Reading and Writing Resources:
Needing to spruce up reading and writing? Look for innovative ways to introduce or reinforce these skills? Check out ReadWriteThink for lesson plans, activities, and resources about reading and writing. This website has information for grades K-12, but these activities can be adapted to meet your students’ needs.
Teaching vocabulary can sometimes be an ominous task. However, learning new vocabulary is essential for any student in a major, a new course, or a new language. Some teachers believe that flash cards are the best way to learn vocabulary while others believe that creating a picture to represent the word with help the student master the word. 15 vocabulary strategies in 15 minutes has different ways and strategies to teach vocabulary. Below is an example of a strategy that can be used to teach vocabulary.
Textbook Reading Resources:
College textbooks contain a lot of information. Most of the information is necessary for students to have when they participate in discussions, write papers, work on projects, and complete homework. How do students read the assigned text and understand what they’re reading?
First and foremost, students must read with a clear purpose. Are they reading for an assignment? Are they reading to gain background knowledge on a subject? Are they reading about a topic that contains vital information for a class discussion? Once the purpose for reading is established, students can begin to reading for understanding.
Below are a few resources that can be used to support students’ comprehension:
Strategies for Reading Textbook – CTL faculty, Ellen Sprague and Molly Flavin created a list of reading strategies that can be used when reading critical text.
Reading a Textbook Effectively – Dartmouth’s website provides various reading strategies when reading a textbook.
7 Critical Reading Strategies – Salisbury University showcases several reading strategies students can implement to help them comprehend their critical reading.
Dartmouth Common Reader Article – This is a synopsis of an article Karen Gocsik, a faculty member of the Dartmouth College Writing Center faculty, wrote. It tracks the connections and/or interactions of the reader and explores how writing about their reading can support students’ comprehension of a text.