becoming an effective reader, listener and speaker

Becoming an Effective Reader,

Listener and SpeakerNow is the time!

“The person who does not read good books has no advantage over the person who can't read them.” Mark Twain

How to read effectively-Step 1

Log new and unfamiliar vocabulary As you read jot down unfamiliar terms and

define them. If the term still does not make sense to you, pose it to the group and ask if a peer can define it for you!

How to read effectively—Step 2

Each day, write a brief summary of what you read.

Choose the MOST important events from the reading.

Write them in a brief paragraph—5 sentences maximum.


How do you feel about what you’ve read? In a brief reflection, write about your thoughts. How do you feel about these events? How do you feel about the characters? Do you like the direction of the story? Why? Do you wish a character had made a different

choice? Why?


Review your reflection. What theme or big idea about life seemed to be at the heart

of what you read? For example, did you read a section where the character’s

low self esteem contributed to their downfall? Did you read a section where the character’s desire to be

loved made them make the wrong decision? After your reflection, write a statement that summarizes

what you believe to be the big idea of the reading section you just finished.


Good readers constantly ask questions. Why is the mother so negative about her daughter? Why does the main character seem to be so self-

conscious? What does _________sentence mean? LOG YOUR QUESTIONS! Try to come up with at least 3 good questions to pose

to your reading group!

How to speak and listen effectively-Step 1

When you meet in groups, begin clarifying vocabulary question. Review new words or slightly unfamiliar words that you learned while reading.

Jot down answers in your notebooks.


Two group members should read their summaries of the reading.

Did they miss anything? Are their events they should have added? Why?


Look over the questions you have about the text.

What type of questions are they? Factual Evaluative Interpretive ASK QUESTIONS—ONE PERSON AT A TIME!

Asking Questions! The key to intelligent life on this planet!

Factual Questions—Have only one answer. Question: “When did the character go to town?” Answer: “Wednesday.” These questions are necessary to nail down the

plot, but they don’t help you understand the themes that are emerging. Furthermore, they do NOT help you understand what makes characters tick.


Evaluative Questions—These questions have more than one answer. These types of questions ask you to evaluate whether or not you agree with something in the text. They can also ask if you agree with an author’s point of view.

These questions examine YOUR point of view as a reader!

Example: Is it necessary to take risks -- as Jack does -- in order to grow up?


Interpretive questions—These types of questions have more than one answer as well.

The answers are supported with evidence from the text.

A quote may have different meanings for different readers, therefore, the reader must explain their understanding of the quote.

Think of the story of Jack and the Beanstalk…

What type of question is this? Why does stealing often make people greedy

for more?


It’s evaluative. Essentially, the question just asks for you opinion about stealing. It’s relevant to the story, but doesn’t necessarily need to be answered using details from the text.

A reader could answer the question with an opinion and move on!


What type of question is this? Why does the ogre become suspicious that a

stranger is present?


The answer: The ogre smells Jack. It’s a factual question that has ONLY one

answer.


What type of question is this? Why does Jack show his mother every item he

steals from the ogre?


It’s Evaluative!!! These are the best kind! Possible answer 1: Jack wants to prove he made a good trade. Supporting evidence: After showing his mother the bag of

gold Jack says, "Well, mother, wasn't I right about the beans? They are really magical, you see."

Possible answer 2: Jack is concerned about his mother and wants to take care of her.

Supporting evidence: When his mother is distraught over the cow not giving milk, Jack says, "Cheer up, mother, I'll go and get work somewhere."


When you are creating questions for group discussion, try to have as many evaluative questions as possible.

If you write five questions, try to have 2—3 of them be evaluative!

Here are the rules for discussion!

Everyone must read the selection. Discussion is restricted to the portion everyone has

read. All opinions should be supported with evidence from

the selection. All students should have books and notebooks open

and should refer to page numbers when talking. All group members should be following along in the

book.

Post Discussion Activity

At the end of the discussion time, each group member must write a reflection.

What did you discover during the discussion? What do you feel was the most important point? Why

was it the most important? What point did you disagree with? Why? Which quote from the reading stood out most? Did group

members have different interpretations of that quote? Why do you think this happened?

Reading Flow ChartLog

Vocab.

Summarize Events

Reflect on what

you’ve read

Think/Write

about a possible theme.

Write down

questions for your group

Discussion Flow ChartDiscuss

new vocab.

Two people Read

Summaries

Add to summaries—Discuss any

missing events!

Ask questions-REFER to

TEXT!

Write a reflection about the

day’s discussion