Reading and Vocabulary in Career Technical Education - Winter Conference 2 - Effective Strategies for Reading Comprehension and Vocabulary

Sep 28, 2026

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Winter conference materials for ESU 13 (2/17/2014) on reading comprehension and vocabulary instruction in Career Technical Education. The session outlines five comprehension skills—summarizing, predicting, inferring, clarifying, and questioning—and explains the role of CTE teachers in supporting complex secondary texts through explicit instruction. It also describes the benefits and implementation of think-alouds, including modeling, cueing, and self-assessment, and introduces vocabulary teaching approaches using explicit word instruction, multiple context exposures, and effective signal-word supports.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Reading and Vocabulary in Career Technical Education

Five Reading Comprehension Skills

Think-Alouds for Meaning Making

Teaching Students to Use Think-Alouds

Summarizing Instruction

Basic Signal Words and Vocabulary Supports

Effective vs. Ineffective Vocabulary Practices

ESU 13 Winter Conference‐ 2/17/2014 | Reading and Vocabulary in Career Technical Education | | | --- | --- | | Cory Epler, Ph.D.
Deputy State Director, Nebraska Career Education
Tricia Parker-Siemers, M.Ed.
Director of Language Arts Education | | | | | --- | | Today, we will…
• Identify five reading comprehension skills
• Describe the benefits of think-alouds
• Explain how to teach students the summarizing process
• Identify two strategies to teach vocabulary | ESU 13 Winter Conference‐ 2/17/2014 | | | | | --- | --- | --- | | What is the role of a CTE teacher in teaching reading comprehension skills?
Vocabulary strategies? | | | | | | --- | | A Point to Ponder…
• Many students can read on grade level in elementary school. However, if those same students do not receive explicit instruction in reading comprehension skills and vocabulary development, they will not be able to read the complex subject area texts in secondary schools.
Adapted from the research of Pressley and Block | ESU 13 Winter Conference‐ 2/17/2014 | | | --- | | Comprehension Skills
Skill Definition Summarizing Predicting Inferring Clarifying Questioning | | | | --- | | Comprehension Skills
Skill Definition Summarizing Identifying the major points and ideas from aselection Predicting Using available information to make an educated guess about what might happen next Inferring “Reading between the lines” to understand implied information Clarifying Noticing when comprehension is lost and applying strategies to regain meaning Questioning Maintaining in inquiry focus before, during, and after reading | ESU 13 Winter Conference‐ 2/17/2014 | | | | | --- | --- | --- | | A Health Science example… | | | | | | | | --- | --- | --- | | When you are reading, what is happening in your mind? | | | ESU 13 Winter Conference‐ 2/17/2014 | | | --- | | How does reading comprehension happen?
• Think-alouds help readers think about how they make meaning.
▫ Think-alouds are a metacognitive process that builds independence in reading. | | | | | | --- | --- | --- | | Think-Aloud Self Assessment | | | ESU 13 Winter Conference‐ 2/17/2014 | | | --- | | How can we teach students to use think-alouds?
• Model thinking aloud
▫ Tell students that as you read a passage aloud, you will be stopping to think through what you are reading.
▫ As you read, stop frequently to talk about how you are analyzing what happened in the text.
▫ Give students a verbal or visual cue that you’re switching from reading the text to thinking aloud.
▫ Jot down your comments for students to see
• After you’ve modeled it for students, have them try it out! | | | | | | --- | --- | --- | | Do your students find it easy to summarize what they have just read?
Why or why not?
How can we help our students become more effective summarizers? | | | ESU 13 Winter Conference‐ 2/17/2014 | | | | | --- | --- | --- | | A Health Science example… | | | | | | --- | | | ESU 13 Winter Conference‐ 2/17/2014 |
| | --- | | Basic Signal Words
Who What Where Who or what the text isabout.
Francis, Susan, Peter, she, he, rabbit Subject of sentence (usually not a person)
Ball, turtle, sunshine, it, riding, writing, flying Location
on, above, over, under, up, here, there, school, house, supermarket, USA When Why How Time Reason/Rationale Process/Procedure Before, after, while, Because, that, due, First, second, then, tomorrow, earlier, soon, as, so, for, on finally, as a result of, now, once account, for this
reason in other words | | | | --- | |
Basic Signal Words Graphic Organizer
| ESU 13 Winter Conference‐ 2/17/2014 | | | | | --- | --- | --- | | How important is it that students learn the vocabulary associated with your content? | | | | | | --- | | Traxoline
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilledin Ceris

FAQs

What five reading comprehension skills are identified in the session?

The session identifies summarizing, predicting, inferring, clarifying, and questioning as core reading comprehension skills.

How do think-alouds help students during reading?

Think-alouds support metacognitive processing by helping readers articulate how they make meaning, building independence while reading.

What strategies improve students’ ability to summarize what they read?

The materials emphasize modeling thinking and guiding students with verbal or visual cues so they can practice analyzing text and identifying major ideas.

Sep 28, 2026

Uploaded by Cart