We know that “All teachers are teachers of reading,” but what does that mean to you?
What are the responsibilities of a content-area teacher in regard to reading instruction?
Why should content-area teachers teach reading?
How will/do you teach reading strategies in your classroom?
What opportunities will/do you provide students to practice reading your content? Write a two- to three-page reflection expressing your understanding and commitment to the role of a content-area teacher as a teacher of reading.
Content area literacy instruction must be viewed as the cornerstone of any comprehensive movement to build the kinds of thriving, intellectually vibrant secondary schools young people deserve and on which the nation’s social and
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The practical and occupational nature of CTE subjects can foster this interest. • CTE subjects are contextual in nature. As a result, CTE can help students better understand academic concepts embedded in CTE. • CTE programs feature classroom, laboratory and youth organization instruction offered in a collaborative effort. Teachers can connect reading and reinforce content from interrelated instructional …show more content…
The following seven strategies can be used to encourage reading: 1. Student choice. It is widely believed that students who have input in select ing their reading material are more likely to read. CTE teachers should provide students with numerous options to select reading material. 2. Connect reading and writing. Capitalize on student practical and occupational interests by utilizing career-/work-related reading mate rial, including journals, trade news letters, professional association Web sites and manuals. Have students write journals about their reading and pre pare written assignments and reports. Students can also work in teams to prepare reports as they would in their career areas. 3. Read aloud. Though many teachers may think this an elementary strategy, it is widely known that reading aloud is an effective strategy to teach reading. Also, the teacher should model this behavior by reading aloud too. 4. Recognize alternative literacy approaches. Students are spending more and more time surfing the Inter net, texting and blogging. Teachers can incorporate these reading approaches into their classrooms. A basic SCANS competency is for CTE students to be able to locate information through technology. 5. Provide alternative reading materials for students who need remediation. Students rarely start and stay at the same reading pace. Many students may need to “prime the pump” before they
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
Vacca, Richard T., Vacca, Jo Anna L., and Mraz, Maryann (2011). Content Area Reading: Literacy and Learning Across the Curriculum(10th Edition). Boston: Pearson.
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
...nts. Many of the students enter the class filled with anxiety and fear. Some arrive with the secrets that they have reading and writing barriers and they are terrified of being discovered in a classroom full of their peers. How will the student react to their internal fear? Some may shut down and drop out and some may just flunk out of school. Reading comprehension and literacy needs to be addressed by the family of the student and educators at a very young age and needs to continue throughout childhood. At the university level, means of instruction for all levels of comprehension must be offered and expanded to address the needs of the students. Addressing the educational needs of all students in the university might create an atmosphere of success and pride for the student, which in turn would result in greater academic achievement and confidence for the student.
Overall, teachers need to take into account all six critical areas of reading when teaching. No matter the subject or time constraints, teachers need to incorporate all areas into the curriculum. Reading is a complex process. If a student does not know to read, a student will never to be able to achieve their best. When using all six areas teachers are using a balanced literacy approach and create greater success for students to succeed in reading and writing.
Wilson, J. A., Luby, M. F., & Wei, Y. (2013). Planning for adolescent tier 3 reading instruction.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
In line with the National Institute for Literacy (2007), adolescent 's today will read and write more than any other time in human history. This substantial increase in reading and writing clearly suggests the need for literacy across the board and not just select subjects. Being that the CCSS is designed for use with all subject areas, it is a forgone conclusion that teachers should incorporate the CCSS within their
In class, we have been focusing on the explanation of what Literacy III: Research and Pedagogy in Content Area Literacy actually means. Content Area Literacy is defined by as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna and Robinson 1990). Because of the explanation of the class, I feel as if I am learning about the background and deepening my knowledge and understanding of the class as a whole. Content Area Literacy gives each subject areas a reason to include reading strategies in those lessons. These subject areas include mathematics, science, history, and English (Hodges 2015). When you can include reading strategies in these lessons, you are expanding student’s horizons and giving them multiple exposures. I think that this is extremely beneficial in the all classrooms. As for the negatives on Content Area Literacy, it should be noted that teachers should not only focus on reading during the other subject areas. Teachers need to have a medial balance between the content area and the literacy strategies
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.