Red4348 ca#2 slideshare
- 1. Reading Strategies: Beginning, During and After.
- 2. Beginning Reading to do list: 1. Activate prior knowledge 2. Set a purpose for reading 3. Scan the text 4. Look at the pictures 5. key words (vocabulary)
- 4. Activate prior knowledge: In order to understand the importance of and to fully comprehend what one is reading, one must activate prior knowledge. When activating prior knowledge one will make connections before, during and after reading (prior knowledge).
- 5. Activate prior knowledge: How do I start to activate my prior knowledge? To begin a KWL chart is an easy way to organize your thoughts (prior knowledge).
- 6. K-W-L When using a KWL chart the “K” and the “W” can be filled out prior to reading. The “K” will represent what the reader already knows about the topic. As the reader you should list all facts that you know related to the topic. The “W” will represent what you the reader wants to know (KWL).
- 7. Setting a Purpose for Reading: Once the KWL chart has been started the brain should be warming up. Now that the brain has had time to think about what you know and what you want to know, it is time to use this information to determine the purpose for reading. “When you read a nonfiction text, your purpose is to learn something, so You want to be ready to learn before you start reading (reading purpose)”. By looking at the front and back of the text, reading the title and using the KWL information you will have a better understanding of what you are going to read and why.
- 8. Scan The Text: Before reading it is important to scan the text. Using the method SCAN will help to remember what to look for. S-survey the headings C-capture the captions and visuals ( look at the captions under all pictures and graphs) A-attack bold face words (look for Keywords) N-note and read the chapter questions If available (scan).
- 10. When scanning the text look for important key words, these words are usually in bold print. The key words can be organized into Semantic maps, which are “visual representations of vocabulary that help organize subject matter (Bursuck,Damer 244). When using this graphic organizer write the keyword in the middle. Then write details about the word around it including, what it is, what is it like and some examples (Bursuck, Damer 245).
- 11. During Reading: 1. Run strategy- reading speed(fluency) 2. Run- word recognition 3. Graphic organizers 4. Self-Questioning 5. Pause-Think-Reflect
- 12. RUN: RUN will help you remember three important tips for reading. R- read and adjust speed (run). While reading pause to take note if you are remembering what you are reading. If not slow down and think about what you are reading. U- use word identification skills (run). Use context clues for unfamiliar words, break words apart and sound them out. N- notice and check parts you don’t understand (run).
- 13. Graphic Organizers: Graphic organizers such as tables and charts help to organize information and assist the memory while reading and after reading for review (Bursuck, Damer 286). Cornell notes is one way of organizing facts and thoughts onto paper to assist the memory. When taking Cornell notes draw a line down the center of the paper. On the left side write key topics such as the bold face print titles from the text. On the right side write bullet points of information that will help to remember what you read from the text such as, dates, names people and repeated information (Cornell).
- 14. Self Questioning: While reading it is important to ask questions as a way of reviewing the text. This will help you to determine if your are comprehending and understanding the text (Bursuck, Damer 296). Think of questions that will help make sense of the text; such as considering the bullet points from the Cornell notes, what I am writing down does it make sense with the bullet points? Can I find an answer in this section? What does the text want me to remember from this section? When asking these questions and you find you are having trouble answering them, then go back and re-read the text. Remember RUN - slow down and read slowly for comprehension.
- 15. Pause-Think-Retell: During reading at the end of a section or page pause and think. Think about what was just read and try to retell the sequence of events in your head. If you are able to think and retell what was read then move on, if not go back and re-read the section (pause).
- 16. After Reading: 1.KWL 2.Reflect 3.Review notes 4. Making text connections 5. Test-making skills
- 17. KWL: Now that you have completed reading it is time to fill out the “L” on the KWL chart. The “L” stands for “what I’ve learned”. Refer to your Cornell notes and think about the facts that stand out to you and write them down in the “L” column (KWL).
- 18. Reflect: After reading has been completed it is time to think about what you have read. Review your notes and write down a summary of what you have learned. A summary or reflection will help to reinforce the new information to memory (reflect).
- 19. Review Notes:
- 20. Making Text Connections: Using the making text connections organizer will help to draw a more clear understanding of the material. Try doing this on your own, but use your notes if needed. When filling this out you will make personal and real world connections to the text (making connections).
- 21. Test Making Skills: Now that you have had plenty of time to review the text and your notes, try your test making skills. Try making a test about 5 questions and then exchange your test with a partner. Try to take the test and then give each other feedback (Bursuck, Damer 318).
- 22. To wrap up an review there are three parts to being an organized reader before reading, during reading and after reading strategies. Remember to skim the text, reflect on what you already know, take clear notes, slow down and re-read, review notes, re-read for comprehension and above all reflect and take in the information from the text. Enjoy reading don’t look at it like a task but as an opportunity to broaden your mind.
- 24. Works Cited: Prior knowledge (2014). Activating Prior Knowledge. https://www.teachervision.com/skill-builder/reading-comprehension/48540.html Bursuck, W, Damer, M. (2011,2007). Teaching Reading to Students Who Are at Risk or Have Disabilities. Pearson. NJ. Cornell (2014). http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf KWl (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-after_ reading_strategies/7540/a_-_after_%28post_reading%29/508382 Making Connection (2014). Ready to Use Graphic Organizers. http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/93/ReadytoUseNonFicti onGraphicOrganizerswit.pdf (making connections) Pause (2014).Strategies to Use During and After Reading. .http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm Reading Purpose (2014).Introduce Purpose for Reading. http://www.freereading.net/index.php?title=Introduce:_Purpose_for_Reading Reflection (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-after_ reading_strategies/7540/a_-_after_%28post_reading%29/508382 Review Materials(2014). Review Materials Committing Learning to Long Term memory. http://www.mindtools.com/pages/article/newISS_05.htm Run (2014). http://educatoral.com/scan_n_run.html Scan (2014). http://educatoral.com/scan_n_run.html