Come, Let's Read with a Purpose
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The document discusses reading as a multifaceted skill critical for language development, detailing various levels of reading: literal, interpretive, critical, and creative. It emphasizes the importance of note-making versus note-taking and various strategies for enhancing reading skills, including the use of typographic clues and graphic aids. Additionally, it introduces the SQR3 technique for effective reading comprehension and retention.
Come, Let's Read with a Purpose
- 1. Come let’s read with a purpose
- 2. Strategies for Developing Reading Skill
- 3. What is Reading? Reading is decoding and comprehending graphic symbols of a language with the help of the joint functioning of the eyes and the cognitive domain
- 4. Though it is also one of the major skills of language, it works as one of the most important source for the development of all other language skills 1. It helps enrich the vocabulary 2. It helps in collecting idioms 3. It helps in knowing a variety of usages of same words 4. It helps in knowing different types of writing styles 5. It helps to have better idea on accurate grammar 6. It helps to escape from mother tongue influence
- 6. Literal Level of Reading1
- 7. So What the reader focuses on during the Literal Level of reading What words state the main idea of the story? How does the author summarize what she/he is saying? Outlining the first paragraph of the story. What happened first, second and last? How are these things alike? How are they different? What things belong together?
- 9. So What the reader focuses on during the Interpretive or Inferential Level of reading What does the author value? What is the theme? What effect does this character/event have on the story? How do you think this story will end?
- 10. Critical Level of Reading3
- 11. So What the reader focuses on during the Critical level of reading Could this possibly happen? Is this argument logical? What alternatives are there? Is this a fact or an opinion? Do you agree or disagree with the author? What is the best solution to this problem?
- 12. 3 Creative Level of Reading
- 14. Detailed Reading It is a type of reading in which the reader tries to catch even the minute element in the text by reading each and every line of it. Eg. Reading a legal document
- 15. Skimming It is a type of reading in which the reader reads only the parts which he require, and leaves many pages unread. He selects what he need just by looking at the index or the titles. Eg. Preparation for examinarions
- 16. Scanning It is a type of reading in which the reader just go through the whole text or book for collecting some predetermined information. Eg- searching for a phone number in a directory.
- 18. NOTE MAKING1 For Details see next two slides
- 19. NOTE TAKING & NOTE MAKING Note taking is a passive process where some one take down some points when listening to a speech or lecture Note making is a rather active process where a person creates his own notes by reading some texts or books. Here, he borrows the ideas from the text, but prepares his note in his own language
- 20. WHY NOTE MAKING? Note making is an important strategy that a teacher can make use of for developing reading skill as well as writing skill of his students 1. It creates interest in learners in reading 2. It helps in developing recreation skill 3. It helps in focusing on important points 4. It helps in developing purposeful reading 5. It helps in developing higher levels of reading like interpretive and critical reading
- 21. MAKING USE OF TYPOGRAPHIC CLUES 2 The teacher should make the students aware of the specialties of different typographic clues like ‘italics’, ‘bold letters’ etc. which may make the learners more purposeful and serious readers
- 22. MAKING USE OF PATTERNS OF KNOWLEDGE 3 For Details see next nine slides
- 23. Description has… …is situated at… …is… …looks like… …contains… …is made up of … …is made of… …is used for/to… 3-1
- 25. Comparison and contrast However But …as well as… On the other hand Either…or While Although Unless Similarly Instead 3-3
- 26. Cause and effect …because… …because of … Since Therefore As a result …so that… …is due to… …is a result of … 3-4
- 28. Classification …is classified as… …is classified into… There are … types of…: …is a type/kind of … 3-6
- 29. Hypothesis If…, then… …unless… It is likely/unlikely/ possible/impossible that… 3-7
- 30. Exemplification For example For instance …such as… …is an example of… In other words 3-8
- 32. MAKING USE OF GRAPHICS 4 For Details see next twelve slides
- 33. Tables They are used to classify information so that comparison between and among data can be made. 4-1
- 34. Bar graphs They are used to make comparisons between amounts or quantities. 4-2
- 35. Line graphs They are used to show the relationship between the variables 4-3
- 36. Pie charts They are used to show the relationships of parts to the whole. 4-4
- 37. Flowcharts They are used to show a process or procedure. 4-5
- 38. Diagrams They are used to present information in a visual way. 4-6
- 39. Pictograms They are used to show specified amounts in an interesting way. 4-7
- 40. Maps They are used to show location and direction. 4-8
- 41. Photographs They are used to enhance interest in reading.. 4-9
- 42. Cartoons They are used to enhance interest in reading.. 4-10
- 43. Time-lines They are used to show the sequence of events. 4-11
- 44. Venn diagrams They are used to show the relationships between two sets of information. 4-12
- 45. MAKING USE OF SQR3 TECNIQUE 4 For Details see next two slides
- 47. Before you read, Survey the chapter: the title, headings, and subheadings captions under pictures, charts, graphs or maps review questions or teacher- made study guides introductory and concluding paragraphs summary
- 48. Question while you are surveying: Turn the title, headings, and/or subheadings into questions Read questions at the end of the chapters or after each subheading Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?“ Ask yourself, "What do I already know about this subject?"
- 49. When you begin to Read: Look for answers to the questions you first raised Answer questions at the beginning or end of chapters or study guides Reread captions under pictures, graphs, etc. Note all the underlined, italicized, bold printed words or phrases Study graphic aids Reduce your speed for difficult passages Stop and reread parts which are not clear Read only a section at a time and recite after each section
- 50. Recite after you've read a section: Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read Take notes from the text but write the information in your own words Underline or highlight important points you've just read
- 51. It is an ongoing process which needs day by day updating by using different techniques until the you become thorough with the different answers of different questions.