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Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
Reading strategies
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Reading strategies

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  1. Becoming a college-level reader reading strategies
  2. that’s confusing … <ul><li>Our ultimate goal when reading is to understand . If you get it on the first try, great. If not, you need to decide what is confusing in text. </li></ul><ul><li>Then, choose the best strategy to fix your confusion </li></ul>
  3. that’s confusing | vocabulary <ul><li>Example: words from the first page of Chapter 6: Budget or Fudge it – National Aid </li></ul><ul><ul><li>Tilapia -- Kebab -- Abruptly </li></ul></ul><ul><ul><li>Ambassador -- Minister -- Incongruously </li></ul></ul><ul><ul><li>Insight -- Diplomatic </li></ul></ul><ul><li>For a book like this, decide which words are part of the lingo (language and vocabulary special to the topic), and which ones are not . Focus on words that are lingo – these will most likely be important again soon. </li></ul>
  4. that’s confusing | vocabulary <ul><li>Choose words to focus on, make sure you know what they mean </li></ul><ul><ul><li>Skim the text before reading to pick out tricky vocabulary words </li></ul></ul><ul><ul><li>Take words apart and sound them out. </li></ul></ul><ul><ul><li>Skip the word and read on. Come back and figure out the word. </li></ul></ul><ul><ul><li>Connect this word to other ideas you do understand in the text Remember where you have seen the word before. </li></ul></ul><ul><ul><li>Reread. </li></ul></ul><ul><ul><li>Use the dictionary to find the sound, spelling and/or the meaning. </li></ul></ul><ul><ul><li>Keep a word list. Keep track of new vocabulary and their meanings in some way. </li></ul></ul>
  5. that’s confusing | importance <ul><li>Not everything in a text is equally important. How do you decide? </li></ul><ul><ul><li>Be picky – choose just a few (3-5) quotes, phrases, or moments. Avoid calling a whole page, section or anecdote (mini-story) important. </li></ul></ul><ul><ul><li>Use the chapter title or section heading. (If there isn’t one, try to make one up) </li></ul></ul><ul><ul><li>Use textual features: changes in font, items that are offset (like in the margins, or in boxes of their own), special images (like maps and charts) are all helpful. </li></ul></ul>
  6. that’s confusing | background knowledge <ul><li>Feeling trapped in a book with words, phrases and topics that seem completely foreign? It’s time to build your background knowledge! </li></ul><ul><li>Keep in mind, you can work to do this before or during reading . </li></ul><ul><li>Use the title, description on the back, important words, and author’s name to help you determine words that will be helpful in a key word search </li></ul>
  7. that’s confusing | background knowledge <ul><li>Visit the library, use the internet, or use class materials to revisit readings that are related, but written in more friendly language </li></ul><ul><li>If on the internet, choose sites that are for students, not experts in this topic! Try </li></ul><ul><ul><li>Adding ‘lesson plan’ to the end of your search, which will help you find things prepared for students </li></ul></ul><ul><ul><li>Newspaper articles, which often give good, specific examples (which might not be in an expository text), and offer the latest updates on the topic </li></ul></ul><ul><ul><li>YouTube.com videos, which often show rather than tell, while still using important vocabulary words. </li></ul></ul>
  8. that’s confusing | sentence structure <ul><li>Sentences full of ‘extras’ (often separated by commas or semicolons) can make you feel like you’ve lost the main idea </li></ul><ul><ul><li>Work to find the subject ( who or what is doing) and verb ( action being done). </li></ul></ul><ul><ul><li>Look for conjunctions , or connector words, like but , and , or , because and however </li></ul></ul><ul><ul><li>Look for items in pairs or lists (you can think of them as one ‘chunk’ in a sentence) </li></ul></ul><ul><ul><li>Ignore adjectives that aren’t necessary for meaning </li></ul></ul><ul><ul><li>Reword things if you need to simplify </li></ul></ul>
  9. that’s confusing | sentence structure <ul><li>Example : “American society can maintain a substantive role in providing for its domestic public social needs because it has a well-functioning state and a welfare safety net” (ADM, 55). </li></ul><ul><li>American society can maintain a substantive role in providing for its domestic public social needs because it has a well-functioning state and a welfare safety net. </li></ul><ul><li>Becomes: American society can afford to help with people’s needs because the state works well and has a safety net called welfare . </li></ul>
  10. I get it | STOP AND … <ul><li>So, you identified what’s confusing </li></ul><ul><li>Then you fixed your confusion </li></ul><ul><li>You’re ready for the next level of reading: building meaningful connections with what you’ve understood </li></ul><ul><li>Good readers use ‘STOP AND’ strategies to connect with their reading. </li></ul>
  11. STOP AND | ask questions <ul><li>Using this strategy, you can ask about almost anything … just be careful that you’re not taking your ‘connections’ too far from the reading </li></ul><ul><ul><li>Who is this character? What do they believe in? Is this character like anyone I know? </li></ul></ul><ul><ul><li>What’s the point of this being included? How does this build, or add to, the text? </li></ul></ul><ul><ul><li>What do I know that connects to this idea? </li></ul></ul>
  12. STOP AND | make predictions <ul><li>This strategy is especially important at the beginning of your reader. Make some thoughtful guesses about </li></ul><ul><ul><li>What will come next </li></ul></ul><ul><ul><li>What you’ll learn from the text </li></ul></ul><ul><ul><li>What your instructor will ask you to do with this text </li></ul></ul><ul><li>As you read, correct your predictions if they were incorrect, or make new ones. </li></ul>
  13. STOP AND | create mental pictures <ul><li>This strategy works best for literature (especially plays, short stories and novels). But you can also use it with expository texts and poetry. </li></ul><ul><ul><li>Can you imagine the characters in motion? </li></ul></ul><ul><ul><li>Can you picture the setting of text? What mood does it suggest? </li></ul></ul><ul><ul><li>Can you envision the graphs, tables, charts or maps that go with the facts and ideas presented? </li></ul></ul><ul><ul><li>Could you illustrate this text, and help others picture the key ideas? </li></ul></ul>
  14. STOP AND | draw conclusions <ul><li>As you read, it’s important to stop and connect ideas to one another, especially across sections. </li></ul><ul><li>Think about </li></ul><ul><ul><li>The order the writer uses to present information </li></ul></ul><ul><ul><li>Repeated ideas, images, words or phrases </li></ul></ul><ul><ul><li>Section titles and headings (or anything in the margins) </li></ul></ul><ul><ul><li>Summarizing what you have read so far </li></ul></ul>

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