ERIC Number: ED276981
Record Type: RIE
Publication Date: 1986
Reading Activities for Middle and Secondary Schools. A Handbook for Teachers. Second Edition.
Smith, Carl B.; Elliot, Peggy Gordon
Intended for all teachers in middle and secondary schools, this handbook provides samples and models to help develop activities that improve students' reading skills. A practical guide, it answers specific questions about reading and suggests activities that teachers can adapt to the specific texts and concerns of their subject area. Each section speaks to a major question about reading instruction that middle and secondary school teachers might raise and lists classroom activities that can be adapted to all levels of achievement. Specifically, sections cover (1) a solution for content teachers to make the subject matter in textbooks interesting; (2) motivating students to read by relating the reading to students' daily lives and making the act of reading a nonthreatening experience; (3) increasing flexibility and personal choices in how students use books; (4) building vocabulary in the classroom; (5) sharpening recall by teaching students how to identify a text's organization; (6) teaching students how to analyze what they have read; (7) prodding critical thinking by encouraging evaluative reading; (8) extending both the understanding and richness of students' reading experiences; (9) developing study techniques for special texts; and (10) teaching writing with reading. A chart of activities for slow learners and a checklist for teachers are appended. (JD)
Descriptors: Content Area Reading, Critical Reading, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Middle Schools, Preservice Teacher Education, Reading Assignments, Reading Instruction, Reading Skills, Reading Writing Relationship, Teaching Methods
Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027 ($14.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A