Teaching Students How To Read a Textbook

We need to teach students how to read a textbook - since most only know how to read a novel. There are numerous ways to review the chapter/section prior to students actually reading the text.
Introduce the topic and look for background knowledge and misconceptions. .

One option is to use a strategy known as PLAN (Predict-Locate-Add-Note). First, students scan the chapter’s title, subtitles, key words, graphs/tables, etc. Next, students create a concept map and make note on which material is known or unknown. The teacher may add more information or key terms to the concept map and have students note where they understand the information or are confused. After reading the chapter or section, students make changes to the concept map where they now understand the information or can add additional information, related to the topic, that they feel is important.

A similar strategy is called Skim and Scan, where we use all the parts of the chapter to try to figure out what the text seems to be about. By understanding the purpose for reading the chapter or section, students will know what they are suppose to be learning

Students not only need to know how to read a textbook but to be able to comprehend the material. Some strategies for this includes, paraphrasing, where students write down key information in their own words, after the students have read a section or the whole chapter. By actively processing the information, replacing any unfamiliar words with their own, students show that they understand the concept well enough to be able to discuss it in writing and then to the class. Instead of just copying down the information, paraphrasing promotes reading comprehension, and reinforces reading skills such as figuring out the main idea and evidence of this idea or concept. Paraphrasing the material makes it easier when it comes time for reviewing before a laboratory experiment, project, or a test.

A wordless picture book is used to illustrate what the text is talking about in a meaningful manner. Each group is assigned a section of the chapter to create pictures not already illustrated in the chapter. After each group is done, each section is put together, in the correct order, students view and discuss each section created, then reread the original text in the chapter. Finally, students reflect on the pictures created to covey the same message as the text.

In groups, students take turns reading the section and think about what kind of pictures would be required. Students can use pictures from magazines, the Internet, draw their own, or create pictures on the computer. Time is given during class to complete this activity and then present it to the class afterwards. Once each group has completed their section, all the sections are collected and bound together in a book like fashion. Multiple class wordless books for that chapter or concept are available to view before or after class

If anyone has any more strategies or options, feel free to comment.