Tryout-Study Guide
1. Study guide
2. A reading road map.
3. This strategy is to be used as a reading aide. Rather than assign a reading, the road map can be used to map put what portion of the reading is important to gain cognitive understanding of the material desired by the instructor. The map lists the readings required and has charts and questions to be answered by the students in the right column.
4. The Road map is to be handed out as a homework assignment. The map is to be completed at home as an aide in comprehension of difficult content.
5. This study guide is for eighth grade biology students.
6. A portion of the text to be used with this study guide:
7. This strategy can be used in any content area, but I feel it is most appropriate in the sciences, with math, and other content areas that have very structured texts. This strategy is effective because it allows the teacher to decide what material and text content is important or appropriate to the class objectives and provides the student with a specific format to read the desired selections.
8. This strategy is a valuable tool that I feel will aid me as a teacher. It will allow me to pick and choose in a text which selections are appropriate for my classes. I feel it helps address how to "design and deliver instruction and to recognize and to vary instructional methods" as stated in The Connecticut Common Core of Teaching Section 1 Pedagogy. It also addresses the "encouraging of students with diverse abilities, interest, and backgrounds to actively participate" by offering structure that can be adjusted to meet differing needs. The content I chose to demonstrate this tryout adheres to the Connecticut Common Core of Learning by introducing bodily systems and the physiology of organisms to help identify relationships of structure and function.(CCC of L Science Content Standards) As this strategy can be varied easily it is appropriate for the Connecticut Certification Standards (#'s 7 & 8) that call for selecting and using materials and resources appropriate to age, developmental level, and cultural and linguistic backgrounds, while helping students become active, self-motivating, responsible learners
References:
Billmeyer, R. & Barton, M.L. (1998). Teaching reading in the content area: If not me then who? Aurora, Colorado, McREL.
Vacca, R.T. & Vacca J.L. (2002). Content area reading: Literacy and learning across the curriculum. Boston, Allyn and Bacon.
Example Reading Road maps.