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Universidad de Oriente. Ncleo Monagas. Departamento de Socio-Humanstico. Maturn Edo. Monagas.

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Check Understanding
LOGO

Build Fluency Ask Questions

Sense It

Connect

To Text

Reading is Thinking

Decide Whats Important

Making Inferences/ Draw Conclusions

Expand Vocabulary

Predict and Prove

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Summarize/ Synthesize

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La lectura es la puerta a la cultura.

Analfabeto NO es aquella persona que no sabe leer, analfabeto es aquella persona que sabiendo leer no lo hace.
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Reading is a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the reader's ability to activate prior knowledge, use reading strategies and adapt to the reading situation.
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Language

Reading

Thinking
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Reading IS Thinking
The purpose of reading is understanding.

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Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking and teaching. (Linda Fielding and P. David Pearson, 1994)
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 Always focused on comprehension Teachers choose the material and purpose Students are guided to use reading strategies All types of reading materials are used

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Goals of Reading in Big Classrooms:

to teach comprehension strategies to teach students how to read and respond to all types of literature including content texts to develop background knowledge and vocabulary to provide as much instructional-level material as possible to maintain the self-confidence and motivation of struggling readers
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What is comprehension?
Ask for help Determining important ideas and events Drawing conclusions Making inferences Deciding what you think responding Compare and contrast to what you already know Summarizing
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Other comprehension strategies might include:

Understanding figurative language Following the plot with understanding Determining character traits Extracting information from charts, graphs, maps, and other visuals Determining the objectivity or bias of an author

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Explicit instruction is the key to the development of successful readers!

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Effective Reading Strategies :Three Segments

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LOGO

Students need to begin thinking about the text before they begin reading the text. This time is brief, leaving the majority of the time for actual reading.
(Allington, 2000)

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IMPROVE MOTIVATION TO READ BY DECIDING WHY THE MATERIAL IS IMPORTANT AND VALUABLE.

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SET PURPOSES for reading by asking questions about what they want to learn during the reading process
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ASK QUESTIONS TO GUIDE READING

Good readers generate questions before, during and after reading to clarify meaning, make predictions and focus their attention on what's important. Why, what, where, who and how? Questioning during reading will allow students to better understand the material.
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Previewing/Surveying is an important strategy because it helps readers anticipate meaning. This strategy can be performed quickly to identify the general idea of what a selection is about or it can be a more thorough process to ascertain the major ideas and organizational structure of the material FACILITADOR: BELKYS MEZA

 Use background knowledge: Good readers use their relevant prior knowledge before, during and after reading to enhance their understanding of what they've read.

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 The title of a text may help us make assumptions about its contents. Understanding the first paragraph of a text may allow us to make a prediction as to what will follow in the second and so on. Reading as a confirmation of the readers assumptions can be both fast and effective. We should not forget that the reader brings a certain body of knowledge to any given text and this fact can be exploited to improve a reading efficiency.
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IDENTIFY THE FORMAT AND ANTICIPATE HOW AND WHY IT IS USED.

Determine the type of material and then identify the format that the author has used. If the material is a familiar format, like introduction/body/conclusion look for the information that you can expect to find in each part.

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Read and analyze the organization of the article and answer the questions
Identify organizational patterns found in the text . Students can identify relationships such as cause and effect, comparison and contrast, problem and solution, sequences, and main idea and details. Teachers should assist students in mastering the content in the text by using graphic organizers.

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SCANNING: is a reading skill used to locate key or specific information quickly, eg dates, numbers, examples & definitions.
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Skimming involves reading a text very quickly and superficially in order to get a general idea of the content. Why skim? Locates key information, eg main points, quickly. Saves time by avoiding reading unnecessary information.
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IDENTIFY THE ORGANIZATIONAL PATTERN

What patterns of organization would you anticipate from reading according to the title? (Definition, exemplification, classification and division, comparison and contrast).

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.-.( KIND OF PARAGRAPH)

DEFINITION AND EXEMPLIFICATION. CLASSIFICATION AND DIVISION COMPARISON AND CONTRST. PROCESS CHRONOLOGICAL ORDER CAUSE AND EFFECT PROBLEM SOLVING

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During-Reading Phase While reading, students must: question and monitor what they are reading and thinking about make inferences visualize continue to make connections continue to set predictions
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Nouns

Interjections

Adjectives

Conjunctions

The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.

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Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many

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REFERENCES: References are words or phrases that are used as substitutes for words or phrases used either before or (less often) after the reference in the reading material. They are used to avoid unnecessary repetition of words or phrases.

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This pattern of organization is used to convey the full meaning of a word that is central to the main idea. The definition may be discussed in terms of its denotative meaning - the literal meaning of the word or its connotative meaning the meaning associated with the word through its common usage. .
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Division and classification are two methods of organizing and explaining information.
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Comparison/Contrast Pattern. This text structure demonstrates the apparent likeness and differences between two or more things, ideas, or topics.

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This pattern or organization explains to a reader how something is done, how something works, or how something occurs. .
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Chronological order is the order in which the events occurred, from first to last.

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This text structure links reasons with results. It is characterized by an interaction between at least two ideas or events, one taking an action and another resulting from that action.
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IDENTIFY TOPIC SENTENCES IN THE SECTIONS OF THE MATERIAL A topic sentence is a sentence that expresses the main idea of a paragraph. It tells the reader what to expect about the information that will follow. Without the use of a topic sentence, developing a paragraph can be extremely difficult. Topic sentences can appear at several points in a paragraph: the beginning of the paragraph the middle of the paragraph the end of the paragraph FACILITADOR: BELKYS the beginning and the end ofMEZA the paragraph

 Transitions come in the form of single words, phrases, sentences, and even whole paragraphs. They help to establish relationships between ideas in a paragraph and to create a logical progression of those ideas in a paragraph. Without transitions, your paragraph will not be unified, coherent, or well developed.

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Words are the labels assigned to represent ideas and concepts. Understanding the meaning of words within the context of a passage facilitates reading comprehension. Teachers have traditionally recognized this fact by introducing the new or unknown vocabulary words prior to making a reading assignment.
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Make inferences
Making inferences means choosing the most likely explanation from the facts at hand. Make inferences: Good readers use their prior knowledge and information from what they read to make predictions, seek answers to questions, draw conclusions and create interpretations that deepen their understanding of the text.
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CONTEXT CLUES
Context Clues are used to determine the meaning of new words. We often expect STUDENT to learn new words through context. When reading, it has been estimated that the meanings of only 10-15 of every 100 new words encountered will be learned from exposure to context. A way to further a STUDENT's ability to use context clues is to teach them how to use context clues. One way this may be accomplished is by teaching them a variety of strategies authors often use to teach the meaning of words used in text.

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SIMPLE SENTENCES: express one complete thought and contain one subject and one predicate.

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COMPOUND SENTENCES: Contain two or more subjects and predicate since they are made up of two or more simple sentences.

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COMPLEX SENTENCES: Contain a simple sentence and several phrases. The phrases may also contain subjects and predicates. By themselves, however, the phrases do not express complete thoughts. They are not sentences.

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CONNECTIVES are words that are used to link (connect) ideas together in some kind of relationship.

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Refers to annotate directly on the page: underlining key words, phrases, or sentences; writing comments or questions in the margins; bracketing important sections of the text; constructing ideas with lines or arrows; numbering related points in sequence; and making note of anything that strikes you as interesting, important, or questionable.. FACILITADOR: BELKYS MEZA

IDENTIFYING THE SCIENTIFIC OR TECHNICAL ARTICLE FORMAT

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ORGANIZE THE INFORMATION (SCIENTIFIC ARTICLES)

INTRODUCTION

BODY
PARAGRAPH

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After-Reading Phase After reading, students must follow-up their

predictions, connections, and purpose. They may need to: summarize identify important information evaluate or apply the information from the text to a specific problem or situation engage in conversations create a written response to reflect their thinking
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LOGO

The after-reading activity should be challenging and move beyond the right answer to the teachers question but not so involved that it takes longer to respond than it did to read.
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Summarizing forces students to think about what they have read and to identify and organize the essential information found within a text. Write a five to ten sentence summary of the reading. Include the most important idea first and the other main ideas after the most important one.
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4.) MAKING ASSOCIATIONS

Comparing and contrasting related readings: Exploring likenesses and differences between texts to understand them better

Good readers enhance their comprehension by making associations with known information. Such readers draw on their background knowledge to visualize places, events, and people that are described in the text. FACILITADOR: BELKYS MEZA

5.) EVALUATE YOUR PREREADING.

PREDICT AND VERIFY CHART

Predict

Verify

Evidence from Text

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 Semantic Mapping (Nagy, Paulis) uses graphic organizers and student understandings of new concepts gained through semantic feature analysis to have students graphically depict the interrelationships of meanings among related terms.

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SELF-QUESTIONING: is technique in which students generate reading-specific questions about the important elements of a text as they read in order to better integrate prior knowledge with the text and the reading context.
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Depending upon the content area, a discussion of the author of the particular work can be helpful to the understanding of it. What is the author trying to say? What is his point of view and his reason for writing the particular work?
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An author writes for many reasons. An author may give you facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something.
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 .- Reflecting on challenges to your beliefs and values: Examining your personal responses. The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues.

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Paraphrasing is the act or process of restating or rewarding a text, paragraph or sentence. To thoroughly understand and the information you read in your textbook, you should be able to recognize when an author has restated (reworded) an idea, saying it in another way. Finally, you must be able to paraphrase, or put into your own words, information that youre read so that you can write essay, exams, summaries, and research papers.
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15) Questioning the Author

We do not just understand what the author is saying, rather we figure out what the author means. If you have you ever found your students cannot answer the questions because the passage didnt say! then you know why students need their reading guided by a strategy called Questioning the Author.

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CONCLUSION:
Comprehension is what its all about! Reading comprehension and how to teach it is probably the area of literacy about which we have the most knowledge and the most consensus. It is also probably the area that gets the least attention in the classroom.

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SUGGESTIONS
to teach comprehension strategies to teach students how to read and respond to all types of literature including content texts to develop background knowledge and vocabulary to provide as much instructional-level material as possible to maintain the self-confidence and motivation of struggling readers

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La lectura es el viaje de los que no pueden tomar el tren. Yo soy lo que he ledo
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