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the
reading
is
processed
accordingly.
Reading
comprehension
Language
Knowledge
Reading
Comprehension
Metacognition
Fluency
paraphrase
Summary
B. Question while you are surveying:
assigned?"
Ask yourself,
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
If you took notes while reciting, write questions for the notes you
have taken in the left hand margins of your notebook.
Day Two
Cover the right hand column of your text/note-book and orally ask
yourself the questions in the left hand margins.
Make flash cards for those questions which give you difficulty.
Alternate between your flash cards and notes and test yourself
(orally or in writing) on the questions you formulated.
Weekend
Using the text and notebook, make a Table of Contents - list all
the topics and sub-topics you need to know from the chapter.
Recite the information orally and in your own words as you put
the Study Sheet/Map together.
As you have consolidated all the information you need for this
chapter, periodically review the Sheet/Map so that at test time
you will not have to cram.
2. KWLH
K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide
students through a text. Students begin by brainstorming everything they Know
about a topic. This information is recorded in the K column of a K-W-L chart.
Students then generate a list of questions about what they Want to Know about
the topic. These questions are listed in the W column of the chart. During or after
reading, students answer the questions that are in the W column. This new
information that they have Learned is recorded in the L column of the K-W-L
chart.
KWL is intended to be an exercise for a study group or class that can
guide you in reading and understanding a text. You can adapt it to working alone,
but discussions definitely help. The K-W-L strategy serves several purposes:
what we Want to
know
what we Learned
Record these in the K column of your chart until you cannot think of more.
Engage your group in a discussion about what you wrote in the K column.
Turn all sentences into questions before writing them down. They will help
you focus your attention during reading.
List out what you learn as you read, either by section, or after the whole
work, whichever is comfortable for you.
3. 5Ws and an H
Another reading strategy is to answer the questions that form the basis of good
journalism:
It helps students to think about the text they are reading and
beyond it,
too.
starting to make sense, since what comes at the end often helps you to
understand the beginning.
After completing these two readings, stop and make a mental summary of what
you have understood. Now invent a sentence by summarising what you think the
story is (or might be) about.
Scanning
It is a quick reading of a text to get the gist of it. Scanning is a technique that is
often used when looking up a word in the telephone book or dictionary.
The students search for key words or ideas. Scanning involves moving
your eyes quickly down a page seeking specific words and phrases.
Scanning is also used when the reader first tries to find a resource to
determine whether it will answer their questions. Once youve scanned the
document, you might go back to skim it.
When scanning, the students look for the authors use of organisers such
as numbers, letters, steps, or the words, first, second, or next. They look for
words that are bold faced, italics, or in a different font size, style, or colour.
Sometimes the author will put key ideas in the margin.
The main goal of this activity is to extract specific pieces of information.
Procedure (for the students)
In "real life" you might scan a train schedule for one piece of information, a travel
brochure for different information, and a theatre programme for a third type.
From the literary texts, you will extract certain basic facts by scanning it:
Read through the text again very quickly, scanning for the things listed below. To
focus your attention more clearly, underline (preferably in different colours), and
list down on your notebook these items:
6. THRILD
What is THRILD? A method used to PREVIEW or REVIEW a chapter.
TITLE
HEADINGS
ILLUSTRATIONS
DISCUSSION QUESTIONS
Rationale:
Why:
When:
How:
about the main idea of each illustration. After this, students write a
brief summary of the last paragraph or summary of the chapter.
Finally, students scan the Discussion Questions and select three
that they would like to know more about.
Name: ___________________________________
Date: _______________
HEADINGS:
1.
___________________________________________________________________
. ___________________________________________________________________
. ___________________________________________________________________
4.
___________________________________________________________________
READ the first paragraph and summarize (put in your own words)
7. PARApoint
A technique for actively reading a passage and retrieving significant information
using highlighter reading and margin notes.
P = PREVIEW
Survey reading to determine what content is to be
examined.
A = ANALYSE
Locate and highlight information fundamental to the
understanding of the content
R = READ
Reread only the analysed, highlighted information
A = ACCENT
Make
summary
margin
notes
of
the
highlighted
Information Rationale:
Why:
Parapoint allows students to actively participate in reading, and:
When:
Parapoint is often used in Social Sciences or Language Arts, with nonfictional
material.
This strategy helps students focus on the authors purpose, analyse the passage
and document key points.
How:
Students initially Preview a passage to determine what type of information is
being presented using a quick THRILD. They scan the Title, Headings, Read
the first paragraph, examine Illustrations, and read the Last paragraph
(Discussion questions are not a concern for Parapoint). Once they have
determined the main intent of the passage, they develop focus questions to
guide their reading questions to which they want answers. They then Analyse
the selections, locating and highlighting the information that is fundamental to
the understanding of the content and provides answers to the focus questions.
Next,
they Review the highlighted text and finally, Accent the important
information with short, point form notes in the margin (or on a strip of paper).
These notes will consequently act as reminders and cues for the content
contained in the piece of reading.
Hence the acronym PARA:
Preview:
Determine the type and purpose of the text by using a brief preview
strategy (THRILD) and develop focus questions to direct ones
analysis while reading.
Analyse:
Review:
Accent:
key
information
which
answers
8. QUACK marks
A strategy for actively reading a factual passage of text, making judgements on
the types of information included, and marking specific kinds of information with
the following:
Q = ? (question mark)
Placed beside words, phrases and ideas that you do not
understand
U = Underline
Underline definitions
A = * (an asterisk)
Place beside important or interesting ideas and information
C = (circle)
Circle examples of important information or definitions
K = Keyword
Place a capital K beside keywords (usually in bold or
italics) Rationale:
Why:
Text reading can almost put one to sleep! Its easy to get lost in all the
vocabulary, definitions, examples and explanations. Because this strategy
actively involves the readers in underlining, circling and making other marks, it
helps them stay focused on those science and math texts.
When:
Q.U.A.C.K. is a strategy for actively reading a factual piece of text, making
judgements on the types of information included, and marking specific kinds of
information.
How:
While reading the text, students employ the following marks to highlight specific
information. If you do not want marks in the text, use an acetate over the page,
place marks on the acetate and then transfer Keywords and definitions to your
notes.
9. ACID
A strategy for actively reading a passage to increase comprehension and
encourage students to interact with reading materials. It involves making
judgements on the types of information being read and marking specific
passages with the following:
A = AGREE
C = CONFUSING
I = INTERESTING
D = DISAGREE
Useful for:
articles
Rationale Why:
The old adage Dont believe everything you read is true!
Not all materials deal with facts. Often media, texts, and even some school
subjects present the reader with highly subjective material. You can, and should,
disagree! A.C.I.D. forces the reader to make decisions about the text as to
whether they Agree, Disagree, are Confused or find the information Interesting,
while the Marks help readers select main points and supporting details.
When:
It is appropriate to use A.C.I.D. Marks for material that is controversial, such as
editorials, news stories, magazine articles, etc. in addition, some texts present
material that can be questioned and refuted (history is often written from the
perspective of the winner).
How:
A.C.I.D. Marks has two parts:
1) A.C.I.D. and
2) Three separate Marks
It can be interesting to have students use this strategy and, while reading from a
different perspective, Agree or Disagree! For example, how would your
responses differ if you read the article imagining yourself to be from a different
culture or ethnicity?
10. RAP
A strategy for actively reading a passage
R = READ a passage
Rationale
Why:
R.A.P. is an active reading strategy that works especially well with emergent or
weak readers. It is also a good precursor to Reciprocal Reading as it requires
students to Read, Ask questions and paraphrase or summarise. R.A.P.:
When:
R.A.P. is useful when reading fiction or non-fiction in pairs or small groups. It can
be used as a silent reading activity too.
How:
Students work in pairs or small groups. First, one student reads out loud. After
this, group members ask (and answer) questions about what was read. It is
helpful to provide question prompts such as: who, what, when, where and why.
Next, they paraphrase what has been read and try to reach consensus on the
summary. The steps are then repeated by the other partners.
Rationale
Why:
Reciprocal Reading encourages emulation of what good readers do
automatically (summarise, question, clarify, predict and respond to what they are
reading). Learners become active participants in reading, and:
When:
Reciprocal Reading can be used with fiction, non-fiction, prose or poetry. It is
good for reading material in a group setting, in pairs or individually with silent
reading.
How:
First the teacher reads a section of the text aloud and models the following
steps:
Summarise
Clarify
Question
Predict*
The teacher generates a short summary of what they just read, soliciting input
from the class. Next the instructor constructs a main idea question (one that
could be used in a test setting).
Once again, input can be received from the listeners. In the clarify step, the
teacher ensures that everyone understands the vocabulary, terms, figurative
language and generally comprehends the passage.
After this, the teacher makes a prediction, with listener input, about what may
happen next. Finally, at the end of a significant portion of text, students generate
a written response about the passage (i.e. What would you do in the
protagonists situation?).
depending on the type of material being used (appropriate for fiction and poetry,
but not a science text).
This entire process is then repeated, with a student taking the role of the teacher,
reading the passage out loud and guiding the class through the steps.
Eventually, students work in pairs or small groups, each individual taking turns
being the teacher (or reciprocating).
Initially, it is important for the teacher to demarcate the size of the reading
portions for each student to read before changing roles (paragraph, page,
whole page). This will depend on student reading abilities and the logical breaks
in the material.
12. CHATT
A strategy for actively reading a passage to increase comprehension and
encourage students to interact with reading materials. It involves making
Rationale Why:
C.H.A.T.T. allows students to code the text and then transfer the information to a
collection sheet, thereby creating study notes while they actively read. In
addition, the teacher provides a summarising statement. When students are on
their own with text interpretation, teachers are often concerned that students
may miss critical information.
The Teacher Summary provides the opportunity for the teacher to interject key
information and to provide a context; to help students see how the new
information fits into the course scope and sequence. Or, in other words, how
what we studied today fits with yesterdays content and how it will segue into
tomorrows lesson.
When:
Use C.H.A.T.T. when reading complex or dense text material to increase
comprehension and retention of the material while at the same time creating
study notes for future reference.
How:
Students read the text and apply the C.H.A.T.T. marks to select important
vocabulary, highlight main ideas and identify details. Next, students transfer the
key terms, written definitions (with an image) and record the main points with
supporting details to a separate C.H.A.T.T. Sheet. Finally, the teacher provides
a summary statement which the students record on their C.H.A.T.T.
Sheet.