ChapterChapter 11 Strategies for Reading and Writing Across the Curriculum By: Kelli Brady

Guidelines for Using Informational Books Efferent Reading Unique Components of Informational Books Setting Purposes Building Background Arrangements for Reading Rereading

Questions Real Life Experiences Graphic Organizers Text Sets

Strategies for Using Content Area Textbooks Preview Students note main headings in the chapter and then skim or rapidly read the chapter to get a general idea about the topics covered in the reading assignment Prereading Plan Teachers introduce a key concept discussed in the reading assignment and ask students to brainstorm words and ideas related to the concept. Students then quickwrite or quickdraw to reflect on the concept

Anticipation Guides Teachers present a set of statements on the topic to be read. Students agree or disagree with each statement and then read the assignments to see if they were right Exclusion Brainstorming Teachers distribute a list of words, most of which are related to the key concepts presented in the reading assignment. Teachers ask students to circle the words that are related to a key concept and then read the assignment to see if they circled the right words

Strategies During Reading Help Students identify the main ideas and details and organize what they are reading Cluster Teachers distribute a cluster or other graphic organizer with main ideas marked. Students complete the graphic organizer by adding details as they read Note-Taking Students develop an outline by writing the main headings and then take notes after reading each section

Scanning Students reread quickly to locate specific information Quickwrites Students quickwrite or quickdraw about the key concepts or important information presented in the reading assignments

Guidelines for Using Content- Area Textbooks Comprehension Aids Questions for Reading Expository Text Structures Key Terms Big Ideas

Reading Strategies Headings Self-Questions Listen-Read-Discuss Format Text Set

Effective Practices of Using Reading and Writing Across the Curriculum Teachers use informational books, stories, and poems for theme studies Teachers teach students how to read informational books, and explain the expository text structures Teachers use content-area textbooks as one resource Students use before-, during-, and after- reading procedures when they read content-area textbooks

Students use reading and writing as tools for learning Students use learning logs, clusters, cubing, and reports as they learn across the curriculum Teachers organize content-area units into theme studies Teachers focus on key concepts Teachers and students list important words on word walls and teach vocabulary using a variety of activities Students create projects to extend their learning