SARA SHIPMAN

S OC I A L S TU D IE S , R E VOLU T I ON A R Y WA R

R EA DI N G
FALL 2012

DE VE LOP M EN T

WHY IS IT IMPORTANT?
WHAT YOURE READING WHAT IS READING DEVELOPMENT

WHAT IS READING DEVELOPMENT?

Reading development is; working on developing a students reading ability. There are multiple ways to do this the hard part being finding out whether the reading troubles come from a reading problem, special education needs, second language needs, or a simple lack of schooling. As an educator it is our job to figure out where the difficulties are coming from and then take the right course of action to correct them or help the student the best way we can through their struggle.

WHY IT IS IMPORTANT WHAT IT INCLUDES

Reading is a key part of any students education. It allows them to gain knowledge through books, handouts, notes and any other document that they can think of. When I student has difficulties understanding the text their ability to understand the lesson as a whole is greatly impaired. A student, who has trouble understanding academic text, or any text for that matter, will find themselves at a great disadvantage over their fellow student. Difficulties in reading can lead to the student feeling frustrated, depressed, acting

out and even refusing to do work all together. To prevent this we must find ways to assist students and help their reading development to grow and improve.

ON THE NEXT PAGE: What does this look like in my classroom? A few different reading strategies Example of a rewritten passage

WHAT DOES IT INCLUDE?

Students may need assistance and instruction in the differences between their native language and English. This includes; phonology, morphology, and syntax of the English language. Keeping in mind that students will often (but not always) already know how to read in their native language. It isnt that they cant read but their struggle between the two different languages that is impairing their reading ability in the classroom. Knowing how to read in their native language means the student is capable of drawing connections between their language and English, they do not have to completely relearn how to read and write. Give students many opportunities to read, whether it is a book, text, or short story. If possible have both the English version and a version in their native language for the student to read. Scaffolding instruction Knowing the students reading level, in both English and their native language. Avoiding frustration level texts

Rewriting grade level text to better fit the students needs, creating a detailed study guide, providing detailed margin notes or highlighting key concepts . Using a variety of reading skills and strategies.

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WHAT DOES THIS LOOK LIKE FOR MY CLASSROOM SUBJECT: SOCIAL STUDIES THE AMERICAN REVOLUTION
Vocabulary break down, phonology, morphology and syntax Use of a Variety of Reading Strategies Use of Rewritten Passages

READING STRATEGIES:
Previewing Text: While this is some extra work on the teachers part it can also be an important piece to reading instruction. Reading the document first yourself and finding the knowledge you want students to gain from it and the purpose behind the reading helps not only you, but your students know what they should be looking for within the document. This means reading is instructed without any direct instruction and students are searching for key information that has already been thought out. Example document from website: http://go.hrw.com/ social/strategies/ STRAT01U.PDF (go to document Strategy 1: Previewing Text activity guide)
REWRITTEN PASSAGES:
Rewriting a passage into grade-level reading for a student allows them to understand the information being presented and contribute their knowledge of the passage to the rest of the class. Putting harder academic language into a form that a student struggling with reading, English second language speaker or not, leaves it open for the student to compare the passages with one another and to grow in their reading development. Original Passage: The Revolutionary War: Concord and Lexington These Colonial militias had originally been organized to defend settlers from civil unrest and attacks by French or Native Americans. Selected members of the militia were called minutemen because they could be ready to fight in a minute's time. Rewritten Passage: These groups of soldiers fighting against the British had been put together to defend the people who lived in the cities from any fighting that might have occurred among them. They were also ready for any attacks by the French or Native Americans. Because they were able to get ready so fast (under a minute) some of these men came to be known as minutemen.

Graphic organizers These can be used in a variety of different ways, keeping the options open allows students to pick their own path and put together an organizer that makes sense to them. The organizer will help the student draw connections through a more visual means, allowing them to see what event connects to which and so on down the line. Mind Maps Main idea Webs Time lines Example document from website of how to present the organizer: http://go.hrw.com/ social/strategies/ STRAT03U.PDF

Rewriting a passage into gradelevel reading for a student allows them to understand the information being presented and contribute their knowledge of the passage to the rest of the class.