Cross-Content Reading Strategies

Exchange Day 1.2.19 & Lit Lead 2.28.19

(2) Comprehension: Listening, Speaking, Reading, and Writing using Multiple Texts.

Students use metacognitive skills to comprehend text with increasing depth and complexity.

The student is expected to:

(A) make and confirm predictions using text features, elements, and structures;

(B) generate questions about text before, during, and after reading to deepen understanding and gain information;

(C) create mental images to deepen understanding;

(D) make connections to personal experiences, to ideas in other texts, and to the larger community to activate prior knowledge;

(E) make inferences and use evidence to support understanding;

(F) prioritize information read to determine what is most important;

(G) synthesize information to create new understanding;

(H) establish purpose for reading assigned and self-selected texts; and

(I) monitor comprehension and make corrections and adjustments when understanding breaks down.

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Students need to read more non-fiction texts!

While students read fiction, poetry, drama, and nonfiction texts in Language Arts classes, they don't get enough experience or time with nonfiction texts (which are a significant portion of their STAAR EOC exams and the main type of text students will read in their adult lives).

Since other content areas read and study ONLY nonfiction/informational texts, let's look at some ways to break those texts down and better support students reading those challenging texts.

Students need support at each step - before, during, and after reading.

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Who to contact for additional support

Erika San Miguel, M. Ed
English Language Arts Curriculum & Instructional Specialist,

AISD Teaching and Learning Community

Presenter Notes *