, And Creative (Applied) Reading in the Content Areas	188	(105)
The Elements of Reading Comprehension and Their Relation to Success in Reading in the Content Areas	188	(3)
Questioning Strategies and QARs as a Teaching Technique in the Content Areas	191	(2)
Teaching Literature, Social Studies, Science, and Mathematics in Thematic Units Such as in Whole Language Programs	193	(2)
Using Cooperative Learning Groups in Both Thematic Units and Traditional Content Instruction	195	(1)
Several Prediction and Purpose-Setting Strategies to Aid Effective Comprehension and Retention in the Content Areas	196	(2)
Reproducible Mystery Clue Game	198	(3)
Marginal Glosses as an Aid to Comprehension and Retention in Content Reading	201	(1)
Using Reciprocal Questioning (the ReQuest Procedure) to Improve Comprehension and Retention in Content Reading	201	(1)
Teaching the Five-Phase Instructional Sequence for Improving Comprehension and Retention in the Content Fields	202	(1)
Using a Study Strategy to Aid Comprehension and Retention in the Content Fields	203	(2)
Using Other Strategies to Improve Comprehension and Retention in Content Reading	205	(6)
The Anticipation Guide	211	(1)
Reproducible Anticipation Guide	211	(3)
A Useful Prediction Strategy	214	(1)
Reproducible Activity Sheet Based Upon This Prediction Strategy	215	(4)
K-W-L, K-W-H-L, and K-W-L Plus	219	(1)
Reproducible K-W-L and K-W-H-L Worksheets	220	(3)
A Jot Chart	223	(1)
Reproducible Example of a Jot Chart	223	(4)
Using the Cloze Procedure and Maze Technique for Improving Comprehension in the Content Areas	227	(1)
Reproducible Example of a Variation of the Cloze Procedure	227	(2)
A Three-Level Guide for Improving Comprehension in Content Reading	229	(1)
Reproducible Passage and Three-Level Guide	230	(4)
A Selective Guide-o-Rama for Improving Comprehension in Content Reading	234	(1)
Reproducible Selective Guide-o-Rama	235	(2)
Semantic Webs (Maps) for Improving Comprehension in Content Reading	237	(1)
Reproducible Semantic Map for Improving Content in Social Studies	238	(3)
Using the Guided Reading Procedure for Improving Comprehension and Retention of Content Material	241	(1)
Reproducible Example of the Guided Reading Procedure	241	(7)
Using Visual Imagery to Improve Comprehension and Retention of Content Materials	248	(1)
Reproducible Activity Sheet Using Visual Imagery to Improve Comprehension and Rtention	249	(3)
Using Self-Questioning About the Main Idea for Improving Comprehension and Retention of Content Materials	252	(1)
Reproducible Activity Sheet Using the Strategy of Self-Questioning About the Main Idea	252	(3)
Using the Herringbone Technique to Improve Comprehension and Retention of Content Materials	255	(1)
Reproducible Herringbone Diagrams	256	(4)
Using Expository Paragraph Frames for Improving Comprehension and Retention of Content Reading	260	(1)
Reproducible Example of an Activity Sheet that Uses an Expository Passage Frame	261	(3)
Using Text Lookbacks to Improve Comprehension and Retention in the Content Areas	264	(1)
A Reproducible Example of a Text Lookback Strategy Sheet	265	(2)
Using Self-Monitoring of Comprehension for Improving Understanding and Retention of Content Materials	267	(2)
Reproducible Example of a Passage to Use with a Variation of a Comprehension Rating Model for Understanding and Remembering Content Material	269	(3)
The Reliability of the Author	272	(1)
Reproducible Reliability of Information Activity Sheet	273	(5)
Using Cause-Effect Story Maps and Cause-Effect Study Guides for Improving Comprehension and Retention in the Content Areas	278	(1)
Reproducible Example of a Cause-Effect Story Map	279	(4)
Reproducible Cause-Effect Study Guide	283	(4)
Explicit Teaching Applied to the Critical Reading Skill of Discriminating Between Fact and Opinion	287	(2)
Reproducible Activity Sheet for Discriminating Between Fact and Opinion	289	(4)
Ready-To-Use Strategies And Activity Sheets For Improving Writing Skills In The Content Areas	293	(32)
The Importance of Relating the Teaching of Reading and Writing in the Content Areas	293	(1)
The Value of Teaching Writing as a Process During Thematic Units in Social Studies and Science	294	(1)
The Importance of Writing Narrative, Descriptive, Persuasive, or Expository Essays on Content Topics	295	(1)
Author's Chair	296	(1)
Content Journal Writing and Learning Logs	296	(1)
Reproducible Learning Log	297	(2)
A Reading Response Journal	299	(1)
The Global Method	299	(1)
Content-Area Language-Experience Approach (LEA) and Translation Writing	300	(1)
The REAP Technique	301	(2)
Using Biopoems and Cinquains in Content Writing	303	(1)
Reproducible Form for Writing a Cinquain	304	(2)
Writing Headlines for News Stories	306	(1)
The Content-Focused Melodrama	306	(1)
Writing Expository Paragraphs	307	(1)
Writing the ``Eyewitness'' Action Nightly News	307	(1)
Writing a One-Paragraph Essay	308	(1)
Notetaking and Summarizing	309	(1)
Using Computer Software in Content Writing	310	(1)
The Guided Writing Procedure	310	(1)
Reproducible Example of the Guided Writing Procedure	311	(3)
The GIST Procedure	314	(2)
Reproducible Activity Sheet Using the GIST Procedure	316	(3)
Using K-W-L Plus to Motivate Writing an Expository Summary or Report	319	(1)
Reproducible Passage and Semantic Web to Motivate Writing an Expository Summary or Report	319	(6)
Ready-To-Use Strategies And Activity Sheets For Adapting The Literacy-Study Skills To The Unique Demands Of Literature, Social Studies, Science, And Mathematics	325	(108)
Description of the More General Literacy-Study Skills	325	(4)
Using the School Library/Media Center to Improve Competency in Content Literacy-Study Skills	329	(1)
Several Research Strategies that Can Be Used to Improve Competency in the Literacy-Study Skills	330	(2)
General Goals for Teaching Literature Units	332	(3)
Using Literature-Based Units for Content Teaching	335	(1)
Strategies for Improving Competency in the Various Aspects of Literature	335	(11)
Ready-to-Duplicate Activity Sheets for Improving Competency in Literature (Language Arts)	346	(10)
General Goals for Teaching Social Studies	356	(1)
The Importance of Teaching Social Studies in Thematic Units as Much as Possible	357	(2)
Using Multicultural Literture in the Teaching of Social Studies	359	(3)
Strategies for Improving Literacy-Study Skills in Social Studies	362	(5)
Ready-to-Duplicate Newspaper Inventory	367	(6)
Bar Graphs	373	(3)
Circle Graphs	376	(1)
Reproducible Activity Sheets for Improving Competency in Reading-Study Skills in Social Studies	377	(6)
General Goals for Teaching Science	383	(2)
The Importance of Teaching Science in Thematic Units	385	(1)
Some Strategies That Can Be Used in the Teaching of Science	386	(5)
Reproducible Materials in Science	391	(13)
General Goals for Teaching Mathematics	404	(3)
Using Thematic Teaching in Mathematics	407	(1)
Tradebooks for Relating Mathematics with Literature	408	(6)
Teacher Resources for Relating Mathematics and Literature	414	(1)
Some Strategies That Can Be Used in the Teaching of Mathematics	415	(3)
Reproducible Activity Sheets for Improving Competency in Mathematics	418	(15)
Strategies For Improving Test Construction And Test-Taking Skills In The Content Areas	433	(30)
Why Students Need to Take Tests and the Importance of Giving Valid Tests in the Content Areas	433	(1)
Test-Construction Tips for Both Literacy and Content Teachers	434	(2)
Reproducible Teacher Checklist for Designing an Effective Test	436	(2)
How to Prevent Test Anxiety	438	(1)
Test-Taking Skills and ``Testwiseness''	438	(1)
Strategies for Improving Ability in Test-Taking Skills and ``Testwiseness''	439	(3)
Ready-to-Implement Strategies for Improving Both Test-Taking Skills and ``Testwiseness''	442	(3)
Reproducible PORPE Checklist to Help Students Evaluate Essay Test Responses	445	(3)
Reproducible Activity Sheets Related to Test-Taking Skills and ``Testwiseness''	448	(15)
Ready-To-Use Strategies And Materials For Teaching Content Reading And Writing To ``At-Risk'' Students	463
Description of Different Kinds of ``At-Risk'' Students	463
Strengths and Weaknesses of ``Labeling'' a Student in Any Way	472
A Brief Summary of the Inclusion Philosophy	472
Strategies to Present Reading and Writing Skills in Literature, Social Studies, Science, and Mathematics to Students with Special Needs	474
Strategies to Promote Multicultural Awareness and Linguistic Diversity	484
List of Professional Resource Books for Teachers of ``At-Risk'' Students	487
Reproducible Materials for Teaching Content Reading and Writing Skills to ``At-Risk'' Students	487