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Reading Process For Week 2

The document provides guidance on effective reading strategies such as determining the reading purpose, previewing the text visually and verbally, highlighting and annotating important ideas, and summarizing the key points. It advises readers to consider why they are reading and what they will be expected to do with the information. When previewing, readers should examine visual elements like headings and lists, as well as verbal signals indicating emphasis, examples, or conclusions. Highlighting and annotating aids understanding and preparation for discussion or writing. Summarizing recounts the main idea and supporting points in the reader's own words.

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312 views14 pages

Reading Process For Week 2

The document provides guidance on effective reading strategies such as determining the reading purpose, previewing the text visually and verbally, highlighting and annotating important ideas, and summarizing the key points. It advises readers to consider why they are reading and what they will be expected to do with the information. When previewing, readers should examine visual elements like headings and lists, as well as verbal signals indicating emphasis, examples, or conclusions. Highlighting and annotating aids understanding and preparation for discussion or writing. Summarizing recounts the main idea and supporting points in the reader's own words.

Uploaded by

msdrawbond
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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THE READING PROCESS:

from Chapter 2 of Foundations First

THINK ABOUT PURPOSE


These will help you determine the kind of information you should be getting from the reading: Will you be expected to discuss what you are reading? In class? With the teacher? Will you have to write about what you are reading? Will it be a formal response or more informal? Will you be tested on the material?

PREVIEWING
Look at the: visual signals=heading, boxes, etc.

verbal signals=the words and phrases the writer uses to convey order and emphasis

PREVIEWING
VISUAL SIGNALS:
Title Headings Italicized and boldfaced words Numbered and bulleted lists Visuals like graphs, pictures, etc. Information that is boxed Information that is in color Lets all look at Chapter 2, page 31 *Now, lets do some group work!*

PREVIEWING
VERBAL SIGNALS: (a partial listthe whole list is on pg. 31)
Phrases that signal emphasis: The most important idea Look for repeated words and phrases Words that include examples: for example, for instance Words that signal summaries: to sum up, in conclusion

HIGHLIGHTING
Highlighting You can highlight important ideas that you need to remember or find later. You can also color code information if that helps you.

ANNOTATING
Annotating Annotating basically means writing in your book. This can be anything from circling words you dont know to writing ideas in the margins. This will help prepare you to discuss the reading and, eventually, write about it.

ANNOTATING
You can use underlining and symbols to identify important information, and this will help reinforce your understanding of the main idea and key points.

ANNOTATING

ANNOTATING

ANNOTATING
Underline or highlight key ideas Box or circle words or phrases that you want to remember Place a check or star next to important ideas Place a double check mark or 2 stars next to especially significant ideas Draw lines or arrows to connect related ideas Put a question mark beside a word or idea that you do not understand Number the writers key supporting points or examples

SUMMARIZING
Summarizing: A summary retells, IN YOUR OWN WORDS, what a passage is about.

WRITING A SUMMARY:
Restate the passages main idea IN YOUR OWN WORDS. Restate the passages supporting points. Add words and phrases between sentences where necessary to connect ideas. Reread the original passage to make sure you havent left out anything significant.

EXAMPLE OF A SUMMARY
There was a girl named Mary who had a lamb. The lamb was small and had very white fur. It always wanted to be where she was, and one day it followed her to school. The other kids thought this was really funny because they were not used to seeing farm animals in class.

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