grouping: 5 in a group dp students induction session - atl: communication - reading strategies by...

Grouping: 5 in a group

DP students Induction Session - ATL: Communication - Reading Strategies by Lee Fun Nee June 2012

Reading Strategies

Objective:Objective:•To develop students’ To develop students’ reading strategiesreading strategies•Reading as a tool for Reading as a tool for thinking and learningthinking and learning


Do you think about what you read? As you read silently, think about the 5 Reading Strategies:


5 Reading Strategies:

1.1. PredictPredict

2.2. Visualize Visualize

3.3. QuestionQuestion

4.4. SummarizeSummarize

5. Connect5. ConnectDP students Induction Session - ATL: Communication - Reading Strategies by Lee Fun Nee June 2012

1. Predict

I predict…


1. Predict•What do you What do you think will think will happen? happen? Prove it!Prove it!

Resources: Anticipation Guides, Anticipation Template


1. Predict•Foreshadowing Foreshadowing

(clues)(clues)


1. Predict•Red Herring Red Herring

(false clues)(false clues)


2. Visualize

Hmm…what do I see?


2. Visualize•Create a picture Create a picture

in your mindin your mind


2. Visualize•Make use of Make use of

similes, metaphors, similes, metaphors, allusionsallusions


3. Question

•What questions come to What questions come to your mind?your mind?


3. Question what you read

•Why do the characters act Why do the characters act as they do?as they do?



•Who tells the story?Who tells the story?



•What causes events to What causes events to happen?happen?


3. Question what you read•When does the action When does the action

peak or climax?peak or climax?


4. Summarize

•During reading, note the main ideas or events.


4. Summarize

•What is the theme of the What is the theme of the story?story?

The BIG Picture


4. Summarize

•What does the story say to What does the story say to you?you?

Resources: Response Journal Strategy: Use sticky notes to respond


4. Summarize

•Simplify sophisticated input.


5. Connect


5. Connect•Text to SelfText to Self•Bring your own experiences Bring your own experiences

to the story.to the story.

Resources: Text to Self Worksheet


5. Connect• Text to TextText to Text• Make connections Make connections

with other with other literature, movies, literature, movies, etc.etc.

Resources: Text to Text Worksheet


5. Connect• Text to Real Text to Real

WorldWorld

This reminds me This reminds me of…of…

Resource: Text to Real World Worksheet


Fix Up Strategies Identifying the confusing parts

Reread the unclear part

Look for familiar chunks and sound it out

Look for little words and big

words in the word

Think about whether you’ve seen the word

before, where, and in what context.

Substitute a word that

makes sense in the

sentence.

Reread the sentences before the unclear part.

Ignore the unclear part and

read on to see if it gets clearer.

Try to connect the unclear part

to something you already

know.


As you read silently, think about the 5 Reading Strategies:

1.1. PredictPredict

2.2. Visualize Visualize

3.3. QuestionQuestion

4.4. SummarizeSummarize

5. Connect5. ConnectDP students Induction Session - ATL: Communication - Reading Strategies by Lee Fun Nee June 2012

Activity 1• Read the following passage and

complete the table, which compares the two earthquakes.


At 5:13 on the morning of April 18th, 1906, they city of San Francisco was shaken by a terrible earthquake. A great part of the city was destroyed and a large number of buildings were burnt. The umber of people who lost their homes reached as many as 250 000. About 700 people died in the earthquake and the fires.

Another earthquake shook San Francisco on October 17th, 1989. It was America’s second strongest earthquake and about 100 people were killed. It happened in the evening as people were travelling home. A wide and busy road, which was built like a bridge over another road, fell onto the one below. Many people were killed in the cars, but a few lucky ones were not hurt.

Luckily the 1989 earthquake did not happen in the centre of town but about 50 kilometres away. In one part of the town a great many buildings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electricity was cut of for several days too.


Time Date Location

Number of people killed

Damage

Earthquake in 1906

Earthquake in 1989


“Which earthquake caused more damage and why?”


• http://www.youtube.com/watch?v=xtcf_eh3u_4&feature=related

• http://www.youtube.com/watch?v=IDQsL800V-A


Activity 2 Students are arranged in

groups of 4 . Students read a chapter

of text and assume a role, either summarizer, questioner, clarifier, or predictor.


Cake cutting• Game TheoryTo economists, a game is …

• Fair Division Problems

• Is it better to be the cutter or the chooser?


This is true everywhere in

Game Theory – is:

INFORMATION MATTERS!


End

Thank you!


grouping: 5 in a group dp students induction session - atl: communication - reading strategies by...

Documents

strategies reading

lee fun nee

reading strategies objective

learning reading

text worksheettext

word think

real world worksheettext

self worksheettext