Element 3

Instructional Practices

Model/mentor meta-cognitive strategies and provide explicit instruction and practice in processes that proficient readers use so that students:

access prior knowledge

build background knowledge

make predictions

ask essential questions

make connections to authentic situations

visualize

make inferences

determine what’s important

monitor own understanding

adapt reasoning based upon content

Provide scaffolding activities to ensure success before, during, and after reading

Demonstrate and provide practice for students to interpret, analyze, create, and evaluate text

Embed reading strategies in instruction that are particularly effective in the specific subject so that students can:

identify the purpose for reading

identify patterns of text organization

use authentic text and real world documents

discern important information and supporting details

understand symbols and graphic representations

include technology-based resources

Provide opportunities to access written text at a variety of reading levels so that students:

understand and use reading materials used to support the curriculum

select materials that are engaging and meaningful

have equal access to important resources in the content area

select and enjoy materials for personal reading

Routinely involve students in goal setting and reflection about their learning

Routinely use short cycle feedback to adjust instruction and assure learning

Strategies to Improve Learning

Use effective strategies for teaching research skills:

provide authentic experiences

model specifi c research skills

provide exemplars

scaffold for students

use graphic organizers

Coordinate efforts with other teachers (cross-content & crossgrade) to provide a consistent, school-wide approach to research

Provide opportunities for direct instruction of technical online search skills

Resources

Link to strategies at www.portaportal.com guest name: universalelements

Barton, M. L., & Heidema, C. (2002). Teaching reading in mathematics: Alexandria, VA: ASCD.

Barton, M. L., & Jordan, D. L. (2001). Teaching reading in science. Aurora, CO: McRel.

Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who? Alexandria, VA:ASCD.

Buehl, D. Classroom strategies for interactive learning. (2003). Newark, NJ: IRA.

Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies. Aurora, CO: McRel.

http://knowledgeloom.org/adlit/index.jsp

http://portaportal.com guest name: maineliteracy

Gregory, G. & Kuzmich, L. (2005) Differentiated literacy strategies for student growth and achievment. Thousand Oaks, CA: Corwin Press.

Harvey, S. & Goudvis, A. (2000) Strategies that work: Teaching comprehension to enhance understanding. Portland, NY: Stenhouse.

Reading

Think alouds

Before-During-After Reading Strategies

Summarizing

Summarizing--Marzano model

Social Studies Strategies

Science Reading Strategies

Math Reading Strategies

Compare/Contrast Graphic Organizers

Compare/Contrast Science Example

Importance of Using Non-Linguistic Representation

Skits

Reading Workshop