Reading

This is a page for resources on reading

Below are the ideas and considerations brought forth in the group discussions at our inservice. You can view it in a different format here. Below is our notes from the various conversations on the Common Core (as compared to the Utah Core). You can view this in a different format here. [|Reading Informational.pdf] [|Reading Informational.one]




 * //A Guide to the Reading Process: Notes from the __Reader’s Handbook.__//**

“Reading is thinking. Every serious reader understands that reading is thinking. To read is to take time to think about something—an idea, an issue, a question—that matters to you. To read is to enter into a conversation with interesting, important people about ideas and issues.” //Reading can be broken into categories: (Fill in any other genres you encounter as you read.)// //Academic Reading:// textbooks, maps, poetry, novels, math problems, scientific procedures—teacher chooses

//Personal Reading:// websites, magazines, books, manuals—you choose

//Workplace Reading//: manuals, memos, emails, reports, documents, professional journals—boss chooses

//Functional Reading//: schedules, labels, directions, rules—helps you make decisions.

Preview your reading assignments before you read them—find out what it’s about, look at the organization: bolded words, headings, subheadings, etc, think about what you know and what you see before you start reading. Plan how you are going to tackle your reading—do you need to take notes? Make a timeline? Character sheet? Jot down cause-effect relationships? Ask yourself why you are reading a text or what you need to look for as you read. (Have a purpose.) Check that you understood as you go and predict what will happen next. Connect what you read to things you have already experienced or already know, and check your own thoughts and opinions. Stop and think about what you just read. Did you get it? Did you do what you set out to do? Do you need to fill in any holes? Reread sections you need to clear up in your mind (or parts you really enjoyed. Help yourself remember what you read by writing about it or talking about it. (Write a review, summary, or tell a friend.)
 * //__Good readers do this:__//**
 * “Before reading**—determine what you already know and need to learn, read the directions, establish a purpose for the reading and know what you are supposed to understand or do after you finish reading, gather any tools or materials you might need (pen, pencil, paper, highlighter) and determine how best to use them, have a quiet environment in which to read, identify the type of text or genre, make predictions about the content and its meaning.”
 * “During reading—**continually check what you read against the predictions you made, revising your understanding as necessary, use all your senses to help you see, hear, and imagine what you read, check your understanding as you read, make connections between what you are reading and your own experiences, pace yourself, recognizing the importance of stamina in reading longer texts, make inferences or read ‘between the lines,’ know which questions to ask and which strategies to use while reading—you are an active reader, use subject-area knowledge and vocabulary to read.”
 * “After reading**—check for understanding, asking such questions as, ‘Do I understand what I read?’ and ‘Did I achieve my reading goal?’ Return to the text or consult others who can help you better understand what you read.”

//Making Inferences:// This is a guess based on what you already know and what you learn from reading. It won’t be in the text EXACTLY, but it is implied. For example, if it says that she jumped through all the fresh puddles in the street, you know it probably rained recently. //Drawing conclusions:// When you read, you are given information. You use this information to come to conclusions about the things, people, places in your reading. You see that Mrs. Barney has a Batman toy and an Ironman poster, you may conclude that she likes superheroes. J //Comparing and Contrasting:// You find similarities and differences between all sorts of things: books you’ve read before, knowledge you have stored up, characters, places, etc. //Evaluating:// You be the judge—did the writer make a good point? Did the character do something stupid? You judge what you read.
 * Essential Reading Skills YOU USE ALREADY:**

//Active reading:// Make sure you interact with the text by marking or highlighting what you read, asking questions, clarifying your understanding, reacting and connecting to the reading, visualizing what you read, and predicting what may happen. //Finding the main idea:// Read the heading first to see if you can guess what it will be about, next read the first and last sentence of a paragraph to find the main idea, then look for repeated or bolded words, last read the whole paragraph. Knowing the //Kinds of paragraphs may help with reading!// There are narrative paragraphs that tell a story, expository paragraphs that give facts, descriptive paragraphs that paint a picture of something, and persuasive paragraphs that try to prove a point. Paragraphs can be //organized// in the following ways: Time order (arranged when they happen), Geographic order (where they happen), Order of Importance (least to most or most to least), Compare/Contrast (differences and similarities), Cause/Effect (this and this made that happen), Classification (information is grouped), Listing (make it a list), Plot (Exposition, rising action, climax, falling action, resolution), Mixed (a little of each). Knowing how it’s organized may help you know how to read it and what you need to know/do.
 * Reading Skills to know:**

//History—//Organize yourself before reading by writing questions using the 5W, 1H method (who, what, where, when, why, and how). Preview the text: look at the titles, first and last paragraphs, headings, names and other important info, and maps. Plan how you are going to read: decide what way to take notes that will help you most and TAKE THEM. Consider how the text is organized and what you may already know. Read through your notes and think about them. Reread what you need to know/do. //Math and Science—//Organize yourself before reading by writing a question you will answer as you read. Preview the text: look at the titles, first and last paragraphs, headings, names and other important info, and charts, models, diagrams, examples, and graphs. Plan how you are going to read: decide what way to take notes that will help you most and TAKE THEM. Consider how the text is organized and what you may already know. Read through your notes and think about them. Visualize what you are reading and doing. Think through a problem or concept out loud or on paper step by step. Reread what you need to. Focus on one of the following things as you read: Vocabulary you may need to know, Concepts you should learn, Questions to use in study, Solving word problems, etc. //English—//What are you reading? Knowing that determines what you do next. Most of what you read requires you to know the purpose/main idea for each paragraph, connect your prior knowledge, reflect on what you read, reread, and ask questions to answer later, and maybe take a stand or evaluate. Fiction requires you to do many things (focus on character relationships, find a theme, etc.). Preview the Title, author, background and biography, point of view, character names, places, repeated words, first paragraph, printed questions. Use what you know to build understanding, find what changes in the story. Take any notes you may need for your purpose. Read. Reflect. Reread. Evaluate and discuss. Focus on one of the following as you read: plot, setting, characters, theme, dialogue, comparing/contrasting. For poetry, understand poetry is different for every person who writes or reads it. When you read it try to ask yourself what the poem is about, what feeling it creates, and what you can learn or get out of it. Preview the poem title, structure, rhymes, repeated words, first and last lines. Plan how you read it (1st time—just read it, 2nd—understand the meaning, 3rd—look at the rhythm and rhyme, 4th—look at the mood and tone, 5th—put it all together). Take notes each time in a new color if you can. Connect it to what you know, reflect on it, reread, put it all in your own words. Focus on one of the following as you read: language, meaning, sound and structure For a play, your purpose may be “to find out about the setting, characters, conflict, resolution, and theme of the play.” Preview the covers, cast list, number of acts and scenes, and other information. Take notes as you read depending on your purpose and focus (summary, magnet summary—notes organized by key concepts, or a character map). Understand the organization. Connect it to what you know, your life, reflect, reread, visualize and think aloud (try using a storyboard to list the main plot points). Watch it or act it out. Focus on one of the following as you read: language, theme, etc. //Websites—//Use a lot of the information you already know from reading textbooks, but remember anyone can make a website! Set a purpose. Use a search engine to see what’s available. Remember, not all websites are good websites. Stay focused on your purpose. Preview the site name, menu, source and sponsor, descriptions, images, and purpose. Write down the URL (web address). Reflect, skim back over what you read, organize your info. //Graphics—//What is the purpose of the graphic? To explain, persuade, or tell a story? Don’t ignore the words on the graphic. Determine what the graphic is about, what it’s trying to say. Look at headings, captions, labels, colors and patterns, legends or keys, scales or units of measurement, and sources. Look at everything! Then rephrase it in your own words (paraphrase). Reflect, reread, evaluate the graphic and source. Types of graphics: Bar graph, Cartoon, Diagram, Flow chart, Line Graph, Map, Photograph, Pie Chart, Table, Timeline //Everyday reading—//Set a purpose, preview contents, headings, bolded words, lists, and graphics. Plan your reading. Skim for info. Take notes for your purpose. Connect it to what you know. Reflect, reread, and remember. //Tests—//Study little by little, don’t cram! Find out what the question is asking, and what info you need to answer. Preview the test number of questions, instructions, types of questions, and texts and graphics. Then plan your reading for each question, keeping in mind the type of text. Read the passage, read the questions and all the answer options, go back and skim for the answers. Tests are usually organized with the easiest questions first and the hardest last. Answer. Reflect. Reread. Answer by narrowing down, visualizing a problem, or planning a written response.
 * Tips for Class Reading:**

Collect new words by writing them down. Look up words you don’t know. Pronounce them out loud. Keep note cards. Learn a new word every day. Use the new words. Create a concept map. READ. Listen for new words. Play word games. Use context clues to look for meaning. Kinds of context clues—definitions or synonyms, examples, contrasting clues, description clues, modifying (changing) words or phrases, relationships. Learn about root words, prefixes, suffixes, and word families. Use a dictionary or thesaurus.
 * Build your vocabulary to help you read better:**

Know why you research: To find answers, write a paper, prepare a presentation, help on an upcoming test, write a news article, debate, discuss, or just because. Set a purpose. Why are you there? Preview the text. Plan your reading. Take notes according to your purpose. Connect it to what you already know. Reflect on what you read. Reread. Understand Sources—Primary (Original) and Secondary (were not there, but have done their own research). Go online, to the library, look at references. Keep track of what you find and where you got it AS YOU GO. Make sure your sources are reliable and valid (evaluate info). Plan your response.
 * How to do Research:**

Burke, Jim, Ron Klemp, and Wendell Schwartz.//Reader's Handbook: A Student Guide for Reading and Learning//. Great Source Education Group Inc, 2002. Print.