Listening & taking notes
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To effectively take notes while listening, it is important to focus on key information such as words emphasized by the speaker through stress, intonation or repetition. Notes should be concise, using abbreviations and symbols, and include summarizing the main points. Determining the speaker's style and important versus unimportant information helps ensure the notes capture the essential elements in 3 sentences or less.
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Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
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comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Reading skills
This document discusses different types of reading skills. It categorizes reading skills into three main categories: according to purpose, according to reading performance/rate of understanding, and according to reading instruction programs. Some key reading skills discussed include skimming, scanning, intensive reading, extensive reading, speed reading, shared reading, guided reading, fluency reading, independent reading, and strategic reading. The document provides definitions and explanations of these various reading skills.
Diploma i ecls_u-3_reading & comprehension
The document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary knowledge and drawing conclusions. The document contrasts active reading, which involves understanding and evaluating relevance, with passive reading. It also discusses the importance of pronunciation, enunciation, and techniques like skimming, scanning, meta guiding, and critical reading.
Types of reading
The document discusses different types of reading activities used in language classrooms, including intensive reading, extensive reading, skimming, and scanning. Intensive reading involves carefully analyzing details like grammar and vocabulary to build language knowledge. Extensive reading focuses on understanding overall meaning when reading large quantities. Skimming allows getting the general idea of a passage quickly, while scanning specifically locates needed information.
Bdft i ecls_u-3_reading & comprehension
Here are the responses to the exercises from the passage:
1. Sentences with underlined words:
Ronny was a young boy who studied in college regularly. God came and stood before Ronny and asked him why he just made wishes. Ronny sat on his bed confused because he didn't know how to get good marks. Ronny had stopped wasting time when he used to study.
2. Answers to questions:
1. Ronny was energetic. Yes, Ronny was a young boy and so he was full of energy and excitement.
2. Ronny prayed to god for wishes. Yes, Ronny was always praying to god for some wish.
3. Ronny had very bad hand
lecture.pptx
The document discusses intensive and extensive reading. It states that intensive reading focuses on close analysis, note-taking, and comprehension testing. It aims to understand grammar, syntax, and details. Extensive reading is done quickly for pleasure and overall comprehension rather than perfection. It involves reading large quantities with an emphasis on fluency over analyzing every word. The goal is increased exposure leading to stronger language skills through seeing structure, idioms, and vocabulary in context.
B.sc i ecls_u-3_reading & comprehension
This document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary and the ability to draw conclusions. The document contrasts active reading, which involves understanding and evaluating relevance, with passive reading. It also discusses the importance of pronunciation, enunciation, and techniques like skimming, scanning, meta guiding, and critical reading.
Bjmc i ecls_u-3_reading & comprehension
Here are the responses to the exercises from the passage:
1. Ronny was a young energetic boy who studied in college. Ronny sat on his bed confused because he didn't know how to get good marks. Ronny was very satisfied when he slept peacefully.
2. Yes, Ronny was energetic. Ronny was a young boy and so he was full of energy and excitement.
No, Ronny didn't have very bad handwriting. Ronny had stopped wasting time when he used to study, writing in bad hand writing, not learning and being irregular.
Yes, Ronny prayed to god for wishes. Ronny was always praying to god for some wish.
Yes, Ronny
Bba i ecls_u-3_reading & comprehension
Here are the answers to the exercises based on the passage:
1. Ronny was a young energetic boy who studied in college. Ronny decided to start preparing for his exam from that day only. Ronny had stopped wasting time when he used to study, writing in bad hand writing, not learning and being irregular. Ronny was very satisfied. He slept peacefully.
2. Yes, Ronny was energetic. Ronny was a young boy and so he was full of energy and excitement.
Yes, Ronny prayed to god for wishes. Ronny was always praying to god for some wish.
Yes, Ronny had very bad handwriting. Ronny had stopped wasting time when he used to study
Bca i ecls_u-3_reading & comprehension
The document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary knowledge and drawing conclusions. The document contrasts active reading, which involves understanding and evaluating, from passive reading. It also discusses techniques like skimming to get the main idea, scanning to find specific information, and meta guiding to speed read using hand gestures. Critical reading applies processes to gain enhanced understanding beyond a surface-level reading.
B.tech i ecls_u-3_reading & comprehension
The document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary and drawing conclusions. It explains the importance of comprehension for functioning in life. The document also discusses different reading techniques like skimming to get the main idea, scanning to find specific information, and meta guiding to speed read using hand gestures. Finally, it defines critical reading as applying processes and theories for enhanced understanding beyond superficial skimming.
Reading and writing
Reading can be either oral or silent. There are two main types of reading: intensive and extensive. Intensive reading involves close analysis of short texts to understand details, implications, and relationships. It is classroom-based and focuses on linguistic elements. Extensive reading involves reading larger quantities for pleasure and general understanding. It aims to build reading confidence and is done independently outside of class. Both can be evaluated through comprehension exercises, but extensive reading is generally assessed through reader reflections and reports.
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Listening & taking notes
- 1. LISTENING & TAKING NOTES Nanang Zubaidi International Program, Universitas Islam Indonesia Yogyakarta 2013
- 2. Why do you take notes?
- 4. • to help to concentrate on the speaker’s saying • to provide you with a summary in note form • Lecturer’s notes are not sufficient • To promote a deeper understanding of the content of the lecture.
- 5. How do you take notes?
- 7. • Shortening – Abbreviation – Symbols • Summarizing
- 8. How do you know what is important and what is not?
- 10. • title of the listening • listen for direct or indirect signals – Stress – Intonation – Repetition – Detailed information • determine the speaker's style or organization of speaking • Concentrate on the important words content words • Omit unimportant words
- 11. 1) Mark the most important words • When a teacher or lecturer recommends a student to read a book it's usually for a particular purpose. The book may contain useful information about the topic being studied or it may be invaluable for the ideas or views that it puts forward, and so on. In may cases, the teacher doesn't suggest that the whole book should be read. In fact, he may just refer to a few pages which have a direct bearing on the matter being discussed.
- 12. 2) Take note! • Unfortunately, when many students pick up a book to read they tend to have no particular purpose in mind other than simply to 'read the book'. Often they open the book and start reading, page by page, line by line, word by word; in other words, slowly and in great detail. The result is that students frequently don't have an overall view of what they're reading; also, they tend to forget fairly soon what they've been reading.
- 13. 3) Match the symbols
- 14. What do the abbreviations mean?
- 15. Reference • English Language Centre, HKPU. (Sept., 1998). Listening to Lectures - Note-taking. Retrieved Nov. 4, 2013 from http://elc.polyu.edu.hk/elsc/material/Listenin g/note-taking.html#Task 1.