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Comprehension strategies
- 1. Lesson 8: Comprehension Strategies •HOWTO IMPROVE READING COMPREHENSION •READING COMPREHENSION STRATEGIES
- 2. LET’S HAVE AREADING ACTIVITY
- 3. •Find me inthe story! “The Foolish Donkey”
- 4. Instruction Read the storycarefully , while you’ll reading you will notice “bold” letters , try to arrange the letters into a word. Any strategies are allowed . You will be given 1 minute and 15 seconds to form the word by reading the text.
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- 8. SKIMMING • It isused when you want to see if an article may be of interest in your research. • It is used to quickly gather the most important information, or ‘gist’. •It is used to quickly identify the main idea of text.
- 9. SCANNING •It is runningyour eyes over the text looking for the specific piece of information you need. Scanning involves moving your eyes quickly down the page seeking specific words and phrase. •It is used to find a particular piece of information.
- 10. Extensive Reading •It is usedto improve your general knowledge of business procedures. •It is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books.
- 11. •It is usedon shorter texts in order to extract specific information Intensive Reading includes very close accurate reading for detail.
- 12. •It is usedto able to create sensory images in the readers minds so they will be more Visualizing engaged with the content of the text and will better understand what they read.
- 13. •This means being toaware of whether or not understand what Monitoring& Repairing Understanding you read. Being able to stop and use strategies to clarify what is confusing, whether it is due to unfamiliar vocabulary or lack of background knowledge is important to achieving comprehension.
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- 15. •This involves evaluating, sorting andsifting through information that is known and new Synthesizing and reorganizing it into a larger idea or concept.
- 16. •This means learning to differentiate betweenthe Determining Important Ideas main or key in a text and information that is less essential. Or that serves as supporting details.
- 17. Inferring •It is drawingupon reader’s background knowledge and connecting this with new information. INFERRING carries reader’s comprehension of the text to anew level, encouraging them to create a deeper understanding between what is stated and what they know.
- 18. Using Background Knowledge •This refersto the ability of readers to relate what they know to what they read; they make connections with the text, foster their comprehension and develop their knowledge as readers.
- 19. Questioning •The ability to generatequestions that demonstrate that students are synthesizing, evaluating and attempting to clarify what they read. •This leads to greater understanding of the content and fosters further research and exploration.
- 20. Review…review….review….. 1. Skimming 2. Scanning 3.Intensive 4. Extensive 5. Visualizing 6. Monitoring, repairing and understanding 7. Synthesis 8. Determining important ideas 9. Inferring 10. Using background knowledge 11. Questioning
- 21. HOW TO IMPROVEREADING COMPREHENSION
- 22. HOW TO IMPROVEREADING COMPREHENSION • Reading Comprehension requires motivation , mental frameworks for holding ideas, a concentration and good study techniques . • Martin (1991) suggests the following good study techniques that will guarantee improved comprehension ability
- 23. • Develop abroad background. • Know the structure of paragraphs . • Identify the type of reasoning • Anticipate and predict • Look for the method and interest • Create motivation and interest • Pay attention to supporting cues. • Highlight , summarize and review • Build a good vocabulary • Use a systematic reading technique like SQR3. • Monitor effectiveness HOW TO IMPROVE READING COMPREHENSION
- 24. Let’s have anactivity!
- 25. ACTIVITY • In yourpaper write your definition about vocabulary.
- 26. Lwsson 9: Expandingyour Vocabulary • Vocabulary is the knowledge of words and word meaning (Diamond & GUttohn,2006) • Vocabulary acquisition is very crucial to academic development ( Baker et al.,1991) • Vocabulary knowledge is knowledge; the knowledge of a word not only implies definition but also how that word fits into the world ( Stahl,2005).
- 27. Vocabulary Learning Strategies •Schmitt’s (1997) developed a taxonomy of vocabulary learning strategies categorized into five: • Determination (DET) • Social (SOC) • Memory(MEM) • Cognitive(COG) • Metacognitive(MET)
- 28. Determination (DET) • Analyzepart of speech; • Analyze affixes and roots; • Check for L1 cognate; • Analyze any available pictures or gestures; • Guess form textual context
- 29. Social (SOC) • Askingteachers for an L1 translation; • Asking teachers for paraphrase or synonym of new word; • Asking teachers for a sentence including the new word
- 30. Memory(MEM) • Studying aword with pictorial representation of its meaning; • Imaging word’s meaning connecting word to a personal experience; • Using peg method; • Using loci method; • Grouping words together to study them; • Learning the words of an idiom together
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- 33. ACTIVITY TIME • I’llgive you 2 minutes to familiarize this
- 35. Cognitive(COG) • Verbal repetition; •Written repetition; • Word lists; • Flash cards; • Taking notes
- 36. Metacognitive(MET) • Using English languagemedia; • Testing oneself with word tests; • Using spaced word practice; • Continuing to study word over time.
- 37. Lesson 10 :Analyzing Roots • Roots are base words to which other characters or letters like prefixes and suffixes are attached. Prefixes –a word, letter, or number placed before another. Suffixes – a morpheme added at the end of a word to form a derivative • Roots consistently the same things and are the base for related words. We often encounter roots of Greek and Latin origin in subjects like Science and English.
- 38. • Example: Greekword for earth – geo geo is the root word of geology, and Graphy , logical ang logy are the affixes
- 39. ACTIVITY TIME! Completeme! Complete me ! Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word scope ton Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word scope ton logic valid Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word scope ton logic valid sexual scope Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word scope ton logic valid sexual scope valid logic Group 1 Group 2 Prefix / suffix word New word Prefix / suffix word New word scope ton logic valid sexual scope valid logic ton sexual
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- 42. ROOT MEANING EXAMPLES benegood Beneficial, benevolent, benefit cred believe Cedible, credit, credence dom home Domestic, domicile pater father paternity aud hear Audio, auditorium
- 43. LET’S TRY YOURVOCABULARY ROOT DEFINITION act to do, to drive bio life bibl book aqua water circum around