Unit 4: 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

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