Reading strategies
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The document outlines several reading strategies: 1) preview the text by reading the title to understand context; 2) contextualize the text historically and culturally; 3) ask questions while reading to better comprehend main ideas and tone; 4) reflect on how the text challenges personal beliefs; 5) summarize the main ideas in your own words; 6) evaluate arguments for or against the content; 7) compare and contrast the text with others on similar issues.
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Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Lesson 3 Text and Context Connections.pptx
This document provides an overview of different types of claims that can be made in written texts: claims of fact, policy, and value. It defines each type of claim and provides examples. Claims of fact refer to verifiable statements grounded in evidence, such as historical facts. Claims of policy call for actions and solutions to problems. Claims of value involve judgments based on tastes, morals, or aesthetics. The document explains how to identify each type of claim and what is required to prove or validate different kinds of claims.
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This document discusses metacognition and its role in reading comprehension. It defines cognitive and metacognitive reading strategies, with metacognitive strategies being goal directed, intentional mental processes used to accomplish reading tasks. Metacognition involves three types of knowledge: self, task, and strategy knowledge. It also involves planning, monitoring, and evaluating one's reading. The document reviews studies showing metacognitive strategies help proficient and less proficient readers. It provides examples of metacognitive strategies used during reading like inferring, questioning, monitoring comprehension and visualizing. It concludes explicit instruction in metacognitive strategies can help students at different levels become self-directed learners.
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A memoir is an autobiographical work that focuses on a single important event or time period from the author's life and reflects on its meaning. It is told from the first person perspective and aims to reveal the feelings and lessons learned from a true experience in the author's past through descriptive writing in a natural voice. When writing a memoir, authors should select a meaningful topic and ensure their perspective and emotions about the event come through for the reader.
Before, during, and after reading strategies
This document outlines strategies students can use before, during, and after reading. Before reading strategies prepare students for the text and include previewing, identifying key vocabulary, using a KWL chart, making predictions, and identifying the author's purpose. During reading strategies aid comprehension, such as think alouds, using context clues, monitoring understanding, note taking, and making additional predictions. After reading strategies help students reflect on what they learned through revisiting the KWL chart, asking questions, rereading, using graphic organizers, and summarizing the important information.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
Summarizing tips
This document provides tips for summarizing texts in 3 main points:
1) Summarizing requires cutting out unnecessary details like sculpting to focus on the key points.
2) Summarizing is a useful skill for writing essays, presentations, and class projects as it demonstrates understanding of the text.
3) An 8-step method is proposed for summarizing a text that includes preparing by understanding headings, reading actively, organizing with a graphic, writing a thesis statement, drafting, revising, and ensuring the summary accurately reflects the original ideas without personal commentary.
Recommended
Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Lesson 3 Text and Context Connections.pptx
This document provides an overview of different types of claims that can be made in written texts: claims of fact, policy, and value. It defines each type of claim and provides examples. Claims of fact refer to verifiable statements grounded in evidence, such as historical facts. Claims of policy call for actions and solutions to problems. Claims of value involve judgments based on tastes, morals, or aesthetics. The document explains how to identify each type of claim and what is required to prove or validate different kinds of claims.
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This document discusses metacognition and its role in reading comprehension. It defines cognitive and metacognitive reading strategies, with metacognitive strategies being goal directed, intentional mental processes used to accomplish reading tasks. Metacognition involves three types of knowledge: self, task, and strategy knowledge. It also involves planning, monitoring, and evaluating one's reading. The document reviews studies showing metacognitive strategies help proficient and less proficient readers. It provides examples of metacognitive strategies used during reading like inferring, questioning, monitoring comprehension and visualizing. It concludes explicit instruction in metacognitive strategies can help students at different levels become self-directed learners.
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A memoir is an autobiographical work that focuses on a single important event or time period from the author's life and reflects on its meaning. It is told from the first person perspective and aims to reveal the feelings and lessons learned from a true experience in the author's past through descriptive writing in a natural voice. When writing a memoir, authors should select a meaningful topic and ensure their perspective and emotions about the event come through for the reader.
Before, during, and after reading strategies
This document outlines strategies students can use before, during, and after reading. Before reading strategies prepare students for the text and include previewing, identifying key vocabulary, using a KWL chart, making predictions, and identifying the author's purpose. During reading strategies aid comprehension, such as think alouds, using context clues, monitoring understanding, note taking, and making additional predictions. After reading strategies help students reflect on what they learned through revisiting the KWL chart, asking questions, rereading, using graphic organizers, and summarizing the important information.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
Summarizing tips
This document provides tips for summarizing texts in 3 main points:
1) Summarizing requires cutting out unnecessary details like sculpting to focus on the key points.
2) Summarizing is a useful skill for writing essays, presentations, and class projects as it demonstrates understanding of the text.
3) An 8-step method is proposed for summarizing a text that includes preparing by understanding headings, reading actively, organizing with a graphic, writing a thesis statement, drafting, revising, and ensuring the summary accurately reflects the original ideas without personal commentary.
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The sq3r method
The document provides a method for effectively reading and summarizing chapters from textbooks or other materials. The method involves scanning the chapter first to understand its structure and main points. When reading each section, the reader should formulate a question based on the heading and read to answer that question. At the end of each section, the reader should answer the question in their own words without looking at the text. After finishing the chapter, the reader should review their notes and recite the main points to reinforce their understanding and memory of the important information.
SQ3R
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1 Written Text as a Connected Discourse
Reference: Text as a Connected Discourse Source Slideshare.pdf
F:\Drive\RMTOT LMs and Demo\Reading and Writing 1st Quarter_Section 1.pptx
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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.
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This document discusses techniques for teaching reading skills lessons. It outlines different types of texts that students may read, such as stories, articles, notes, recipes and more. It also describes key reading subskills like skimming, scanning, making inferences and close reading. The document then discusses principles of encouraging reading, engagement and responding to content. It provides examples of stages in a reading lesson involving prereading, while reading and post reading activities. Finally, it offers tips for teachers in preparing and structuring effective reading lessons.
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The document provides a method for effectively reading and summarizing chapters from textbooks or other materials. The method involves scanning the chapter first to understand its structure and main points. When reading each section, the reader should formulate a question based on the heading and read to answer that question. At the end of each section, the reader should answer the question in their own words without looking at the text. After finishing the chapter, the reader should review their notes and recite the main points to reinforce their understanding and memory of the important information.
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The SQ3R study strategy involves 5 steps: Survey, Question, Read, Recite, and Review. Survey involves previewing the material to understand the big picture and key points. Question involves turning headings into questions to focus reading and create interest. Read actively by looking for answers to questions and engaging with the text. Recite puts the material in your own words to retain information and check understanding. Review checks over notes and re-reads highlights to reinforce learning. Using SQ3R helps gain information from texts effectively and prepare for related assessments.
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Reference: Text as a Connected Discourse Source Slideshare.pdf
F:\Drive\RMTOT LMs and Demo\Reading and Writing 1st Quarter_Section 1.pptx
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Annotating a text
Annotating a text helps readers engage more deeply by connecting the content to their own experiences and knowledge, asking questions, and making inferences. There are many ways to annotate, including making connections between the text and other sources, asking questions about confusing parts, inferring meanings based on clues and prior knowledge, commenting on thoughts, and highlighting important information. Annotating improves understanding and prepares readers for discussion.
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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.
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This document outlines learning objectives for understanding information-based texts. It will help students recognize text structures, understand how these texts are used, and identify different types. It discusses how an author's purpose, such as to entertain, persuade, or inform, affects what they write. Readers should consider the author's purpose to evaluate what is being presented. Examples are provided of texts with persuasive purposes on both sides of the hunting debate. The document concludes by defining information text and providing examples of different types.
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The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
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The document outlines critical reading strategies for a workshop series held at the Rinella Learning Center on October 7, 2013. It discusses strategies to use before, during, and after reading, including previewing materials, making connections, asking questions, visualizing, annotating, and summarizing. Specific techniques are described for predicting content, identifying an author's argument, and understanding different styles of academic texts like literature and research articles.
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The document discusses critical reading strategies. It defines critical reading as reading to discover information and ideas within a text in an evaluative, analytical, and goal-oriented way. It then outlines several critical reading strategies including previewing, re-reading, annotating, contextualizing, questioning, reflecting, outlining and summarizing, evaluating, and comparing. Specific tips are provided for how to implement each strategy when critically reading a text.
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This document provides tips and strategies for pre-reading, skimming, and scanning texts. It explains that previewing features, skimming and scanning are techniques used to locate specific information faster than average reading. Skimming involves getting the main ideas but not all details at a faster pace, while scanning is used to find a single fact or piece of information very quickly. The document provides tips for both skimming and scanning, such as noting text arrangements, using clue words, and making accuracy the goal rather than speed.
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A Critical Reading
Critical reading involves analyzing a text to understand not just what is explicitly stated but also how the author conveys their message and any potential biases. There are three types of analysis: restatement is simply restating what a text says, description is stating what a text does, and inference uses clues to deduce what a text implies beyond just the words. Making inferences requires considering what details and implications can reasonably be extrapolated from the information provided, rather than just memorizing the surface level statements. Critical readers must learn to analyze texts to understand both what is being said and meant.
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The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
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The document discusses techniques for critical reading. It defines critical reading as an active approach that involves an in-depth examination of a text to achieve understanding and meaningful insight. Key aspects include actively reading the text rather than passively, using techniques like previewing, writing notes, re-reading, summarizing, analyzing, interpreting, and synthesizing information. The goal of critical reading is to move beyond superficial understanding to a deeper analysis of a text.
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Summarizing is an important reading strategy that improves comprehension and retention of information. When summarizing, the key steps are to keep only the main ideas and important details while deleting extra supporting information and paraphrasing the text into your own words. Summaries should be between 10-25% as long as the original text and include the who, what, where, when, why and how of the passage. Improved football helmets were designed by studying woodpecker skulls for their tough, spongy structure to better protect players' heads from injuries.
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D4-EWRT 1A-HP
This document provides an agenda and notes for an English writing class. It includes a quiz on Harry Potter characters and events, discussions of marginalization essays and how they relate to analyzing characters in Harry Potter who experience marginalization. It reviews the components of an argument essay, including presenting an issue, clear position, reasons, evidence, and anticipating and addressing counterarguments. Students are given assignments to draft body paragraphs analyzing a marginalized character from Harry Potter and to consider counterarguments to their position. The document provides guidance on developing arguments and counterarguments.
Thesis Statement.pptx
The document defines a thesis statement as the controlling idea of an essay that an author will develop and argue. There are two main categories of thesis statements: informative and persuasive. An informative thesis simply declares the topic and direction of an essay, while a persuasive thesis takes a position and argues it with reasons. The document also defines an outline as a summary that shows the structure and relationship between the main ideas and details of a text. There are different types of outlines for reading comprehension and writing purposes. Outlines follow specific rules for organization and formatting.
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The document discusses philosophical activity as presented in an unseen exam text for IB Philosophy students. It describes philosophical activity as involving abstract thinking about existence and reasoning about meaningful questions. Students are expected to demonstrate their understanding of philosophy by applying philosophical skills, knowledge, and ideas to thoughtfully respond to the unseen text. The summary evaluates the key aspects of philosophical activity highlighted in the document and their alignment with the student's experiences in the philosophy course.
Reading for the academic writer
This document provides guidance for academic writers on how to effectively read and respond to texts. It recommends that writers preview texts by looking at titles, headings, and introductions/conclusions to get an overview before reading in-depth. When reading, writers should focus on the purpose and summarize main points in their own words. When responding, writers should note their reactions, what they learned about writing techniques, and consider questions like who, what, where, when, why, and how. Drafts should have an attention-grabbing introduction, evidence-based body, and conclusion that restates the thesis. Sources should be carefully selected and cited to best support the main point.
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This slideshow contains before, during, and after reading strategies for middle school and older students to use with a text.
S1150053
A literature review summarizes and synthesizes the existing scholarly research on a particular topic. It should be organized around and directly relate to the research question. The review identifies what is known and unknown about the topic based on previous studies, and recognizes areas of controversy. It also formulates new questions for further research. When writing a literature review, one must thoroughly search for relevant sources, critically analyze the literature, discuss conflicting findings, and ensure the review is useful to the reader.
SOC 276 FAMILIES AND GLOBALIZATION / TUTORIALOUTLET DOT COM
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This document provides guidance on critically analyzing written texts by evaluating claims. It discusses identifying explicit and implicit claims, distinguishing between claims of fact, policy, and value. Techniques for critically reading a text are outlined, including keeping a reading journal, annotating, summarizing, and questioning the text. The document also covers determining a text's evidence and context, formulating counterclaims, and paraphrasing information from the text.
Pearson
The document discusses the importance of teaching critical literacy skills in reading comprehension. It argues that critical literacy, which involves examining the political and social implications of texts, should be incorporated into everyday classroom instruction rather than treated as a separate skill. The document outlines several activities for teaching critical literacy, such as analyzing author intentions, biases, and crafting techniques. It maintains that critical literacy is important for developing skeptical, thoughtful citizens and should be taught to all students regardless of ability level.
criticcal reading.pptx
1. Critical reading involves carefully examining a text to understand both its literal meaning and implicit messages.
2. The document discusses various authors' perspectives on critical reading and its importance for thinking skills.
3. It identifies three steps of critical reading: restating the text, describing its elements, and interpreting its overall meaning.
Universal Sisterhood Perfect Education/tutorialoutletdotcom
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Essay 1: Feminism, Universal Sisterhood, Intersectionality, Female Ethic
How does feminism, as a movement and ideology, exposed to tensions between the
local in the global when it comes to forming alliances along the notion of “universal
sisterhood” to achieve a more humane in an refined world?
Thursday, march 1, 2012
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Reading strategies
- 2. 1) Preview the text Read the title: My Fat Girlfriend It is symbolic and descriptive.
- 3. 2) Contextualizing Place the text in a cultural and historical context. Is it in the past, present or future? Can the events happen is any culture or only a specific one?
- 4. 3) Questioning to comprehend better Ask yourself questions as you read each paragraph Ask questions about the main ideas Example: Who is narrating the story? What conflict is presented? What is the tone of the narrator? (mad, sad, happy, anxious, etc)
- 5. 4) Reflecting on your own beliefs and values As you read, think about how the text challenges your own view of the world. Do you agree with the author? What would have you done if you were part of that event?
- 6. 5) Summarizing Create an outline first Summarize the main ideas in your own words Write down any important information you found in the text
- 7. 6) Evaluate and Argument After you read, you must argue in favor or against the text If you are in favor, it means you support the content and accept it as true If you are against, you must claim your choice with evidence (facts, examples, statistics, reliable sources)
- 8. 7) Comparing and Contrasting It is recommended that you compare the text with others concerning the same issues.