The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
A ppt about the topic on Selecting and Organizing Information specifically the techniques on brainstorming.
A two-hour lesson for Grade 11 - Reading and Writing Skills
Active ReadingWhy Good Readers Make Better Writers.by An.docxAMMY30
Active Reading
Why Good Readers Make Better Writers.
by Anthony Starros, M.F.A.
1. Strategies for Active Reading
2. The Four Stages of Active Reading
3. Writing a Critique
This Lecture Will be in Three Parts:
Don’t Read Homework Like You Read a Magazine.
Reading for pleasure is often done passively, without the need to organize the
writer's ideas or your responses to those ideas. For college writing, though, it is
your responses to writing that is important.
Passive Reading: reading done without an active, critical mindset.
Active Reading: using techniques to more fully engage with a text.
What a writer means can be interpreted different ways by different people, so
meaning is important because it clarifies the writer’s Main Idea from the General
Topic.
Keep Your Focus on the Meaning
When it comes time to write your essays, it’s your own meaning that’s important.
• Main Idea: the key concept of the topic (meaning, sometimes opinion).
• General Topic: the general subject of a passage (objective, just the facts).
The best way to read actively is to annotate. Annotating is simply writing notes
in the margins of a text as you read.
The Benefits of Annotating:
• Annotations provide a variety of points to keep in mind while looking
for ideas to include in your own essay.
• Annotating will help you locate and interpret the meaning of any text.
• Annotating will save you time since you won’t have to read something
over and over again to understand the author’s meaning.
http://www.csupomona.edu/~crsp/handouts/marking_textbook.html
Here is what annotating looks like:
There is, though, such a thing as bad annotating:
http://homologue.wordpress.com/2008/11/02/flat-stanley-and-utensils/
Helpful Hints for Annotating:
If you've annotated well, you can simply go back and read your notes to help
gather your thoughts on the author's main idea and start formulating meaning.
1. the topic (what is the subject being talked about?)
3. supporting details (evidence or examples used)
2. the main idea (what is the writer’s point about the subject?)
There are key points to look out for in a passage. These 3 key elements to
comprehension are:
4. your responses (Do you agree/disagree? Why?)
Strategies for Active Reading:
1. Always read with a pen or pencil in hand!
2. Use that pencil to annotate
3. Listen to what you're reading -- consider yourself in a dialogue with the author
4. Compare authors' ideas with what you know
5. Question statements made by the author
6. Identify important ideas and respond with your own
7. Look up words you don't know immediately
The Four Stages of Active Reading:
1. prep (access prior knowledge -- what do you know about the subject?)
2. read (annotate)
3. re-read (annotate)
4. review (further develop your own responses from your notes)
Yes, read it twice.
Just like listening to music or watching a movie, the more often you hear
or see it, th.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Seven Strategies of Successful Readers:
1. They use existing knowledge to make sense
of new information.
2. They ask questions about the text before,
during, and after reading.
3. They draw inferences from the text.
4. They monitor their comprehension.
5. They use “fix-up” strategies when meaning
breaks down.
6. They determine what is important.
7. They synthesize information to create new
thinking
3. Signals of Confusion:
1. The voice inside the reader’s head isn’t
interacting with the text.
2. The camera inside the reader’s head shuts of.
3. The reader’s mind begins to wander.
4. The reader can’t remember what has been
read.
5. Clarifying questions asked by the reader are
not answered.
6. The reader reencounters a character and has
no recollection when that character was
introduced.
4. Fix-it Strategies:
• Make a connection between the text and your
life, your knowledge of the world, or another text.
• Make a prediction.
• Stop and think about what you have already
read.
• Ask yourself a question and try to answer it.
• Reflect in writing on what you have read.
• Visualize.
• Use print conventions.
• Retell what you’ve read.
• Reread.
• Notice patterns in text structure.
• Adjust your reading rate: slow down or speed up.
5. Making connections helps readers!
Remember the following techniques to
make connections:
• Relate to characters.
• Visualize.
• Avoid boredom, if you start to get
bored…take a short break.
• Pay attention, take your reading
seriously.
• Listen to others’ ideas about the
reading.
• Read actively.
• Remember what they read.
• Ask questions.
6. Voices: What you “hear” when
you are reading
• Reciting Voice
The voice a reader hears when he is only reciting the
words and not drawing meaning from the text.
• Conversation Voice
The voice that has a conversation with the text. It
represents the reader’s thinking as he/she talks back
to the text in an interactive way. It can take two
forms:
o Interacting Voice
This voice encourages the reader to infer, make
connections, ask questions, and synthesize
information.
o Distracting Voice
This voice pulls the reader away from the text.
7. Text-to-Reader Connections:
How to relate to your reading
• Text to self: Connections between the text and
the reader’s experiences and memories. The more
experiences and memories a reader has about a
topic, the easier the material is to read.
• Text to world: Connections the reader makes
between the text and what he knows about the
world (facts and information).
• Text to text: Connections the reader makes
between two or more types of texts. The reader
may make connections relative to plot, content,
structure, or style.
8. Questioning/I Wonder…
Questions can be more powerful than
answers. Good readers ask questions
throughout the reading process: before,
during, and after reading. Readers who ask
questions when they read assume
responsibility for their learning and improve
their comprehension in four ways:
• By interacting with text.
• By motivating themselves to read.
• By clarifying information in the text.
• By inferring beyond the literal meaning.
9. Correcting Confusion
Comprehension Technique:
• Sticky Notes
Place sticky notes next to passages
that cause confusion so that you can
return to them.
• Highlighters
Use highlighters to mark places you
understand (pink) and places that are
confusing (yellow).
10. Understanding Purpose
A reader’s purpose affects everything about reading. It
determines what’s important in the text, what is
remembered, and what comprehension strategy a reader
uses to enhance meaning.
Comprehension Technique:
• Read the article and circle what you think is important.
• Read the piece again, and this time use a pink highlighter
to mark places in the text that a _____ would find important.
• Read the piece again, and this time use a yellow
highlighter to mark places in the text that a _____ would find
important.
• What did you notice about the three times you
highlighted. The first time was probably the hardest because
you had no purpose.
11. Discovering
Meaning/Vocabulary
• Look it up!! Do not be afraid to use a
dictionary. (Free dictionary apps for
your smart phone are even available!)
• Look at the structure of the word. Is
there a familiar prefix, root, or suffix?
• Use the glossary.
• Read the words around the unknown
word. Can another word be substituted?
12. Thinking Aloud
Good readers engage in mental processes before, during,
and after they read in order to comprehend text. They
stop often to think out loud and describe what is going on
in their minds as they read.
Comprehension Technique:
• Select a short piece of text.
• Foresee difficulty.
• Read the text out loud and stop often to share your
thinking.
• Point out the words in the text that trigger your thinking.
o I am reminded of _____
o I wonder _________
o I am confused _____________
o I notice that this piece is organize like this _________.
13. Marking Text
Marking text helps readers pay attention and
remember what they read.
Comprehension Technique:
• Assign codes to the types of thinking in which you
engage. As you read, mark these codes next to the
passages in the text that trigger these kinds of thinking
and explain the connection.
o C = connection reader makes to own life and
text
o ? = questions reader has about text
o I = inference or conclusion reader draws from text
• Read the text.
• Use sticky notes to attach to appropriate spots.
• Use highlighters. Use yellow to highlight portion not
understood. Write a fix-up strategy next to it.
14. Double-entry Diaries (DED)
DEDs are similar to taking notes.
Comprehension Techniques:
• Divide page in half with questions and main ideas on
the left and specific information on the right.
• Divide page in half with direct quote from text and
page number on the left and thinking options on the
right (reader’s reactions).
• Divide page in half with facts or details on the left
and author’s message on the right.
• Divide page in half with confusing part in text on the
left and reader’s attempt to get unstuck on the right.
• Divide page in half with new/confusing vocabulary
on the left and reader’s knowledge on the right.
15. Comprehension Constructors
This requires readers to use two or more thinking
strategies.
Comprehension Technique:
• Call up any background knowledge you have about
topic in the text.
• Read the text.
• As you read the piece, you should have a number of
questions. Jot them down (at least 3) in the margins
where they occur to you.
• At the end of the piece, write a response. It should
be a paragraph of at least four sentences.
• Look back at the questions you asked. Write the three
best questions below and then decide where the
answers to the questions can be found: in the text, in
your head, in another source.
16. Sources:
“Study Skills Activities: Reading as a Study
Skill.” Montana State Literacy Resources:
A Service of the National Institute of
Literacy.
http://www.nwlincs.org/mtlincs/pilotproje
ct/studyskills/studyskillsindex.htm
“Academic Support Guides: Reading
Comprehension.” Cuesta College.
http://academic.cuesta.edu/acasupp/as
/300INDEX.HTM