Issuu on Google+

Guide

Name

Content Reading

Description

Content reading is integral to acquiring information and ideas for learning about a particular class topic or theme. Content subject areas are ideal contexts for improving, acquiring, and applying reading comprehension skills and strategies to make meaning of a variety of texts. Thus, teachers have an opportunity to extend reading instruction beyond the literacy workshop, and to offer learners another opportunity to practise and make connections to reading comprehension strategies in the content areas or inquiry workshop. Competent readers use reading comprehension strategies independently before, during, and after reading. Developing readers need access to texts that they can read, and scaffolding and guided instruction to successfully access the required information and ideas from texts that they cannot yet read independently. Resources: Anticipation Guide blm/ela/g/anticipation guide SBLM Before, During, and After Reading Strategies: Self-Reflection-Middle Years ela/g/elablm17 SBLM Before-During-After Map /ela/g/elablm74 SBLM Before-During-After Map /ela/g/elablm74 SBLM Comprehension Focus (Before, During, and After Reading) blm/ela/g/elablm6 TBLM Comprehension Strategies for Narrative Text blm/ela/g/elablm76 SBLM Criteria for Evaluating Sources blm/ela/7/grade7p190 SBLM How to Find the Main Idea of a Paragraph blm/ela/g/elablm12 SI Observation Checklist for Skimming and Scanning blm/ela/g/elablm4 TBLM Observation Checklist for Skimming and Scanning Skills blm/ela/g/elablm5 TBLM Previewing Questions blm/ela/g/elablm14 SI Reading Strategies: Self-Check Early Years blm/ela/g/elablm16 SBLM Reading Strategies-Student Monitoring Sheet blm/ela/g/elablm8 SBLM Retelling elablm/ela/g/elablm75 SBLM Skimming blm/ela/g/elablm15 SI Strategies for Construction Meaning (Metacognitive Reading Inventory) blm/ela/g/elablm90 SBLM

Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information

BDA link to file Compare and Contrast link to file Concept Organizers link to file Fact Based and Issue Based Article Analysis link to file Reader's Workshop link to file Monitor students' choices of texts for seeking information. Text sets are valuable resources for supporting content reading and a broad range of reading abilities. A text set consists of a variety of non-fiction and fiction texts on a theme or unit of study (e.g., picture books, visuals, short stories, historical fiction, songs, poetry, media texts, vignettes, textbooks...). Link to file

Variations Assessment / Think Abouts

Use read-aloud, shared reading, guided reading, partner reading, and independent reading literacy contexts for assessing comprehension Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -


Guide

strategies and differentiating instruction. Model before, during, and after reading comprehension strategies. Record anecdotal comments of comprehension strategies used by students (e.g., predicting, questioning, imaging, self monitoring, re-reading, re-telling, summarizing, inferring, skimming and scanning, etc.) using a Daily Observation Form. Daily Observation Form Ela/g/blm_6 TBLM Record focused observations to determine students' ability to get information and ideas from textual cues (titles, sub-titles, tables of content, images, captions, etc.) and text structures/features (compare and contrast, sequential, description, cause and effect, etc.).Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI References Keywords

Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -


ToDoPurposesContentReading©2007ManitobaEducation,CitizenshipandYouthCreatedwithCurriculumNavigator,