DEFINITION TYPES PURPOSE EXAMPLE PRACTICE ASKING QUESTIONS Asking Questions helps students read for different purposes: clarification, to create meaning, make predictions, to wonder about what the author is trying to tell the reader. As students become more and more proficient in asking questions, they develop a deeper understanding of the text they read. Thick Questions: Address large concepts Don't have just one answer Can begin with Why, How come, and I wonder Require evidence to support the answer completely Thin Questions: Have one correct answer Can be answered with yes/no Clarify confusion Locate specific content To establish and clarify the purpose for reading a particular text. Asking questions about a text helps a learner to establish their purpose for reading that text and to monitor how far their reading of the text is achieving that purpose. Asking themselves questions as they read also helps the learners to engage with a text and to monitor their use of reading strategies. After reading, the learners can generate and respond to questions to demonstrate that they have comprehended the text. ASK QUESTIONS TO GUIDE READING Good readers generate questions before, during and after reading to clarify meaning, make predictions and focus their attention on what's important. Why, what, where, who and how? Questioning during reading will allow students to better understand the material. What does this text seem to be about? What do I already know about this subject? What do the subheadings tell me about the topic? What kind of text is this? Good readers generate questions before, during and after reading to clarify meaning, make predictions and focus their attention on what's important. Why, what, where, who and how? Questioning during reading will allow students to better understand the material. Directions: read the text and answer the questions What does this text seem to be about? _ What do I already know about this subject? What do the subheadings tell me about the topic? _ What kind of text is this?
1.DEFINITIONTYPES PURPOSEEXAMPLEPRACTICEASKING QUESTIONSAsking
Questions helps students read for different purposes:
clarification, to create meaning, make predictions, to wonder about
what the author is trying to tell the reader. As students become
more and more proficient in asking questions, they develop a deeper
understanding of the text they read.Thick Questions:Address large
concepts Don't have just one answer Can begin with Why, How come,
and I wonder Require evidence to support the answer completely Thin
Questions:Have one correct answer Can be answered with yes/no
Clarify confusion Locate specific content To establish and clarify
the purpose for reading a particular text. Asking questions about a
text helps a learner to establish their purpose for reading that
text and to monitor how far their reading of the text is achieving
that purpose. Asking themselves questions as they read also helps
the learners to engage with a text and to monitor their use of
reading strategies. After reading, the learners can generate and
respond to questions to demonstrate that they have comprehended the
text. ASK QUESTIONS TO GUIDE READINGGood readers generate questions
before, during and after reading to clarify meaning, make
predictions and focus their attention on what's important. Why,
what, where, who and how?Questioning during reading will allow
students to better understand the material. What does this text
seem to be about? What do I already know about this subject? What
do the subheadings tell me about the topic? What kind of text is
this? What do the highlighted words/phrases tell me? Good readers
generate questions before, during and after reading to clarify
meaning, make predictions and focus their attention on what's
important. Why, what, where, who and how?Questioning during reading
will allow students to better understand the material. Directions:
read the text and answer the questionsWhat does this text seem to
be about? _What do I already know about this subject? What do the
subheadings tell me about the topic? _What kind of text is this?
What do the highlighted words/phrases tell me?
ASKING QUESTIONS
DEFINITIONPURPOSESTEPS FOR
PRE-QUESTIONINGEXAMPLEPRACTICEPre-questioning involves presenting
students with a set of written questions (Royer et. al., 1983) or
having students generate their own questions on the topic of the
reading passage (Taglieber et.al., 1983). (Grellet 1981:62).
Pre-questioning also functions to get students to predict within a
context area what the text will be about before studying the text
(Carrell 1988:247). They make students aware of what they wish to
learn about the topic (Grellet 1981:62), since these questions set
purposes for reading.The aim of the activity is two-fold. As
Carrell (1988:247) points out, pre-questioning functions to
motivate students to read what follows for a purpose, that is, to
gain the requisite information to answer the question. Being
motivated is one of the most important factors that can help
students in the process of reading. The more students look forward
to reading and anticipate in their minds what the text could hold
in store for them, the easier it will be to grasp the main points
of the passageYou can also write out a series of questions you
expect to be answered when reading:Examples:Definition What
is....?Where does ... fit?What group does ... belong
to?Characteristics How would I describe...? What does ... look
like? What are its parts?Examples What is a good example of
...?What are similar examples that share attributes but differ in
some way?ExperienceWhat experience have I had with ....?What can I
imagine about ...?1. What is the text related to?a-Accounting b)
Administration c) Human Resource Managament 2. What does the text
concentrate on?a) Recruitmentb) employees c) other__________3. What
type of reader was this text written for?a) Scientistsb) studentsc)
employeesd) professionalsDIRECTIONS: Read the text and answer the
following questions.
PRE-QUESTIONING
PREDICTION
DEFINITIONPURPOSESTEPS FOR PREDICTINGEXAMPLEPRACTICEASKING
QUESTIONS- Predicting is guessing the content of a text based on
your knowledge of the subject, the author's area of expertise and
opinions, and the context. You can do this by asking yourself
'journalistic questions' about the topic before reading.-
Predicting is using the text to guess what will happen next. Then
the reader confirms or rejects their prediction as they read.
Predicting is a reading strategy that done before and during
reading. A technique to apply to this reading strategy is to use
the Think, Pair, Share method. Have the students form predictions,
share with a partner, and then participate in class discussion..
Predicting lets you: Think about a topic before reading in
greaterdetail. Identify what you already know about a topic Keeps
your mind focused as you read-In order to make quality predictions,
a reader must first preview the text to be read. (S)he uses the
text features to identify key ideas about characters and plot, if
the text is fiction. If the text is non-fiction, the preview
provides small pieces of information that lead to the main idea to
be learned.Once the student has previewed the text, (s)he can make
an educated guess as to what the text will teach. A specific
preview coupled with a student's background knowledge outlines the
reading task, and makes it easier for a student to successfully
read the text.-Making predictions keeps the students actively
engaged in the reading process, and being engaged is key to
comprehension. By constantly thinking about their predictions to
confirm or revise them, readers remain motivated and focused1-You
need to understand the organization of a text at 2 levels, at the
paragraph level and at the whole text level. The paragraph level
means understanding the organization of the sentences in a
paragraph, and the links between them.2-Establish a purpose for
reading. This should be done with every piece of text read. You
need determine what the primary outcome of reading the text should
be. To provide information? To provide entertainment? To gain
understanding as to how something works? It is helpful if you, the
teacher, establish the purpose for reading and then guide your
students to that outcome. 2) Pick a few key words from the text.
(7-10 is usually a good number.) 3)You need share their stories and
discuss briefly any words .3) You need to know the name of the text
you will read.Also for predicting:1. Skim the text, and note any
headings; graphics; boldedtext, etc.2. Stop. Write a few guesses.
You may use a few promptsto get you started:I think this text is
about.Something that likely happens in this text is3. Begin the
text. Check at your guesses. Are they correct? Change your
predictions as you read.DIRECTIONS:Predict:From the title, predict
what you think this will be about. Read a portion of the text and
decide where to stop.- Did the things you predicted from the title
happen? If not, what happened instead?Before reading more, make
further predictions about what will happen next. -Pick a place to
stop. -Did the things you predictedhappen? If not, what happened
instead?DIRECTIONS:PredictThink what might happen in the paragraph,
what words may be used, or what information the text might contain.
What is this text about? What clues suggest the topic? What likely
happens in this text?
MOTIVATION TO READ
DEFINITIONTYPES MOTIVATIONTIPS for motivating students to
read!EXAMPLESPRACTICELa motivacin es definidapor los tericos
como"lo que mueve a las personas a actuar" (HYPERLINK
"file:///E:RED%20Websitemcitations.htm"Eccles, Wigfield, &
Schiefele, 1998; Pintrich & Schunk, 1996). Hay
indicadoresconductuales de motivacin los cuales incluyen "seleccin
de actividades a realizar, persistencia en estas actividades, y el
nivel de esfuerzo disipado" (HYPERLINK
"file:///E:RED%20Websitemcitations.htm"Wigfield, 1997). Al
mantenerse en lnea con las creencias de los tericos, la motivacin a
la lectura es entonces definida como " las metas y creencias
propias con miras a la lectura" (HYPERLINK
"file:///E:RED%20Websitemcitations.htm"Guthrie et al., 1999). Esto
influye directamente en las actividades personales, interacciones,y
aprendizaje del texto.Intrinsic MotivatorsCuriositySelf-Efficacy:
The learner's perception that he/she can successfully complete the
taskAesthetic involvement: The enjoyment of experiencing a literary
textChallengeExtrinsic MotivatorsRecognition: The gratification in
receiving a tangible form of reward for success in readingGradesAs
a student becomes a more active readers, extrinsic motivators will
be less important to the reader.1-Proponer actividades
motivadorasPuede usar cualquier actividad que genere inters en los
estudiantes por el texto y que los motive a leerlo. 2-Crear
motivacin e inters.3-Incentivar a los estudiantes a establecer
metas individuales y mejorar actuaciones pasadas. Esa forma en la
que los estudiantes compiten con sus propias ganasms que competir
con otros estudiantes quienes lean mejor, o no.4-Permita a los
estudiantes seleccionar o que ellos lean tanto como sea posible.
Cuando los estudiantes tienen libertad, ellos estn ms comprometidos
en el proceso de aprendizaje. 5-Incentive a los estudiantes a
encontrar tpicos interesantes y a seleccionar materiales de lectura
apropiados. Si los tpicos son aburridos o muy complejos, los
estudiantes no estarn motivados a aprender. DIRECTIONS:"Discuss the
text." On a scale from 1 to 10, how motivated were you to read this
text? (1=not at all motivated; 10=really motivated) Discuss why you
were or were not motivated to read the text. Did the purpose for
reading ("Be ready to discuss the text .") make you more or less
motivated to read the text? DIRECTIONS: Read the text then:IMPROVE
MOTIVATION TO READ BY DECIDING WHY THE MATERIAL IS IMPORTANT AND
VALUABLE.
DEFINITIONPURPOSESTEPS FOR SETTING A PURPOSEEXAMPLEPRACTICEASKING
QUESTIONS-- Setting a purpose for reading means formulating and
articulating the reason for reading. There are many different
reasons for reading including: -For enjoyment-To perfect oral
reading performance or use of a comprehension strategy-To increase
knowledge about a topic by linking new information to that already
known-To obtain information for an oral or written report-To
confirm or reject predictions-To perform the steps in a scientific
experiment or to follow a set of instructions-To learn about the
organizational patterns and authors' techniques To answer specific
questions. Setting a purpose provides focus for the reader.
-Students then need to determine why they are being asked to read.
-Students who read with a purpose tend to comprehend what they read
better than those who have no purpose. This result may occur
because the students are attending to the material rather than just
decoding words. -Purpose-setting activities can help students
activate their existing background knowledge about the topic of the
material. Providing specific purposes avoids presenting students
with the insurmountable task of remembering everything they read
and allows them to know whether they are reading to determine main
ideas, locate details, understand vocabulary terms, or meet some
other well-defined goals. As a result, they can apply themselves to
a specific, manageable task.-Determine a purpose for reading and
use a range of reading comprehension strategies to better
understand text.-Apply reading comprehension strategies to
understand grade-appropriate textSET A PURPOSE FOR READING.For
reading by asking questions about what they want to learn during
the reading process. What is the material about? What type of
material is this? Why am I reading this material? Set a Purpose:
The purpose is to read the passage, predict what will happen next,
and answer the question:
SETTING A PURPOSE
PREVIEWING
DEFINITIONPURPOSESTEPS FOR PREVIEW TEXTEXAMPLEPRACTICEASKING
QUESTIONSPreviewing a text means gathering as much information
about the text as you can before you actually read it. You can ask
yourself the following questions:What is my Purpose for
Reading?What can the Title Tell Me About the Text?Who is the
Author?How is the Text Structured? To determine how long an
assigned reading is (and how much time and energy, as a result, it
will demand from you). But you can learn a great deal more about
the organization and purpose of a text but taking note of features
other than its length. Previewing enables you to develop a set of
expectations about the scope and aim of the text. These very
preliminary impressions offer you a way to focus your reading. For
instance: -What does the presence of headnotes, an abstract, or
other prefatory material tell you? -Is the author known to you, and
if so, how does his (or her) reputation or credentials influence
your perception of what you are about to read? If unknown, has an
editor helped to situate the writer (by supplying brief
biographical information, an assessment of the authors work,
concerns, and importance)? -How does the disposition or layout of a
text prepare you for reading?- Is the material broken into
parts--subtopics, sections, or the like? -Are there long and
unbroken blocks of text or smaller paragraphs or chunks and -what
does this suggest?- How might the layout guide your reading? -Does
the text seem to be arranged according to certain conventions of
discourse? Newspaper articles, for instance, have characteristics
that you will recognize; textbooks and scholarly essays are
organized quite differently from them, and from one another. Texts
demand different things of you as you read, so whenever you can,
register the type of information youre presented with. Read the
Title: Think about what you already know about the topic. Read all
the headings and subheadings and bold print. Scan the whole text to
see how long it is and what it covers. Read the introductory
sentence or paragraph. Look at all the pictures, graphs, and
charts. Read all the captions. Make note of words that are
unfamiliar. Read the chapter review summary and review questions.
DIRECTIONS: Before you read, look over the article Selection
criteria very quickly. What are the four main topics? (Hint: look
for subheads) DIRECTIONS: Previewing ANY assigned text:Read the
title. Read the headings. Look at the visuals. Scan for special
terms. Skim the review questions.
SCANNING
DEFINITIONPURPOSESTEPS FOR SCANNINGEXAMPLEPRACTICEASKING
QUESTIONS-Scanning is a reading technique that is reading quickly
to locate specific information. You can first introduce skimming
and scanning by brainstorming a list of textual clues that will
help students, such as bold-face type, capital letters, dates, key
words, etc. Practice skimming and scanning can be practiced with
short passages to gain mastery.-Scanning means moving your eyes
quickly down the page,to find one specific detail.Scanning lets
you: Find a single fact, date, name or word in a text Find
information that you may need-looking through a text to find
keywords and phrases that are likely to indicate the specific
information that you are seeking, then reading just this piece of
the text.Why? To determine which areas of the text are relevant to
your needs, to ascertain the style and level of difficulty of the
reading, and to establish the structure of the text.When? Can be
done after or while previewingWhat? Selective fast reading. It is
active and purposeful. It requires concentration because you are
gleaning the authors ideas from headings, diagrams, sentences and
summaries. This is easier when the content is familiar and the text
is well organised. It can require practice.How? With a clear idea
of your purpose, (for example, the question(s) arising from your
assignment topic) and with pen/pencil in hand, skim the
following:the titlethe abstract (if there is one)the
introductionthe conclusionmain headingssub headingschapter
summariesthe first sentence in each paragraphhighlighted
textgraphs, tables or diagramsFirst: Think where in your text you
might find theinformation you need.Second: Check how the
information is placed on the page.-Look for headings, diagrams, or
boxed/highlighted items that might help you find the
information.Look for key words, or words that are repeated.Look for
definitions.Look for highlighted words, eg words in bold or
italic.Look for numbers, eg dates and statistics.Look for examples,
including diagrams.Scanning is very fast reading. When you scan,
you look for information as quickly as you can..Scanning can help
you improve your reading. Many students try to read every word in
passage, so they read very slowly. When you scan, you cant read
every word. You have to skip many wordsDIRECTIONS:-- Jot down the
main ideas from your skim reading and note any passages that are
particularly relevant to your purpose. Label these notes noting
their source (details of author, title, date, pages) to assist with
your referencing. Find specific points that you want to learn about
or you can use for your
career._________________________________________________________________________________________________________________________________________DIRECTIONS:
Scan the passage and ask yourself questions like the following as
the first step to understanding the passage.Preview the Passage:-
What do you see? -How is the passage organized? -What kind of type
do you see? --What kind of punctuationis used? -What is in bold,
and what is not?- What do these things tell you about how you are
supposed to read this passage?
SKIMMING
DEFINITIONPURPOSESTEPS FOR SKIMMINGEXAMPLEPRACTICESKIMMINGSkimming
is a reading technique that is used to get a quick gist of a
section or chapterSkimming lets you: Read quickly to get an overall
sense of the mainideas in the text Decide before you read for
detail if you can usethe text for your purposes Decide if you
should read it more carefully formore details.-read just those
parts of a text that are most likely to indicate what the authors
are talking about at different points in order to gain an overview
of the content. Read for main ideas only (not details).Read the
introduction.Read topic sentences (usually the first sentence in a
paragraph).Read the conclusion.Read any headings.Also you have
:First: Read the first few paragraphs, a few paragraphs inthe
middle, and the final paragraph of the textOR Read the first and
last sentence of each paragraph(topic sentence/concluding
sentence)Second: Glance through any graphics and their captions
(textaround the graphic to explain it)Write down the title, the
introductory sentence of each paragraph, the important points and
the concluding sentence of the last paragraph of the
text.Title___________________________________________________________Introductory
paragraph______________________________________________________Important
points:________________________________________________________________________________________________________________Concluding
sentence _____________________SKIMMING is a useful way to get an
overview of a reading selection. It is different from scanning. You
can scan for specific facts or details. You skim for general ideas.
To skim, move your eyes quickly through the whole reading. Do not
stop for details or worry about words you dont understand. Keep
going like a fast-moving train from beginning to end. Afterward you
will have a general idea of the contents. Then you can read the
selection again with better comprehension.Whats the topic of the
text?__________________________________________________________________________________________________
INFERRING
DEFINITIONPURPOSESTEPS FOR INFERRINGEXAMPLEPRACTICEInferring is
giving a logical guess based on facts or evidence presented using
prior knowledge to help the reader understand the deeper meaning of
a text. This reading strategy is conducted during reading. An
activity to practice inferring with students is to take a sentence
from a text. Then, have students state the explicit meaning of the
sentence as well as the inferential meaning.- Inferring means using
content in a text, together with existing knowledge, to come to a
personal conclusion about something that is not stated explicitly
in the text. When the author provides clues but not all the
information, we read between the lines to make predictions, revise
these, understand underlying themes, hypothesise, make critical
judgments, and draw conclusions. Inferring involves synthesising
information, sometimes quite simply and sometimes at complex
levels.Readers comprehend better when they make connections and
construct their own knowledge (using prior experiences,
visualizing, predicting and synthesizing) to interpret the "big
idea." It is like a mental dialogue between the author and the
student.-Teachers can help students to make inferences by asking
inferential questions during shared reading or during discussion in
guided reading. Or teachers may pause, when reading a text with
students, to draw out clues from the text and prompt the students
to make connections between different parts of the text in order to
reach a conclusion.-Ask them: * How did you know that? * Why did
you think that would happen? * Look at the cover and pictures and
then make a prediction. * Discuss the plot and theme. What do you
think this paragraph is about? * How do you think the character
feels? Does it remind you of anything? DIRECTIONS:DIRECTIONS
DRAWING CONCLUSIONS
DEFINITIONPURPOSESTEPS FOR DRAWING CONCLUSIONSEXAMPLEPRACTICEASKING
QUESTIONSDrawing conclusions is a reading strategy that is done
after reading. To draw conclusions means the student uses written
or visual clues to figure out something that is not directly stated
in the reading. Teachers can facilitate this reading strategy by
creating leading questions that relate to a reading. Students then
respond with their own opinions, thoughts, or ideas that is based
on information from their reading material.-Drawing conclusions
refers to information that is implied or inferred. This means that
the information is never clearly stated. -Readers draw conclusions
based on the ideas and information that they read from one or more
sources.Providing a graphic organizer before reading helps students
to organize their thinking during reading in order to analyze, make
inferences and draw conclusions after reading.-Actively use prior
knowledge and experiences when reading.-Despite being aware of how
often you draw conclusions in daily life, you might not realize how
frequently you do it when you read. For instance, authors don't
always state the point or main idea of a paragraph in a topic
sentence. Sometimes, they imply, or suggest, a main idea through a
series of specific statements that combine to suggest one general
thought, leaving it to readers to draw the appropriate conclusion
based on the paragraph's content and language. To draw a conclusion
about implied main ideas in paragraphs, you need to do the
following: 1Consider what each sentence says about the common
topic. 2 Ask yourself what general thought or idea emerges when you
put all of those individual pieces of information together. Here it
helps to ask yourself what common thread the individual sentences
seem to share. In the case of the sample paragraph, the sentences
all help build the contrast between Bligh's actual behavior and his
movie image. 3. Think of the idea that emerges as the author's
implied main idea and the purpose of the passage. What conclusion
can you draw?Read the selection and answer the questions.1. You can
conclude that;
ACTIVATING PRIOR KNOWLEDGE
DEFINITIONPURPOSESTEPS FOR ACTIVATING PRIOR
KNOWLEDGEEXAMPLEPRACTICEActivating prior knowledge is a reading
strategy that occurs before the student is introduced to reading
material. The teacher uses a prereading activity, which can be done
in the form of a journal or class discussion. This enables the
reader to make connections between something they already have
knowledge of and the new knowledge from the text.According to
Helping Middle and High School Readers (Riggs & Gil-Garcia,
2001), "three types of prior knowledge are considered especially
important for students as they read content-area texts: (1)
knowledge about the topic, (2) knowledge about the structure and
organization of the text, and (3) knowledge about vocabulary"
(quoted in Frank, Grossi, & Stanfield, 2006, p. 12). If
students approach a text with large gaps in any (or all) of these
areas, it will be a struggle to read the text. Recognizing where
these gaps lie is crucial in planning the prereading stage.- In How
the Brain Learns, David Sousa (2001) notes that "past experiences
always influence new learning. What we know acts as a filter,
helping us attend to those things that have meaning and discard
those that don't" (p. 49). When we read something new, we are much
more likely to understand it if we see connections that make it
relevant. When these connections are murky or unseen, reading
comprehension gets cloudy.Ask questions such as these to begin a
reading assignment:What do I already know about? Have any of you
ever experienced? What have you read before about? BUILD BACKGROUND
by activating appropriate prior knowledge through self-question ing
about what they already know about the topic, the vocabulary, and
the form in which the topic is presented Background the
subject.Activate/Build from Prior Knowledge: From reading the
title, what do you already know about the topic of the passage?
Haveyou ever read a play before
MARGINAL NOTES
DEFINITIONPURPOSESTEPS EXAMPLEPRACTICEFOR MARGINAL NOTESMarginal
annotations are simple pencil notes in the blank spaces of the text
that promote interactive reading. Reading comprehension research is
clear that internal dialogue with the text improves understanding
and retention. Talking to the text makes reading comprehensible and
memorable. Try using the following marginal annotation tips with
your next article or text.Marginal Note taking is a learning
strategy that helps students understand better by writing down the
main idea, questions that they have, unfamiliar words, and
important details in the margins of the text.Students will use a
highlighter and pen or pencil to interact with the text in order to
increase their comprehension of the text. Students begin by
highlighting the main ideas of the text following the guidelines
listed. Next, students underline important details. Last, students
record their reactions and understanding of the text using one or
more techniques including: summarizing the text, making a graphic
organizer, starring important ideas.H: Highlight the main ideas of
the reading-- o Maximum 20% of text or 8 lines average on a page o
Key concepts only o This information is determined to be worth
re-reading U: Underline important details-- o Key words o Steps in
a process o Definitions o Names/Dates G: Write in your own words--
o List important points o Create chart o Identify location of
definitions, examples, names/dates o Star important ideas o Number
steps o Summarize text in margin Read the text. Then Write out
definitions List examplesWrite a question mark for confusing
passages or sections to review.Write comments. Personalize your
reading with criticisms, praises, and insights.Write out questions.
Reader-generated questions significantly increase reading
comprehension.Summarize reading sections.Write down predictions as
to where the author will go next or what conclusions will be
drawn.Draw arrows in the margin to connect related ideas.Number key
details that the author provides.Write a check mark in the margin
when a key new term is introduced.
Source:http://web001.greece.k12.ny.us/academics.cfm?subpage=930&adminActivate=0.487337360925
** Practice, practice, practice these skills on a daily basis so
that the student will be able to transfer them to a test taking
situation without thinking about them.
DEFINITIONPURPOSESTEPS FOR ANNOTATINGEXAMPLEPRACTICEAnnotating is
an important skill to employ if you want to read critically.
Successful critical readers read with a pencil in their hand,
making notes in the text as they read. Instead of reading
passively, they create an active relationship with what they are
reading by "talking back" to the text in its margins.-Whatever your
purposes are for reading a particular piece, you have three
objectives to meet as your read: to identify the authors most
important points, to recognize how they fit together, and to note
how you respond to them. . So you will probably need to annotate
the text, underlining or highlighting passages and making written
notes in the margins of texts to identify the most important ideas,
the main examples or details, and the things that trigger your own
reactions. Devise your own notation system- Annotation helps you to
think more critically (that is, to evaluate, refute, or contest the
claims of an author) as you read.Moreover, depending on how
detailed your notes are, your annotations may save you from having
to reread the entire document at a later time.You may want to make
the following annotations as you read:Mark the Thesis and Main
Points of the PieceMark Key Terms and Unfamiliar WordsUnderline
Important Ideas and Memorable ImagesWrite Your Questions and/or
Comments in the Margins of the PieceWrite any Personal Experience
Related to the PieceMark Confusing Parts of the Piece, or Sections
that Warrant a RereadUnderline the Sources, if any, the Author has
UsedRead the text carefully andannotate directly on the page:
underlining key words, phrases, or sentences; writing comments or
questions in the margins; bracketing important sections of the
text; constructing ideas with lines or arrows; numbering related
points in sequence; and making note of anything that strikes you as
interesting, important, or questionable.DIRECTIONS:USE MARGINAL
NOTES TO HIGHLIGHT KEY WORDS
ANNOTATING
BRAINSTORMING
DEFINITIONPURPOSESTEPS FOR BRAINSTORMINGEXAMPLEPRACTICEASKING
QUESTIONSBrainstorming. Students are given a particular key word or
key concept and then invited to call out words and concepts they
personally associate with the key words or words provided by the
teacher. It has many advantages, since it requires little teacher
preparation, allows learners freedom to bring their own prior
knowledge and opinions to bear on a particular topic, and involves
the whole class. No one need feel threatened when any bid is
acceptable and can be added to the framework. -Brainstorming is a
process one goes through in an effort to generate ideas, let the
creative juices flow, and problem solve. It can be applied to a
variety of activities including conflict resolution, writing,
developing a search on the Internet, and figuring out math
problems.Brainstorming allows students to share their knowledge and
experiences related to a topic, creating interest in the text. The
strategy facilitates comprehension by activating prior knowledge.
Begin by listing words or concepts that will be in the text. You
might use a KWL chart, a concept map, or just a simple brainstorm
list. Then ask students to identify what they already know about
these words or conceptsin writing or orally. This can be done
individually, in small groups, or in a large group. Share the
information with the entire class before reading the
text.Brainstorming is an effective way to think of new ideas
individually or within a group. First, the steps are outlined with
a group in mind. Second, ideas for brainstorming are presented with
an individual in mind. Follow the steps in the group strategy, but
use the individual strategies to widen your scope for ideas,
creativity, and solutions
TYPOGRAPHICAL CLUES
DEFINITIONPURPOSESTEPS EXAMPLEPRACTICEEsta estrategia proviene de
la diagramacin de textos. Se refiere especificamente a:-Uso de
maysculas y minsculas, letras negritas, resaltadas,subrayadas, en
diferentes.-Ttulos y prrafos resaltados o encuadrados.-Uso de
signos, llamadas, notas y aclaratorias.Los textos didcticos
facilitan la lectura y permiten organizar los contenidos, con
diferentes grados de atencin, para lo que el autor o autores
consideran importantes.Buscar palabras en negrita o itlicas.Muchos
autores cientficos, editores, o revisores de estilo ponen las
palabras clave en negrita, o itlica esto permite conocer los puntos
importantes de la lectura, aunque no es suficiente para conocer el
contenido total de los textos cientficos, si te permite tener el
concepto sobre el que caminan las ideas y te permitir hacer lo que
llamamos razonamiento inductivo y deductivo, que son herramientas
del mtodo cientfico.-Utilice un texto cientfico, solicite a los
lectoresencontrar palabras en negritas, subrayadas,cursivas.
-Permita a los estudiantes compartirlo que ya conocensobre las
palabras as como registrar sus respuestasen sus cuadernos. 1-Lea
una oracin o prrafo en el cual una palabra en negrita, cursiva,etc
donde esta localizada y entoncessolicite a loslectores determinar
el significado de las palabras. 2-Compare los registros realizadosy
realice los cambios necesarios. 3-Solicite a los estudiantes
trabajar con compaeros o en pequeos grupos para repetir el proceso
con otras claves tipogrficas, entonces compartasus experienciasen
la claseDIRECTIONS: IDENTIFYING TYPOGRAPHICAL CLUES. Read through
the passage without a dictionary. As you read, highlight important
details, bold type words, italicized words, title, subtitles, with
a felt-tip pen. Highlight important vocabulary with a different
color.DIRECTIONS:Read through the passage without a dictionary. As
you read, highlight important details, bold type words, italicized
words, title, subtitles, with a felt-tip pen. Highlight important
vocabulary with a different color.TYPOGRAPHICAL CLUESItalics
Bold-faced words Parentheses Graphs and charts Pictures
GlossaryCommas and dashes
MAIN IDEA
DEFINITIONSTEPS IN READING TO FIND THE MAIN IDEAEXAMPLEPRACTICEThe
main idea of a piece of writing is the central point the author
tries to make. This can be an opinion, argument, or a general idea.
Most of the time, but not always, the main idea is stated in a
topic sentence. This sentence is usually near the beginning and
sets up what the rest of the writing will be about, although
authors may chose place the main idea in the concluding sentence in
a paragraph. The topic sentence not only sets up the thesis, but it
also sets up tone, voice, and style. Main Ideas can be STATED : A
stated main idea is a sentence found in the reading passage which
states the topic and the main point or points being made about that
topic. This sentence is referred to as the TOPIC SENTENCE. IMPLIED:
An implied main idea means that the author has chosen not to use a
statement in the selection or passage to tell the reader the topic
and main idea. The reader must read the passage and determine the
main idea from the information that is presented. The READER is
responsible for composing a statement of the main idea. No topic
sentence exists. The main idea in a piece of writing is the point
the author is making about a topic. Use the following steps to find
the main idea.PreviewLook for meaning clues in introductions,
titles, chapter headings, subheadings, bold words, boxed
information, pictures, charts, and graphs. This will help you
discover the topic being discussed (what the writing is about), the
author's "slant" or perspective on the topic how the material is
organized, and what's more and less important. During previewing
you may also form questions about the topic. Having questions in
mind as you read will help you establish a purpose for reading, and
you will be more involved as you read, which will help you absorb
new information.Read:Read the entire text, looking for the general
idea or ideas being presented. Re-read to find and highlight key
words and concepts.Focus;Focus on individual paragraphs within the
text, starting at the beginning. Generally, each paragraph in a
piece of writing about a topic is a group of sentences dealing with
one idea related to that topic. The following steps will help you
find the main idea in a paragraph, the particular point the author
is trying to make about the topic.Look for transition words:Words
and phrases such as "thus," "first," "next," "however," and "in
addition," often indicate shifts in thought and signal the presence
of examples and supporting details.Identify the most general
statement: Sometimes the main idea of a paragraph is directly
stated in a sentence, called the topic sentence of the paragraph.
Although it is often found at the beginning or end, the topic
sentence can be found anywhere in the paragraph. It is typically
the most general sentence, and the remaining sentences provide
specific evidence and discussion to "back up" the main idea
expressed in the topic sentence.Look for supporting evidence and
discussion:Sometimes the main idea is not directly stated in one
sentence but is implied or suggested by all of the sentences in the
paragraph. In this case, the reader must provide the main idea by
considering all of the support--the examples, details, facts,
etc.--and discussion about the topic provided by the writer. The
main idea will be a general statement which incorporates the
information presented by all of the sentences in the
paragraph.DIRECTIONS: READ THE PASSAGE AND IDENTIFY THE CENTRAL
THEME FROM THE TEXT. Which statement best expresses the main idea
of the text?DIRECTIONS; UNDERLINE THE MAIN IDEAS. Read the article
and jot down the main idea of each paragraph in the margin.
SUPPORTING DETAIL
DEFINITIONTYPES OF SUPPORTING DETAILSSTEPS FOR SUPPORTING
DETAILEXAMPLEPRACTICESupporting details are sentences that support
the main idea. These sentences have information that helps explain
and prove the authors point. For example, a paragraph about how
animals hide might have supporting details about camouflage. Strong
paragraphs have clear and organized details that relate to the main
idea. Transitions, descriptive adjectives, and active verbs are
other elements of good writing..Supporting details are the
materials (examples, facts, ideas, illustrations, cases, anecdotes)
used by the writer to explain, expand on, and develop the more
general main idea.Explanations: que responden a preguntas, Quin,
qu, donde, cuando, y porqueacercade la idea principal.Examples: que
ofrecen detalles especficos de la idea principal.Comparison and
Contrast para mostrar que la idea principal es similar diferente de
ella.Estatistics y Hechos que pueden ser probadas que sugieren que
la idea principal es verdadera.Anotations Citasde personas quienes
son expertas en el rea y quienes son citadas con autoridad sobre la
idea principal.Description. Que se pueden visualizar en la mente
para crear una imagen mental de la idea principal.Look at: the
sentences that make up paragraphs and sections. graphics including
illustrations, photographs, charts, graphs, and maps. the captions,
or writing that explains the graphics. sidebars, or boxes on the
side of the text that provide additionalinformation about the
topic. vocabulary words, including words that are in bold print,
italics, or that are highlighted. These words are often important
supporting details that support the main idea.Once you find the
supporting details, ask yourself: how does each supporting detail
provide evidence to support themain idea? how important is each
supporting detail to understanding the mainidea? (Some supporting
details will be more important than others.) why did the author
choose to include that supporting detail? how does the supporting
detail help you understand the main idea?DIRECTIONS:-Read the text
and underline supporting details. ThenSUPPORTING DETAILS. List the
types of supporting details used in the
paragraphs.DIRECTIONS:
MAKING CONNECTIONS
DEFINITIONPURPOSESTEPS FOR MAKING
CONNECTIONSEXAMPLEPRACTICE-Helping students to make connections
between what they know and what they are reading improves their
comprehension. Teachers can model making such connections, and
prompt students to make links with their own knowledge and
experience, when they are introducing and discussing texts for
reading and in writing and oral-language activities. When
activating students prior knowledge for a particular purpose,
teachers can help the students to predict, infer, and build their
own interpretations as they read.- Students connect their
background knowledge (schema) to the text they are reading. They
may have a text to text, text to self, or text to world
connection.Readers comprehend better when they actively think about
and apply their knowledge of the book's topic, their own
experiences, and the world around them.Ask QuestionsWhat dont you
get? What do you get? What words dont you understand? What other
questions do you have? What do you wonder about as you read? Why
Ask Questions?Asking questions helps keep you focused on the text.
If your mind wanders, you will not understand. Then you will be
bored. If you run into problems, things you just dont understand,
then you can check yourself with a question. To helpmake
connections while they are reading, ask him/her the following
questions. * What does the book remind you of? * What do you know
about the book's topic? * Does this book remind you of another
book?Directions:Read the text andWrite five sentences about
it.Directions:Read the text andWrite five sentences about it.
MAKING ASSOCIATIONS
DEFINITIONPURPOSESTEPS FOR MAKING
ASSOCIATIONSEXAMPLEPRACTICE-Cuando los lectores responden al texto,
hacen conexiones. Son estas conexiones con el texto, al mundo, la
informacin de fondo, y las experiencias (esquema) que hacen que los
lectores se sientan como los personajes, conectarse a la historia,
o recordar experiencias similares. Conexin a las emociones y los
sentidos aumenta su capacidad de comprensin, porque el lector puede
identificarse con los personajes o situaciones en el texto de una
manera muy personal y hacer comparaciones.Los Buenos lectores
incrementan su comprensin al hacer asociaciones con la informacin
conocida. Tales lectores transfieren su conocimiento previo para
visualizar lugares, eventos, y lugares que se describen en un
texto.-Particpele a los estudiantes que ellos pueden entender ms y
mejorclaramente lo que ellos leen si ellos pueden, en sus mentes,
dibujar la informacin que ellos estn leyendo-Modele las
asociaciones que realices para los estudiantes para expresarles
acerca de las figuras que se crean en sus mentes cuando se lea un
prrafo descriptivo. Luego laleprrafos adicionalesy discuta,
comparelas asociaciones con las de ellos. -Suministre material de
lectura que le permita a los alumnos hacer asociaciones y le
recuerdenusar la estrategia cuando el docente tenga que leerle a
ellos. Cuando sea posible, mientras un grupo discute una seleccin
de lectura, solicite a los estudiantes describir las asociaciones
que ellos crearon cuando ellos leyeron.-Es importante recordar a
los docentes que las discusiones que se relacionen con las
asociaciones son abiertas y que cada respuesta de las personas ser
nica. Numerosos estudiantes necesitaran tiempo extra y suficiente
estmulo antes de que ellos participen regularmente y abiertamente
en compartir sus asociaciones..DIRECTIONS:Comparing and contrasting
related readings: Exploring likenesses and differences between
texts to understand them better..-Read the text thenCompare and
contrast related readingsDirections:Read the text thenCompare and
contrast related readings.
QUESTIONING
DEFINITIONPURPOSESTEPS FOR QUESTIONINGEXAMPLEPRACTICEThrough the
use of questioning, students understand the text on a deeper level
because questions clarify confusion and stimulate further interest
in a topic.Through questioning, students are able to wonder about
content and concepts before, during, and after reading by: *
constructing meaning * enhancing meaning * finding answers *
solving problems * finding specific information * acquiring a body
of information * discovering new information * propelling research
efforts * clarifying confusion ( Strategies That Work, 2000, p.
22)Model questioning in your own rereading* Ask I
wonder...questions (open-ended* Ask to come up with questions
before reading* Keep track of questions * Stop and predict what
will happen next* Discuss what questions you still have after
readingDirections:QUESTIONING within content material allows
students to demonstrate specific reading and thinking behaviors
that: Use prior knowledge Predict relationships within a hierarchy
of knowledge Encourage cooperative learning Set purposes for
reading Verify predictions and summarize content facts Distinguish
between relevant and irrelevant ideas.
DETERMINING IMPORTANCE
DEFINITIONPURPOSESTEPS FOR DETERMINING
IMPORTANCEEXAMPLEPRACTICEWhen students are reading non-fiction,
they have to decide and remember what is important from the
material they read.To teach students to discriminate the "must
know" information from the less important details in a text.
Initiate discussion before reading by asking what your child knows
about the topic and what they would like to learn.* After reading,
discuss what important information they have learned.* While
reading, help your child look for clues in the text to determine
importance. Pay attention to: * first and last lines of paragraphs
* titles/headings/captions * framed text/fonts/illustrations *
italics/bold faced print
ORGANIZATIONAL PATTERNS OF PARAGRAPHS
DEFINITIONSTEPS PURPOSEEs importante identificar las perspectivas
del autor al descubrir la forma del mensaje que esta siendo
enviado. Cada escritor tiene un propsito apara escribir y algn plan
de accin para lograr trasmitir un mensaje. Este plan de accin es el
orden en el cual el material ser presentado en el texto. Este
orden, frecuentemente es llamadomodelo de organizacin, debera estar
presente enla escritura aceptable desde la ms pequea a la ms grande
unidad de escritura: el prrafo, grupos de prrafos, sub-captulos,
captulos, grupos de captulos, libros enteros, y an series de
libros. Cada uno de ellos, entonces, contiene un cierto modelo
deorganizacin. Se necesita constatar el conocimiento del lector
sobre la estructura textual; es conveniente trabajar con la
estructura organizativa del texto y familiarizar al estudiante con
los diversos patrones estructurales que puede tener un texto de
orden
expositivo(descripcin,causa,clasificacin,proceso,definicin,problema-solucin,
comparacin/contraste). Este tipo de actividades incrementa la
comprensin. La importancia de estos patrones es que ellos sealan
como los hechos sern presentados. Ellos son proyectos para usar.
Las tcnicas para reconocer y usar la Organizacin del Texto son las
siguientes:Step1: Superviseel Texto y anote el propsito general del
texto. Step 2: Identifique las Palabras Seal.Coloqueen un crculolas
palabras detransicin en el texto. Algunos estudiantes pueden
preferir resaltaren las pginas fotocopiadas del texto pegar
notaspara ayudarles a localizar las palabras detransicin. O, ellos
pueden generar una lista simplemente. Step 3: Identifique la
Estructura del Texto. Individualmente o engrupos pequeos, discutir
lo que ellos piensan sobrela estructura principal del texto pueden
ser (la causa y efecto, comparacin y contraste, descripcin,problema
y solucin, y secuencia yorden cronolgico). Step 4: Prediga la Idea
Principal del texto. Usando lo qusaben sobre las palabras seal y la
estructura del texto,escriba una frase que exprese lo quepiensan
cual sera la idea principal deltexto. Step 5: Lea el Texto. Step 6:
Regrese ala Prediccin de la Idea Principal. Despus de la lectura,
retornara su prediccin de la idea principal del texto. Se puede
usarun organizador grficopara desplegar la informacin, escribirun
resumen, o de alguna otra manera organizarlo que ellos han ledo.
Comprender la estructura de un texto ayuda a que los estudiantes
sepanleerlo. Los dos aspectos principales de estructura para buscar
son:El desarrollo de ideas en las frases y prrafos;Eldesarrollo del
argumento.El reconocimiento de diferentes estructuras textuales
puede ejercitarse empleando organizadores grficos (esquemas,
diagramas de flujo) en microcomputadoras (Sinatra, 1991) o, en su
defecto, en la pizarra.PRACTICE:A: Answer the following questions
BEFORE you read the text.1. Scan the text. What do you think is the
texts purpose? 2. Circle or highlight all the signal words you find
in the text. Write them below.3. What is the main structure of the
text? (Hint: cause/effect,compare/contrast,Problem/solution or
sequence)._____________________________________ORGANIZATIONAL
PATTERNS OF PARAGRAPHSSIGNAL WORDS DescriptionEste modelo de
organizacin es utilizado para mostrar al lector que el escritor
observa: objetos, escenas, personajes, ideas, y tambin emociones y
humor. La descripcin incentivamuchsimo el uso del lenguaje
sensorial (vista, tacto,gusto,olfato y el sonido)Signal words:
descriptive adjectives , andspecific nounsNarration - Este modelo
de organizacin se utiliza para contar una historia. La narracin
normalmente implicar contar acerca de una serie de eventos o
acontecimientos de la vida real que ocurrieron en un periodo de
tiempo. El orden cronolgico es utilizado en la narracin.Signal
words: after, afterward, at last, before, during, immediately, now,
presently, shortly, since, until, whileClassification Este modelo
de organizacin es utilizado para agrupar o categorizar informacin.
El escritor intenta analizareventos, ideas, o hechos que incluyen
otros eventos, eventos o hechos.Signal words: category, field,
rank, group, various elements, characteristics, types,
partsDefinition Este modelo de organizacin se utiliza para
trasmitir el significado completo de una palabra que es central a
la idea principal. La idea principal puede ser discutida en trminos
de su significado denotativo- el significado asociado con la
palabra a travs de su uso comn. El concepto se define inicialmente
y despus se expande con ejemplos y explicaciones..Signal words
often used for definition are:is defined asmeansis described asis
calledrefers toterm or conceptIllustration - Este modelo de
organizacin utiliza ejemplos para presentar o apoyar la idea
principal. Las ejemplificaciones ayudan al lector a comprender
pensamientos abstractos y generales al incluir ejemplos especficos
que demuestren la ideaSignal words often used for example (e.g.),
to illustrate, that is (i.e.), as demonstrated, for instanceProcess
Analysis Este modelo de organizacin explica al lector como se hace
algo, cmo algo trabaja, o como algo ocurre. El escritor intenta
analizar un proceso al tomar esto aparte oseparar el proceso por
parteso estadios.Signal words: next, first, second, third,
last.Argument and Persuasion - Este modelo de organizacin intenta
convencer al lector de seguirideas o visiones del autor. Esto
implica una clara explicacin de la posicin del autor y luegoutiliza
ideas secundarias para convencer o persuadir al lector de la
rectitud de pensamiento del autor.Signal words: clearly, logically,
no one can refute, surely, without hesitationSimple ListingLos
detalles son enumerados al azar en una serie de hechos o detalles.
Estos elementos de apoyo son de igual valor, y el orden en el cual
ellos son presentados no es de importancia. Cambiar el orden de los
detalles no cambia el significado del prrafo.Signal words often
used for simple listing are:in additionanotherfor
example.alsoseverala number ofChronological (Time) Order or
SequenceLos detalles son enumerados en el orden en el cual ellos
ocurrieron o en un orden planeado especficamente el cual ellos
deben desarrollar. En este caso, el orden es importante y cambiarlo
modificara el significado.Signal words often used for chronological
order or sequence are:first, second, thirdbefore,
afterwhenlateruntilat lastnextComparison ContrastEste modelo de
organizacin discute las similitudes y/o diferencias que existen
entre dos o ms ideas, eventos, o cosas. El propsito del autores
mostrar similitudes y diferencias.Signal words often used for
comparison-contrast are:similar, differenton the other
handbuthoweverbigger than, smaller thanin the same
wayparallelsCause and Effect Este modelo de organizacin responde la
pregunta bsica humana Por qu? Estemodelo busca en las consecuencias
esperadas una cadena de acontecimientos. Este busca las causas o
condiciones y sugiere o examina resultados, consecuencias, o
efectos.Un evento (effect) se dice haber ocurrido debido a alguna
situacin o circunstancia (cause). La causa (the action) estimula el
evento, o el efecto (the outcome).Signal words often used for cause
and effect are:for this reasonconsequentlyon that
acounthencebecausemade
Referencia:
Textstructure, disponible en :
http://www.shsu.edu/~txcae/readingless.htmlestrategias
habladas
DEFINITIONPURPOSESTEPS FOR ANNOTATING A TEXTPRACTICELo
fundamentalde esta estrategia es anotar directamente en la pgina:
subrayar palabras claves, frases, o oraciones; escribir comentarios
o preguntas al margen, colocar corchetes secciones importantes del
texto, construir ideas con lneas o flechas, enumerar puntos
relacionados en secuencia; y hacer notas de algo que para el lector
es interesante, importante o cuestionable.La mayora de los lectores
anotan en capas, aadiendo ms anotaciones sobre segundas y terceras
lecturas. El proceso de anotacin de textoayuda a mantener la
concentracin y que participen en su libro de texto. Usted encontrar
que el proceso de tomar notas a medida que lee le ayudar a
concentrarse mejor. It will also help you to monitor and improve
your comprehension. Tambin le ayudar a controlar y mejorar su
comprensin. If you come across something that you don't understand
or that you need to ask you instructor about, you'll be able to
quickly make note of it, and then go on with your reading. Si te
encuentras con algo que no entiende o que necesita seguir
instrucciones, usted ser capaz de hacer rpidamente nota de ella, y
luego continuar con su lectura. Las anotaciones pueden serleves o
cargadas, dependiendo del propsito del autor y la dificultad del
material.Underline, star, highlight, box, circle whatever words,
phrases, or sentences that catch your attention. Subrayar,
estrellas, resalte, caja, crculo todas las palabras, frases u
oraciones que captan su atencin. Write brief comments in the
margins Escribir breves comentarios en los mrgenes observations
about what is being said or done observaciones sobre lo que se dice
o se hace what you are reminded of (people, feelings, places,
moods) lo que se recuerda(las personas, sentimientos, lugares,
estados de nimo) questions you have preguntas que usted tenga ideas
that occur to you ideas que se le ocurran things that you agree or
disagree with cosas que usted est de acuerdo o en desacuerdo con
any connections you are making las conexiones que estn haciendo
summary comments resumen de los comentarios identify themes being
developed identificar los temas se estn desarrollando any literary
devices being used ninguna de recursos literarios utilizados
ANNOTATING: Read the text carefully andannotate directly on the
page: underlining key words, phrases, or sentences; writing
comments or questions in the margins; bracketing important sections
of the text; constructing ideas with lines or arrows; numbering
related points in sequence; and making note of anything that
strikes you as interesting, important, or questionable.PRACTICE:USE
MARGINAL NOTES TO HIGHLIGHT KEY WORDS
ANNOTATING A TEXT
EXAMPLE:
HOW DOES MEMORY WORK? Human memory works on two different levels:
short term memory and long term memory. Short term memory This
includes what you focus on in the moment, what holds your
attention. Most people can only hold about 7 items of information
in short term memory at any given moment, although some can hold up
to nine. Look at example A below. Then look away from your computer
screen and try to hold it in your short term memory. A =
6593028Most likely, you can hold it as long as you choose. Now
follow the same procedure with example B. B = 573927450621It's much
more difficult, if not impossible, for most people. Short term
memory is exactly what the name says: short term. To learn
information so you can retain and recall it, you must transfer it
from short term to long term memory. Long term memory This includes
all the information that you know and can recall. In many ways, it
becomes a part of you. Once information becomes a part of your long
term memory, you'll have access to it for a long time. FROM SHORT
TERM TO LONG TERM How do you move information into long term
memory? Two of the ways are: rote learning and learning through
understanding. Rote learning means learning through repetition,
mechanically, with little understanding. For example, as a child
you probably memorized the alphabet and the multiplication tables
by rote. Learning through understanding involves learning and
remembering by understanding the relationships among ideas and
information. Rather than using rote memory, you use logical memory
when you learn through understanding. For example, you use logical
memory when you remember main ideas and supporting details from a
lecture not because you repeat the ideas in your mind, but rather,
because you understand them. Both types of learning and memory are
useful and often are used together. For example, in history, you
need to relate facts (like dates) which you memorized by rote to
your understanding of historical concepts (like the Civil War). THE
KEYS TO REMEMBERING You can learn to remember more effectively if
you learn and use the four keys described below. Each one helps you
to enter information into your long term memory. Choose to
remember. Be interested. Pay attention. Want to learn and know.
What you want is an important part of learning. People learn more
effectively and remember more when they are interested and want to
learn. How can you choose to remember? One way is to take a few
moments to choose to learn before you read or listen to a lecture.
Sit calmly, take a few deep breaths, and tell yourself with your
inner voice: "I choose to remember what I learn today." Repeat this
a few times, and then begin. Visualize or picture in your mind what
you wish to remember. For many people, a mental picture or
visualization is clearer and easier to remember than words. For
each major concept that you want to remember, create a mental
picture and then look at it carefully for a few seconds. Once
you've seen it clearly, you'll probably be able to recall it. If
you are not a visual learner, you may find that you need to improve
the quality of your mental pictures or images by practicing. Look
at a picture, object, or photograph, then close your eyes and try
to see it in your mind's eye. Practice this for a few moments each
day. Relate the ideas and information you wish to remember to each
other and to ideas and information you already know. When you
relate information to other information, you create a chain of
memories which lead to one another. When you label an information
chain or group of ideas, you create a kind of "file" that makes it
easy to locate and remember the information. You can help yourself
to relate information by using mental pictures, visual organizers,
or by outlining. Repeat what you wish to learn until you overlearn
it. Say it in your own words. Even though you've already learned
something, go over it one more time. Research shows that the time
you spend on overlearning and putting ideas into your own words
will pay off by making recall easier and more complete.
TRANSITIONS:Transition words are essential ingredients of coherent
writing. Using transition words is somewhat of a writing science.
Teachers can teach the nuts and bolts of this science, including
the categories of transitions and what each transition means.
Teachers can also help students learn how and where to use them
with appropriate punctuation.However, using transition words is
also somewhat of a refined art. Matters of writing style dont come
naturally to most writers. Teachers do well to point out the
effective use of transitions in exemplary writing models and help
students mimic these in their own writing. With targeted practice,
students can learn to incorporate transitions as important features
of their own writing voices.Before teachers launch into
instructional strategies, they need to make the case for their
students that transitions are necessary for effective writing.USING
TRANSITIONSStudents must understand basic sentence syntax, to know
where to place transition words.Transitions can open paragraphs and
sentences. Transitions can be placed mid-sentence to connect ideas.
Transitions can close paragraphs and sentences. Transitions can be
used to place emphasis on a certain sentence or paragraph
component.Instructional Strategies: Assign students a variety of
writing tasks that will each require the use of different
transition categories. Have students practice sentence revisions in
which they place existing transition words at a different part of
the sentence. Have students change transition words ending
paragraphs to the beginning of the next paragraph and vice-versa.
Have students compose compound and compound-complex sentences with
transition words and then revise the placement of these transitions
for different emphasis.