Reading Strategies

1. Reading Skills
jgonz59646@yahoo.com
Mr. Gonzalez

2. Strategies that can help students read
more quickly and effectively include:
• Previewing: reviewing titles, section headings,
and photo captions to get a sense of the structure
and content of a reading selection
• Predicting: using knowledge of the subject matter
to make predictions about content and
vocabulary and check comprehension; using
knowledge of the text type and purpose to make
predictions about discourse structure; using
knowledge about the author to make predictions
about writing style, vocabulary, and content

3. Strategies that can help students read
more quickly and effectively include:
• Skimming and scanning: using a quick survey of
the text to get the main idea, identify text
structure, confirm or question predictions
• Guessing from context: using prior knowledge of
the subject and the ideas in the text as clues to
the meanings of unknown words, instead of
stopping to look them up
• Paraphrasing: stopping at the end of a section to
check comprehension by restating the
information and ideas in the text

4. When reading to learn, students need
to follow four basic steps:
• Figure out the purpose for reading. Activate
background knowledge of the topic in order to
predict or anticipate content and identify
appropriate reading strategies.
• Attend to the parts of the text that are relevant to
the identified purpose and ignore the rest. This
selectivity enables students to focus on specific
items in the input and reduces the amount of
information they have to hold in short-term
memory.

5. When reading to learn, students need
to follow four basic steps:
• Select strategies that are appropriate to the reading
task and use them flexibly and interactively.
Students' comprehension improves and their
confidence increases when they use top-down and
bottom-up skills simultaneously to construct
meaning.
• Check comprehension while reading and when the
reading task is completed. Monitoring
comprehension helps students detect
inconsistencies and comprehension failures, helping
them learn to use alternate strategies.

6. The skills of a strategic reader
1. Predict – declaring in advance or to foretell on the basis of
observation and/or experience.
2. Visualize – forming mental pictures of scenes, characters
and events.
3. Connect – to link two things together or to associate and
see a relationship.
4. Question – to inquire or examine.
5. Clarify – to make understandable or to become clear and
free of confusion.
6. Summarize – to concisely obtain the essence or main point
of the text.
7. Evaluate – to form an opinion about what you have read.

8. W's and H (Who, What, When, Where,
Why and How)
• What is the setting?
• Who are the main characters?
• What problem did the main character face?
• What attempts were made to resolve the
problem?
• How was the problem finally resolved?
• What is the theme of the story?

9. Reading Clues
Tom decided that • Deduction - What does
the sentence concern?
he desperately Which words does the
needed the unknown word seem to
glockum if he relate to?
• Part of Speech – (verb,
were to solve the
noun, adjective, time
problem. expression, etc.)
What is a glockum?

10. Reading Clues
Tom decided that • Chunking - What do the
words around the
he desperately unknown word(s) mean?
needed the
glockum if he
were to solve the • Vocabulary Activation -
problem. What does the text seem
to concern?
What is a glockum?

11. Make logical guesses about the meaning of the unknown words
in the following paragraph.
• Jack quickly entered the didot and cleaned the
various misturaes he had been using to repair the
wuipit. He had often thought that this job was
extremely yullning. However, he had to admit
that this time things seemed to be a bit easier.
When he finished, he put on his redick and went
back to the study to relax. He took out his
favorite pipe and settled into the beautiful new
pogtry. What a fantastic schnappy he had made
when he had bought the pogtry. Only 300
yagmas!

12. • What could a 'didot' be?
• What part of speech is 'misturaes'?
• If Jack used the 'misturaes' to repair the
'wuipit' what do you think the 'mistraes' must
be?
• What could 'yulling' mean? - What part of
speech is often used with an ending '-ing '?
• Which synonym could be used for ' yulling '?

13. Main Idea
"What does the author say?" and, "Why does he say it?”
Main idea follows a specific sequence: students must first be able to identify the key
words or topic of a sentence, then a paragraph, and finally a longer selection.
1. Identifying the key words of a sentence
2. Identifying key words or topic of a paragraph
3. Identifying the topic sentence of a paragraph
4. Recognizing an explicitly stated main idea of a paragraph
5. Inferring the main idea of a paragraph
6. Recognize relationships among main ideas in related paragraphs in longer selections
7. Inferring relationships among main ideas in related paragraphs in longer selections
Read more: http://www.primary-education-oasis.com http://www.primary-education-
oasis.com/teaching-main-idea.html#ixzz1rHzkdonq

14. • Cats are the most interesting animals in the
world! First, they can see in the dark. Second,
they can jump really high. Last but not least,
cats really try to talk to you when they want
something. I think everyone should have one
of these interesting animals as a pet.

15. Reading Comprehension

16. PHRASE TECHNIQUE
Twenty-five percent
of all
household burglaries
can be attributed
to unlocked
windows or doors.
Crime
is the result
of opportunity
plus
desire.

17. PARAGRAPH
COMPREHENSION #1
Twenty-five percent of all household
burglaries can be attributed to unlocked
windows or doors. Crime is the result of
opportunity plus desire.

18. PARAGRAPH
COMPREHENSION #1
Twenty-five percent of all household
burglaries can be attributed to unlocked
windows or doors. Crime is the result of
opportunity plus desire.

19. PARAGRAPH
COMPREHENSION #1
Twenty-five percent of all household burglaries
can be attributed to unlocked windows or doors.
Crime is the result of opportunity plus desire. To
prevent crime, it is each individual's
responsibility to
A provide the opportunity. C prevent the opportunity.
B provide the desire. D prevent the desire.

20. PARAGRAPH
COMPREHENSION # 2
From a building designer's standpoint, three things
that make a home livable are the client, the building
site, and the amount of money the client has to
spend. According to the passage, to make a home
livable
A the prospective piece of land makes little difference.
B it can be built on any piece of land.
C the design must fit the owner's income and site.
D the design must fit the designer's income.

21. QUESTION 3.
Family camping has been described as the
"biggest single growth industry in the booming
travel/leisure market." Camping ranges from
backpacking to living in motor homes with
complete creature comforts. It is both an end in
itself and a magic carpet to a wide variety of
other forms of outdoor recreation.
It can be inferred from the passage that the LEAST luxurious form of camping
is
A backpacking C truck campers
B travel trailers D motor homes

22. QUESTION 4.
Most drivers try to drive safely. A major part of
safe driving is the right speed. But what is the
"right" speed? Is it 20 miles per hour, or 35, or
60? That question is hard to answer. On some
city streets and in heavy traffic, twenty miles per
hour could be too fast. On a superhighway, 35
miles per hour could be too slow. Of course, a
good driver must follow the speed limit, but he
must also use good judgment. The "right" speed
will vary by the number of cars, surface of the
road, and the visibility.

23. QUESTION 4.
The general theme of this passage is that a good
driver:
A drives at 35 miles C always drives at the
an hour. same speed.
B adjusts to different D always follows the
driving conditions. speed limit.

24. QUESTION 5
Gardening can be an easygoing hobby, a
scientific pursuit, an opportunity for
exercise and fresh air, a serious source of
food to help balance the family budget, a
means of expression in art and beauty, an
applied experiment in green plant growth,
or all of these things together.

25. QUESTION 5
All of the following are made
possible by gardening according to
the passage EXCEPT
A relaxation. C experimentation.
B exercise. D hard work.

26. QUESTION 6
About three fourths of the surface of the
earth is water. Of the 336 million cubic miles
of water, most (97.2%) is found in the oceans
and is salty. Glaciers hold another two percent
of the total. Less than one per cent (.8%) is
available as fresh water for people to use. And
much of that is not near people who need it.

27. QUESTION 6
The amount of fresh water available
for people to use is:
A 97.2% C 2%
B .8% D 3.8%

28. QUESTION 7
Early settlers in the United States made
the most of the herring fishing season.
When spring came the fish arrived in great
numbers in the rivers. No nets or hooks
were needed. Men used what was called a
pinfold. This was a large circular pen built
in shallow water. It was made by driving
stakes closely together in the floor of the
river.

29. QUESTION 7
A pinfold was made with:
A hooks and nets. C stakes driven into
the river bottom.
B only nets. D fishing rods.

30. Now you are on your own!!