Unit 4: Active Reading
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Unit 4: Active Reading

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Active Reading

Active Reading

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  • IX. It is fine if these turn out to be false; simply revise them. 3 & 4. Helps you to stay focused. Difficulty summarizing indicates you’re not following some of these steps. Don’t self-deceive. Take the feedback. Reread. If not done already, do the Self-Evaluation Checklist on page 95. We will do it again at the end of the course.

Unit 4: Active Reading Unit 4: Active Reading Presentation Transcript

  •  
    • How does one read actively?
    • Turn to your neighbor and discuss how you know when you are or are not reading actively.
    • Come up with at least one example of each to share.
    • We all read actively sometimes.
    • Complete the “Journal Reflections” on page 105 to help you focus on your reading preferences.
    • Active Reading is the process of reading and interacting with written material in such a way that you understand and retain the information that has been read.
    • Write the definition of active reading in your own words.
    • Why read actively?
    • Read the first half of page 104 in your textbook and see if the situation sounds familiar.
    • Some people do read better than others, but everyone can become a better reader.
    • The truth is that informational text can be challenging to read, but there are ways to read more effectively and efficiently.
    • SQ3R is an excellent active reading technique.
    • S urvey
    • Q uestion
    • R ead
    • R ecite
    • R eview
    • Survey
    • Surveying gives your brain a place to file the information, making it easier to recall later.
    • Robert Feldman calls this using “advance organizers” (106-109).
    • You should look over the following:
    • Title “Front matter”
    • Chapter Objectives Headings
    • Graphics Chapter Summary
    • “ Special” words (bold, italicized, underlined)
    • You can still survey readings that do not have the features listed above by doing the following:
      • Read the first paragraph in a chapter, a paragraph in the middle of the chapter, and the last paragraph of the chapter.
      • Underline key words in each paragraph.
      • Write an essay type question that includes all the key words in the paragraph.
      • Read to answer that question.
    • Try It! 1 on page 107 in your text gives an excellent example of how having some background information enhances understanding.
    • Question, Read, and Recite
    • If you are reading actively, it is impossible to separate these three steps.
    • As you read , write questions in the margins, and recite the answers as you highlight them in the text.
    • Why write questions? Because you will be actively reading, and you will be ready to quiz yourself when you review the text!
    • Note: Often textbook authors will provide questions for you to answer. You should also answer them as you read.
    • How to Question, Read, and Recite
    • a Selection with Headings
    • Glance over headings, sub-headings and illustrations.
    • Write questions in margins from headings, sub-headings, pictures and charts.
    • Read for answers marking key words and phrases.
    • Revise your questions if needed.
    • How to Question, Read, and Recite
    • when there are no headings
    • Read only the first sentence of each paragraph.
    • Underline 3-4 key words in the first sentence.
    • Circle the key words that seem most important.
    • Write your question in the margin.
    • Read to answer your question.
    • Review
    • Congratulations, you finished the reading assignment!
    • Done? Not quite. You will need to review the material soon —if you want to remember the key points.
    • Luckily, you have already written your review questions and marked the answers. Now you just need to go back and quiz yourself.
    • General Suggestions
    • Keep an open mind.
    • Be aware of your attention span.
    • Manage your time.
    • Know why you are reading.
    • Know what you need to memorize.
    • You can further develop your reading skills.
    • Chapter 5 has some excellent suggestions for reading actively and memorizing material.
  • Marking a Text means:
    • Writing complete questions in the margins.
    • Reading & underlining/highlighting key words in the answers.
    • Adding additional notes or comments.
  • Unit 4 Project
    • You will take the Nelson-Denny Standardized Reading test in class.
    • The results will help you to become more aware of your reading strengths and weaknesses.
    • Your project will include getting your results from the College Success Center AND writing a journal reflection about the results and how you will use them to improve your skills.