1 / 37

Reading: The Key to Academic Success

Joliet, Illinois June 11, 2010. Today’s Agenda: Understanding through text types Five Gears of Reading Writing a one-sentence summary The Comprehension Process Vocabulary and Comprehension. Reading: The Key to Academic Success . Comprehension Strategies. Presenter: Amy Benjamin

avel
Download Presentation

Reading: The Key to Academic Success

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Joliet, Illinois June 11, 2010 Today’s Agenda: Understanding through text types Five Gears of Reading Writing a one-sentence summary The Comprehension Process Vocabulary and Comprehension Reading: The Key to Academic Success Comprehension Strategies Presenter: Amy Benjamin You may access any of today’s visuals at: www.amybenjamin.com

  2. What is the significance oftext types? A reader who is aware of the text type is better able to: • Mentally organize the information (be oriented) • Predict and anticipate • Recall the key information • Establish an accurate relationship between • key ideas and supportive details

  3. Outline: Descriptive information about a single topic All About Ants Controlling Question: What is it? What are its parts or branches? How does it work? • Habitat • A. • B. • II. Life cycle • A. • B. • III. Food sources • A. • B.

  4. Outlines: Text I • Changes caused by Industrial Revolution • A. How people worked • B. How people lived • Before the IR • A. Workers mostly in rural areas • B. Families worked together on farms • C. Most items made by hand • D. Children continued work of parents • During and After the IR • A. Families moved to cities • B. City living conditions • 1. Families less together • 2. Factory work • a. Dirty • b. Dangerous • C. Machinery • 1. Rapid production • 2. Decline of hand-made goods

  5. Sequence: Story Arc Events build to this point Ending (resolution) Events, in time order Controlling question: What happens(ed)? Background (exposition)

  6. Text II: Eos and Tithonius Tithonius begs for death, but Eos cannot undo the spell Eos falls in love with Tithonius, a mortal. They marry and are happy. They appeal to Zeus to grant Tithonius immortality. Though immortal, he still ages. Events build to this point Ending (resolution) Events, in time order E transforms T into a g’hopper; Memories are eternal Eos, daughter of the Sun Controlling question: What happens(ed)? Background (exposition)

  7. Comparison/Contrast: Subject A Comparison/Contrast: Subject B Causes Effects Proposed solution Problem Relationship: T-Chart

  8. Come before effects Come after causes May be more than one Text V: Cause & Effect Causes Effects Ex: The wind knocked down a tree Ex: The wind knocked down a tree May be more than one; may result in more than one effect AKA: results, consequences AKA: stimulus Clue words: because, therefore, due to, as a result

  9. T-Chart A B The 3 Major TexTTypes I. A. B. II. A. B. Outline Story Arc

  10. Cooperative Learning Protocol for Improving Reading Comprehension 4-Step Process 1. Let’s summarize: 2. Let’s ask: 3. Let’s clarify: 4. Let’s predict:

  11. Let’s summarize: The ABOUT, AND technique: It’s about birds 1. It’s about…….. (one or two words) 2. and…. 3. who, what, when, where, why, or how…. It’s about birds and how they fly.

  12. Summaries: Text I: It’s about the Industrial Revolution and how it changed family life. Text II: It’s about Eos and Tithonius and how their ill-fated love story played out. Text III: It’s about England and why it is to be treasured. Text IV: It’s about the different kinds of taxes and what they are used for. Text V: It’s about cause and effect relationships and how you can recognize which is which.

  13. Cooperative Learning Protocol for Improving Reading Comprehension 2. Let’s ask: Questioning the Text 3 Kinds of questions: 1. “Right there”: The answer is stated directly I. Yes/No II. Who/what/when/where/why/how 2. “Put it together”: The answer is implied in the text 3. “Beyond the Text”: The answer is not given; the text evokes the question

  14. Five Gears of Reading: Skim it: Scan it: Sample it: Read it: (optional) Study it: Go back, as necessary, getting a more useful and permanent understanding. This may involve working with a partner, taking notes, creating graphic organizers, and other meaning-making activities. Now that you’ve let the text wash over you, read it thoroughly: every word, every sentence, every graphic. Glance over it; (30 secs per page); get the gist; be able to state what it is about in a complete sentence Look it over with an eagle’s eye, scanning for specific information, such as information that has key words to answer questions Find a segment that is most interesting to you and read it carefully. www.amybenjamin.com

  15. The Reading Process:BeforeDuringAfter 3C’s: B:Connect ! (4 connections) D: Concentrate ! (5 behaviors) A: Complete ! (3 choices) Or, 3F’s: B: Frontload D: Focus A: Finish 15

  16. The Reading Process:Before: Connect ! 3 C’s Connection 1: Background knowledge (incl. key vocab) Connection 2: Text type (organizational structure) Connection 3: Establish a purpose for reading Connection 4: Overview 16

  17. 3 C’s Before:Connection 1:Activate Background knowledge “What comes to mind when I say the word______?” “What do/does ___________remind you of?” “What do you see in your mind when I say ______?” “What words are you seeing that you need to know more about? 17

  18. 3 C’s Before:Connection 2:Prepare for the text type (organizational structure) Picture the structure. Set up a “mental closet” to contain the information. Think about what you expect in this structure. 18

  19. 3 C’s Before:Connection 3:Read with a purpose. Decide what you are looking for. 19

  20. 3 C’s Before:Connection 4:Overview. THIEVVES: Title Headings Introductory paragraph Every first sentence of every paragraph Visuals and Vocabulary End-of-chapter questions Summary 20

  21. 3 C’s The Reading Process:During: Concentrate! Adjust the environment: eliminate all sensory distractions Visualize: Look for imagery in the text Visualize the organizational structure Monitor comprehension: Be prepared to reread and/or seek outside help Be an active reader: Anticipate, react, predict, question connect 21

  22. The Reading Process:After:Complete! 3 C’s Write, talk, or draw 22

  23. The Academic Word List (AWL): Background:The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts. These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the word adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words). The AWL is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one, specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek. Understandably, knowledge of the most high-incidence adademic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation. Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

  24. Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Of Durable Value… Words in clusters Multiple exposures in various contexts Chances to speak, hear, write the words Manipulation of forms of words Classify and categorize word lists Word games

  25. Think of a child that you know well. Turn & Talk: Talk about how this child began to use language. How did he or she learn his or her first words, phrases, and sentences?

  26. This is Charlotte. Role play a conversation that you would have with Charlotte about juice.

  27. “Charlotte, are you thirsty? Would you like some juice? What kind of juice do you want? Do you want apple juice? That’s the yellow juice that you liked at Nana’s. No? Do you want the purple juice? The grape juice? OK. Do you want your juice in the sippy cup or the Big Girl juice box? OK, now hold it carefully. Two hands. Don’t squeeze it! It’ll spill all over the place. Very carefully.Sip it through the straw.

  28. What do you think are the instructional implications for your ELL’s? • Repetition in various contexts and forms • Physical associations with the language • “Target words” presented with “accessory • words” • Connect word to experience

  29. “The Raven”: Vocabulary List Lore Morrow Surcease Entreat Obeisance Beguile Countenance Craven Discourse Placid Melancholy Plutonian Pallid Lethe Nepenthe Respite Strangers AcquaintancesFriends

  30. Key Idea IV:We need both verbal and non-verbal processing. structure technical mechanism

  31. Key Idea IV:We need both verbal and non-verbal processing.

  32. Key Idea IV:We need both verbal and non-verbal processing.

  33. Target Word: Vocabulary Chart: Glossary Definition: Visual: Draw or find a picture: My guess: Definition in my own words: Complete sentence of at least ____words: Must contain an action verb and a visual image.

  34. 5 Strategies for Learningf Words on a Vocabulary List: Classify Analyze Morph Synthesize Build Students break words down into prefixes, roots, suffixes (Word Study) Students build words into phrases; phrases into simple sentences; simple sentences into complex sentences Students use their words to generate ideas for a writing piece: Purposes: To inform, To entertain, To persuade, To socialize Students think of ways in which the words on their lists can be classified (sorted, arranged, organized) Students manipulate the words into different parts of speech by adding endings

  35. Word Components: Level 1 (usually known in elementary grades) Prefixes ex- pre- re- un- dis- non- im- mis- mini- maxi-

  36. Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; com- syn-; sym- in-; en- (into) sub-; sup- e- a-; ab- inter- intra- mono- uni- bi-; tri-; quad-, etc. cent-; milli-; mega- poly-; multi- omni- trans- semi- bio-; geo-; eco-

  37. Word Components: Level 3 (usually known in high school) Prefixes pseudo- demi- endo-; ecto- pro- per- peri- hemi- ob- bene- mal- photo- nom- ig- muni- contra- philo-

More Related