Subjects Matter

Book Walk

Every Teacher’s Guide to Content-

Area Reading
GMS Faculty Book Study 2008-
2009
 Reading for Real
 Successful Content-Area Reading-
 What is Read Chart p. 15
 How it is Read Chart p. 16
Thinking Strategies of Effective
Readers
 Visualize
 Connect
 Question
 Infer
 Evaluate
 Analyze
 Recall
 Self-monitor
 Stages of Reading
 Before  During  After
 Sample
 Set  Recall/Retell
purpose text  Evaluate
 Visualize
 Activate  Discuss
prior  Hypothesi
 Reread
knowledge ze
 Apply
 Develop  Confirm

questions prediction
 Read More
 Make s
predictions  Monitor

Comprehe
nsion
 Tools for Thinking: Reading
Strategies Across the
Curriculum
 Pp. 99-143 activities that can be use
in any subject area:
 Before
 During
 After

 Show students how smart readers think

 Why Textbooks Are Not
Enough
 Textbooks are superficial
 Textbooks are exceedingly hard to
read
 Textbooks are badly designed
 Textbooks are authoritarian
 Textbooks often are inaccurate
 Textbooks are not written for
students
 Toward a Balanced Diet of
Reading
 Choice vs. Assigned
 Fiction vs. Nonfiction
 Classics vs. Contemporary
 Hard vs. Easy
 Short vs. Long
 Primary vs. Secondary Sources
 Multiple Texts vs. Single Sources
 Great Books for Middle and
High Schools Resource Section
 Pp. 68-97
 Broken down by subject areas
 Difficulty level
 Short blurb of content
 Other Ideas to Explore
 P. 170 Strategies for Building a
Community in the Classroom
 Independent Reading in Content
Areas
 Book Clubs
 Inquiry Units to explore big ideas
Help for Struggling Readers
 Key Strategies for Helping Struggling
Readers p. 236
 More-Less Chart
To strengthen student’s reading as an
engine for learning in all subjects,
MORE classrooms need:  LESS
 LESS
 Real books  Textbooks
 Teaching of reading  Assigned reading
 Student choice of  Reading only “the
reading classics”
 In-class reading  Take-home
 Workshop and Book assignments
Clubs  Whole-class discussion
 Reading as a  Reading as an
Community Activity individual activity
 Reading Lots of Books  Many weeks on a single
 Reading for Enjoyment book
 Reading as a Life  Struggling through hard
Activity books
 Reading as a school
activity
 Key Point
 Kids should read a wide range of
materials in all classes (fiction,
nonfiction, articles, books, papers,
electronic information in many
different genres)
 Key Points
 Students need to read a lot: volume,
quantity, and practice count.
 Students should read plenty of books and
articles written at a comfortable
recreational level, not frustration level.
 Young people need genuine choice of
reading materials: at least one half of what
kids read should be self-selected, based on
interest and curiosity.
 Key Point
 Students should read for the same
sense of purpose as literate adults,
both for information and pleasure. A
sense of of purpose is KEY to their
reading success.