CHAPTER ONE Copyright © 2012 Pearson Education Inc. Becoming a Master Reader PowerPoint by Mary Dubbé Thomas Nelson Community College PART ONE A Reading

CHAPTER ONE

Copyright © 2012 Pearson Education Inc.

Becoming a Master Reader

PowerPoint by Mary DubbéThomas Nelson Community College

PART ONE

A Reading System for Master Readers 1

CHAPTER ONE

In this chapter, you will learn to:

Define prior knowledge.

Discuss the three phases of the reading process.

Describe SQ3R.

Describe your reading process.

1

2

3


Chapter Outline and Learning Objectives

4

CHAPTER ONE

Assess your comprehension of prior knowledge and the reading process.

Evaluate the importance of prior knowledge and SQ3R.

Activate prior knowledge and apply SQ3R

to your reading process.

Develop textbook skills. Use SQ3R to master

textbook reading.

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6

7


8

CHAPTER ONE

Connecting to prior knowledge increases comprehension.


Define prior knowledge.1

Prior Knowledge − the large body of information learned throughout a lifetime of experience

Comprehension − an understanding of what has been read

CHAPTER ONE

Characteristics of Active Readers Asks questions Finds answers Reacts to author’s ideas Annotates key ideas Checks comprehension by restating main points


Define prior knowledge.1

A Master Reader is an Active Reader

CHAPTER ONE 3 Illustrate SQ3R.

Step 1

Step 2

Step 3

SQ3R

The Reading Process


CHAPTER ONE

Survey

Skim for clues about the subject and organization.

View :



2

Before Readin

g

• italic and bold type

• titles

• introduction • headings• pictures and graph

• first paragraph

• summaries • questions

SQ3R

CHAPTER ONE

Question

Ask questions before you read: What is my reading plan? What is the passage about? How is the material organized? What is my purpose for reading? What do I already know about this idea? What do I need to remember?



2

BeforeReadin

gSQ3R

CHAPTER ONE

Read

Continue to ask questions: Does new information agree with prior knowledge? Do I need to change my mind? What should I remember? Create questions based on the headings, subheadings, and words in bold type and italics.



2

During Readin

gSQ3R

CHAPTER ONE

Annotate

Mark important information and restate ideas in your own words. Underline, circle, or highlight topics, key terms, and main ideas. Write out answers to questions. Write a summary.



2

During Readin

gSQ3R

Sedimentary RockSedimentary rock can be classified into two classes by the way it forms.

1Clastic sedimentary rock forms from physically eroded material.

Examples include sandstone and shale. 2Chemical sedimentary rock forms as dissolved minerals precipitate from water and settle to the bottom.

—Adapted from Withgott and Brennan, Essential Environment: The Science Behind the Stories, 3rd., p. 234.

Examples

CHAPTER ONE

Recite

Think and Write Connect to prior knowledge. Form opinions. Make changes based on new information. Write about what you have read.



2

AfterReadin

gSQ3R

CHAPTER ONE

Review


2

AfterReadin

gSQ3R

SummarizeAnswer

questions

Review new words


CHAPTER ONE

S: Survey by looking over the whole passage.

Q: Question the selection using headings and subheadings.

R: Read to answer questions, annotate, and adjust thinking.

R: Restate ideas and make notes.

R: Review by thinking about what you have read and written.Copyright © 2012 Pearson Education Inc.


2

CHAPTER ONE


Let’s Review!

Assess your comprehension of the terms and concepts included in this chapter.

5

CHAPTER ONE


1. The understanding of information is called _______.

A. comprehension

B. passive learning

C. prior knowledge

D. the reading process

CHAPTER ONE


1. The understanding of information is called _______.

A. comprehension

B. passive learning

C. prior knowledge


1 Define prior knowledge.

CHAPTER ONE


2. The large body of information that is learned throughout a lifetime of experiences is called _______.

A. experiential learning

B. passive learning

C. prior knowledge


CHAPTER ONE


2. The large body of information that is learned throughout a lifetime of experiences is called _______.

A. experiential learning

B. passive learning

C. prior knowledge


5 Assess your comprehension of prior knowledge and the reading process.

CHAPTER ONE


3. SQ3R is a reading process that _______.

A. helps the reader define difficult vocabulary words

B. involves memorizing content word for word

C. contains three steps

D. activates prior knowledge and offers reading strategies

CHAPTER ONE


3. SQ3R is a reading process that _______.

A. helps the reader define difficult vocabulary words

B. involves memorizing content word for word

C. contains three steps

D. activates prior knowledge and offers reading strategies

5Assess your comprehension of prior knowledge and the reading process.

CHAPTER ONE


4. In SQ3R, the first step stands for _______, which requires the reader to quickly skim the reading passage.

A. skim

B. summarize

C. simulate

D. survey

CHAPTER ONE


4. In SQ3R, the first step stands for _______, which requires the reader to quickly skim the reading passage.

A. skim

B. summarize

C. simulate

D. survey

2 Discuss the three phases of the reading process.

CHAPTER ONE


5. While surveying, the effective reader should look for clues about the _______.

A. summary or conclusion

B. hidden meanings

C. subject and organization

D. author’s biases

CHAPTER ONE


5. While surveying, the effective reader should look for clues about the _______.

A. summary or conclusion

B. hidden meanings

C. subject and organization

D. author’s biases


CHAPTER ONE


6. Questions should be created from the _______.

A. supporting details

B. examples

C. index

D. concluding paragraph

CHAPTER ONE


6. Questions should be created from the _______.

A. supporting details

B. examples

C. index

D. concluding paragraph


CHAPTER ONE


7. While reading, the effective reader should _______.

A. summarize the important details

B. annotate key words and ideas

C. skim for surface information

D. ignore headings and subheadings

CHAPTER ONE


7. While reading, the effective reader should _______.

A. summarize the important details

B. annotate key words and ideas

C. skim for surface information

D. ignore headings and subheadings


CHAPTER ONE


8. Reciting involves _______.

A. rereading again and again

B. highlighting, underlining, and circling important words

C. restating and/or writing the ideas in your own words

D. ignoring information that doesn’t agree with what you already know

CHAPTER ONE


8. Reciting involves _______.

A. rereading again and again

B. highlighting, underlining, and circling important words

C. restating and/or writing the ideas in your own words

D. ignoring information that doesn’t agree with what you already know


CHAPTER ONE


9. The reading process includes strategies _______.

A. before reading, during reading, and after reading

B. involved in SQ3R

C. that require active readers to monitor and adjust their comprehension as necessary

D. All of the above

CHAPTER ONE


9. The reading process includes strategies _______.

A. before reading, during reading, and after reading

B. involved in SQ3R

C. that require active readers to monitor and adjust their comprehension as necessary

D. All of the above


CHAPTER ONE


10. Understanding the relationship of prior knowledge and SQ3R is important because_______.

A. this helps a reader to skim instead of reading tedious textbooks

B. reading then becomes an active process that enables the reader to achieve comprehension

C. most students find textbook reading impossible

D. the student won’t need to purchase textbooks

CHAPTER ONE


10. Understanding the relationship of prior knowledge and SQ3R is important because_______.

A. this helps a reader to skim instead of reading tedious textbooks

B. reading then becomes an active process that enables the reader to achieve comprehension

C. most students find textbook reading impossible

D. the student won’t need to purchase textbooks

6 Evaluate the importance of prior knowledge and SQ3R.

CHAPTER ONE

Copyright © 2012 Pearson Education Inc. 35

For more practice, connect to www.myreadinglab.com.

See page 37 of The Master Reader, 3rd edition, for specific activities related to Chapter 2.

Documents

CHAPTER ONE Copyright © 2012 Pearson Education Inc. Becoming a Master Reader PowerPoint by Mary Dubbé Thomas Nelson Community College PART ONE A Reading