reading strategies pullout copy -...

HEBAT Bacaan Bahasa InggerisReading Strategies

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BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA

2016

READING STRATEGIES


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READING STRATEGIES PAGE

1. KWLH

2. 5 W’s and an H

3. PARApicture

4. PARApoint

5. SQ3R

6. QAR

7. Reading Comprehension Strategies

8. QUACK

9. ACID marks

10.RAP

11.CHATT

12.THRILD

13.Reciprocal Reading

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TABLE OF CONTENTS


How:

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. H stands for how they can learn more or answer questions not answered in their worksheet. These include other sources of information, including: organizations, experts, tutors, websites, librarians, etc

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KWLH

K KNOW What we know

W WILL or WANT What we want to know

L LEARNED What we learned

H HOW? How you can learn more


This reading strategy is to answer the questions that form the basis of good journalism:

Who What When Where Why and How Who are the main characters? What does the author say happened? Where did the action occur? When did it happen or what is the span of time?Why did this happen? How did it happen?

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5 W’s and an H

When did it happen?

Why did it happen?

Topic Map About

__________How

did it happen?Who was involved in this

event?

Where did it happen?

What happened?


What is PARApicture?A technique for actively reading a passage and retrieving significant information using highlighter reading and pictures in the margin.

How:Students initially Preview or read a passage to determine what information is important. Next they Analyze the text to locate and highlight the information that is fundamental to the understanding of the content. They then Review the highlighted text and finally, Accent the highlighted information by drawing symbols and visual representations in the margin (or on a strip of paper) to record the important content. These drawings will consequently act as reminders and cues for the content contained in the piece of reading.

Hence the acronym PARA:

Preview: Initial reading to determine what content is important.Analyze: Locate and highlight information fundamental to the understanding of the content.Review: Re-read the analyzed, highlighted information.Accent: Draw pictures in the margin that summarize the highlighted information.

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PARApicture


How: Students initially Preview a passage to determine what type of information is being presented using a quick “THRILD” (see THRILD under Active Reading Strategies on the Interactive Strategies Instruction CD). 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 Analyze 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 one’s analysis while reading.

Analyze: Highlight/underline and circle key information which answers predetermined focus questions.

Review: Reread highlighted words to determine what information you want to accent.

Accent: Accent pertinent information in the margin using brief note form.

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PARApoint


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SQ3R

Source: http://www.gridgit.com/post_sq3r-graphic-organizer_567106/


How:

1. Explain to students that there are four types of questions they will encounter. Define each type of question and give an example.

2. Read a short passage aloud to your students.

3. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer.

4. Show students how to find information to answer the question (i.e., in the text, from your own experiences, etc.).

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Question Answer RelationshipQAR

Right there

The answer can be found right there in the text

Strategies:• Scan the text.•Look for keywords.

Think and search

The answer is in the text, but you have to ‘think and search’ to find the a n s w e r, s o m e t i m e s w i t h i n a paragraph, across paragraph, chapters or even books.

Strategies:• Skim the text.• Search for important information in different

places in the text.

On my own

The answer is not in the text. You need to use your own background knowledge. You could even answer the question without reading the text.

Strategies:• Think about what you already know, your prior

knowledge.• Think about what you

have heard or read before.

Author and me

The answer is not in the text. You need to use your own background knowledge and what the author has told you to come out with the answer

Strategies:• Make inferences from clues

found in the text.• Make predictions before, while,

and after reading the text.

In the text

In your mind


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Reading Comprehension Strategies


What are QUACK marks?A strategy for actively reading a factual passage of text, making judgments on the types of information included, and marking specific kinds of information with the following:

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.

Q ? (question mark) – beside words, phrases and ideas that you do not understand.U underline – underline entire definitions.A * (asterisk) – beside important or interesting ideas and information.C circle – examples of important information or definitions.K Keywords – place a capital K beside keywords (usually in bold or italics). Rewrite

the keywords and their definitions in the margin.

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QUACK


What are ACID marks?A strategy for actively reading a passage to increase comprehension and encourage students to interact with reading materials. It involves making judgments on thetypes of information being read and marking specific passages with the following:

How: A.C.I.D. Marks has two parts:

1) A.C.I.D. and2) Three separate “Marks”

As you read, ask yourself whether you:A Agree with the statementC are Confused by the statement I find the point InterestingD Disagree with the point

Place an A, C, I or D in the margin by the appropriate point.Next comes the Marks. Re-read the article and insert the following marks:

Circle key termsAsterisks important points (*)Bracket or Underline supporting details. ( _________ )

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?

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ACID MARKS


How:

1. Label the paragraph2. Read the paragraph3. Ask yourself: Who or what is this paragraph about?4. Put the main ideas into your own words.

Paragraph Number

Ask yourself Who/What is the paragraph about?

Put the main ideas into your own words: What does it tell me about? It tells me…

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Read•Ask questions•ParaphraseRAP


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.

C Circle – key words.H Highlight or Underline – main ideas.A * (asterisk) – beside supporting details.T Transfer – information to a C.H.A.T.T. Sheet.T Teacher – provides a summary statement which students record on

their C.H.A.T.T. Sheet.

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C.H.A.T.T.


How: As students scan the chapter, they perform six steps. To begin with, they write down the chapter title and all the sub-headings. They read the opening paragraph (or introduction) and write a brief summary of this information. Students write a key word or phrase 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.

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T.H.R.I.L.D


How: First the teacher reads a section of the text aloud and models the following steps:

Summarize Clarify Question Predict* Respond**optional - depending on material

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 protagonist’s situation?”). Both the predict and respond steps are optional, 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, 1⁄2 page, whole page). This will depend on student reading abilities and the logical breaks in the material.

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Reciprocal Reading

http://www.slideshare.net/ncmsa/reciprocal-teaching-bookmarks



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