Getting Ready to Read

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A Publishing of the University of Costa Rica. Created by: Esteban Sanabria, English Teacher

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Reading Is Nothing But Fun! Give Reading a Chance!


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Getting Ready to Read Why should you as a teenager read frequently and effectively?

I, as a teacher, would like to give you 6 of the most important reasons why you must give reading a chance to become part of your life: Reason Number

Explanation

1

Become an expert. Whether you are interested in science or fiction, reality or fantasy, reading can help you become an expert on the topic and use that in your life.

2

See the world—and travel through time. Books can take you from the frontiers of the Old West to the frontiers of space...and from the top of the Eiffel Tower to the bottom of the Grand Canyon.

3

Find a cause. You are idealist. Reading can help you learn more about people and organizations that support the causes you believe in.

4

Discover new interests. Through reading, you may discover an interest in something you knew nothing about.

5

Get some free advice. Lots of novels feature teenager’s characters that have problems and pressures like the ones you may be facing.

6

Finally, you should read because that makes you SMARTER! As simple as that. 2

Reading Strategies to Effectively Understand Texts 1


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Basic Reading Strategies The three most basic reading strategies are Skimming & Scanning, Guessing Meaning From Context, and Identification of Main Ideas.

Strategy: Skimming is a method of rapidly moving the eyes over text with the purpose of getting only the main ideas and a general overview of the content. With skimming, your overall understanding is reduced because you don’t read everything. You read only what is important to your purpose (Murillo, 2010) Tips: 

Look at the title of the text to easily get the topic.

Read the first sentence of the first paragraph; that's usually the topic sentence or main idea.

Read the last paragraph of the text so you can get the conclusion.

Read any headings and sub-headings.

Notice any pictures, charts, or graphs.

Notice any italicized or boldface words or phrases.

This way you avoid reading every single detail of the reading without losing the important aspects of it 3

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Example: Pay attention to the first sentence .

Read the following text and apply skimming on it: The Personal Qualities of a Teacher

Look at the title to get what the text will talk about

Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher? Probably no two people would draw up exactly similar lists, but I think the following would be generally accepted. First, the teacher's personality should be pleasantly live and attractive. This does not rule out people who are physically plain, or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing : I would say too, that it excludes all of dull or purely negative personality. I still stick to what I said in my earlier book:

Read the entire last paragraph to get the conclusion of it.

that school children probably 'suffer more from bores than from brutes. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be perfect; there is always something more to learn about it. There are three principal objects of study: the subject, or subjects, which the teacher is teaching; the methods by which they can best be taught to the particular pupils in the classes he is teaching; and - by far the most important - the children, young people, or adults to whom they are to be taught.

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Pay attention to the first sentence.


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Strategy: Scanning is another useful tool for speeding up your reading. Unlike skimming, when scanning, you look only for a specific fact or piece of information without reading everything. You scan when you look for your favorite show listed in the cable guide, for your friend’s phone number in a telephone book, and for the sports scores in the newspaper (Smith, 2010) Tips: 

State the specific information you are looking for.

Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.

Read the title of the text so you know what the text is about.

Use headings and any other aids that will help you identify which sections might contain the information you are looking for.

Selectively read and skip through sections of the passage.

Look only for the words or answers that you need.

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Take keywords into account. For instance, if you are looking for an address, then try to find verbs like dwell, live, stay, etc., and avoid the rest of them.

Example: Read the following text and apply scanning on it by answering these questions: 1. When were X-rays discovered? (Tip: Here look for dates, years, moths) 2. Who discovered them? (Tip: Look for names to answer this one) 3. What are the four characteristics of X-rays? (Tip: look for numbers like I, II, III or 1, 2, 3) Answer of question 1

The Discovery of X-rays

Answer of question 2

X-rays were discovered in 1895 by Roentgen while studying the phenomena of gaseous discharge. Using a cathode ray tube with a high voltage of several tens of kilovolts, he noticed that salts of barium would fluoresce when brought near the tube, although nothing visible was emitted by the tube. This effect persisted when the tube was wrapped with a layer of black cardboard. Roentgen soon established that the agency responsible for the fluorescence originated at the point at which the stream of energetic electrons struck the glass wall of the tube. Because of its unknown nature, he gave this agency the name X-rays. He found that Xrays could manifest themselves by darkening wrapped photographic 6

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plates, discharging charged electroscopes, as well as by causing fluorescence in a number of different substances. He also found that X-rays can penetrate considerable thicknesses of materials of low atomic number, A Publishing of the University of Costa Rica.

whereas substances of high atomic number are relatively opaque. Roentgen Created by: Esteban Sanabria, English Teacher took the first steps in identifying the nature of X-rays by using a system of slits to show that (1) they travel in straight lines, and that (2) they are uncharged, because they are not deflected by electric or magnetic fields. The discovery of X-rays aroused the interest of all physicists, and many joined in the investigation of their properties. In 1899 Haga and Wind performed a single slit diffraction experiment with X-rays which showed that (3) X-rays are a wave motion phenomenon, and, from the size of the diffraction pattern, their wavelength could be estimated to be 10-8 cm. In 1906 Barkla proved that (4) the waves are transverse by showing that they can be polarized by scattering from many materials. Strategy:

Guessing

Meaning

From

Context.

Sometimes

unfamiliar words in a text are actually explained by the own author by using synonyms, antonyms, giving some details of the meaning, and family

by rewording the word. However, it is our responsibility to look for these helps in the text, as they not always are as visible and obvious as we would wish (Smith, 2010)

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Answer of question 3


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Rewording

Rewording is when the author says the word in another way that is typically easier to understand. Let's Look at an Example:

Resentment, a feeling of bitterness and anger, is often felt by people who are passed over for promotions. What does the word resentment mean in this sentence? According to the text, it means "feeling of bitterness and anger"

Synonyms

A

writer

sometimes

uses synonym

context

clues to help with hard words. A synonym context clue is one or two words that mean almost the same as the one that the author does not expect us to know. Let's Look at an Example:

The young girl was very aloof. She always seemed unsociable, What

unapproachable,

does

the

word aloof

and

uninterested.

mean

in

this

sentence? According to the text, it is a synonym

of "unsociable,

unapproachable,

and

uninterested" 8

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Antonyms

Writers are using antonym context clues when they use a word with opposite meaning to give us hints about the word that they do not think we will know. Let's Look at an Example:

Dianna appeared to be a very moral and upstanding young lady, but those who knew her knew that she was iniquitous. What does the word iniquitous mean in this sentence? The word "BUT" indicates the possible

presence of an antonym. According to the text, it means the opposite of moral, which is immoral, and the opposite of upstanding which also could be immoral.

Giving Details

A writer is using details as context clues when he/she gives us explanations or examples as hints about the word that he/she does not think we will know. There are several different kinds of Context Clues that are Details. Details that are examples of the unknown word, details that tell why the unknown word has taken place, and finally details that explain how the word relates to other things

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Giving Details

the author has stated. Let's Look at an Example:

Father was ecstatic because Joshua decided to go to the college that he wanted him to. What

does

the

word ecstatic mean

in

this

sentence? "Ecstatic" is how the father felt, it is a

state of humor.

Intermediate Reading Strategies Strategy: Typographic Signs: Typography is the visual attributes of written language (Waller, 2010). Typographical cues are similar to road signs. The reader, like a driver, must be able to read the signs to navigate their way through the roads or pages of text. Using these signs, we can provide readings with more sense to us, due to they guide us about the

tone that we can have when reading (Murillo, 2008) What are the most important typographic signs that we have to take into account when reading? Have a look at the following chart in which they all are explained:

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A Publishing of the University of Costa Rica. Created by: Sanabria, English Teacher A Publishing ofEsteban the University of Costa Rica. Typographical Signs

Comma

What Do They Mean?

Created by: Esteban Sanabria, English Teacher Examples

Pause reading; placement of

Henry, my dog is happy to see

comma can affect meaning.

you. Henry, my dog, is happy to see you.

Period

Longer pause because it marks The boy loved his new book. the end of a sentence.

Question Mark Exclamation

Raise intonation at the end of

What is that?

the question. Read with emotion.

I can’t believe it!

Someone is speaking.

Ben said, “What are you

Mark Quotation

doing?”

Marks Underlined,

Read with special stress.

That is what she thinks. That is what she thinks.

enlarged, and/or bold print Combination

Read meaningful unit with special stress

My father yelled, “Lindsey, you get back here right now!”

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Have a look at the following text: The Winepress

Look at the quotation mark.

by Josef Essberger

"You don't have to be French to enjoy a decent red wine," Charles Jousselin de Gruse used to tell his foreign guests whenever he entertained them in Paris. "But you do have to be French to recognize one," Look at the question mark.

he would add with a laugh.

“How many bottles of wine have these people drunk today?” asked Jack. “I don’t have idea,” replied Charles.

Look at the apostrophe.

"Come on, Charles, it's simple arithmetic. Nothing to do with race or color. You must've had bags of experience of this sort of thing. What d'you say?" "Yes, let’s say 4!"´

Look at the exclamation mark.

Explanation: In the previous text, quotation, exclamation, quotation, and apostrophe marks are key to understand the text. They indicate the tone of the text and allow the reader to be guided through the story.

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Strategy: Outline The outlining method is perhaps the most common form of note taking used by college students; an outline naturally organizes the information in a highly structured, logical manner, forming a skeleton of the textbook chapter or lecture subject that serves as an excellent study

guide when preparing for tests. This method of note taking is extremely useful in most instances (Murillo, 2008) Tips:  Write points in an organized manner based on space indentation.  Place major points farthest to the left.  Indent each more specific point farther to the right (level of importance is indicated by distance away from left margin). Advantages The outlining method emphasizes content as well as relationships between the materials. Also, it reduces the time needed for editing and allows for easy reviewing. Disadvantages This method requires more thought for accurate, understandable

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A Publishing of the University of Costa Rica. Created by: Esteban Sanabria, English Teacher A Publishing of the University of Costa Rica. Created by: Esteban Sanabria, English Teacher

organization and, therefore, cannot be used during lectures that move too quickly. How to write an outline? Imagine that you read a text in which the things that makes X person feel powerful are explained.

Write in a paper the thesis of the text, in other

words, what the text is about.

THESIS: Though many things make the character want to score goals, he loves scoring most of all because it momentarily gives him a sense of power. I. Common reasons for wanting to score goals A. Help team B. Gain glory

Write the supporting points of the idea. In other words, how the idea is defended

Write the main idea of the first paragraph or first point discussed in the reading.

C. Hear cheers of crowd II. Reasons for wanting to score goals A. Feel relaxed 1. Know he’s going to score a goal

Write the main idea of the second paragraph or second point discussed in the reading.

2. Move smoothly, not awkwardly 3. Get relief from pressure to do well B. Feel momentary sense of power

Write the supporting details of the point. In other words, how the supporting point is exemplified.

1. Do better than goalie 2. Take ultimate mind trip 3. Conquer anxiety 4. Return to earth after a moment

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Strategy: Inferences are evidence-based guesses. They are the conclusions a reader draws about the unsaid based on what is actually said. Inferences drawn while reading are much like inferences drawn in everyday life. If your best friend comes in from a blind date and looks utterly miserable, you would probably infer the date was not a success. Drawing inferences while you read requires exactly the same willingness to look at the evidence and come to a conclusion that has not been expressed in words. Only in reading, the evidence for your inference consists solely of words rather than actual events, expressions, or gestures (Smith, 2010)

Good readers use clues from the story as well as their own background knowledge to make an inference or educated guess. Unlike prediction, you may or may not discover whether your inference is correct by the end of the story.

You may never know a character's

motivation. However, this strategy is still an invaluable tool in reading comprehension. This strategy requires higher order thinking which good readers are able to display easily. Use this strategy while reading as well as after reading a story. Here is how you can use this strategy.

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A Publishing of the University of Costa Rica. Created by: Sanabria, English Teacher A Publishing of Esteban the University of Costa Rica. Created by: Esteban Sanabria, English Teacher 

Take

the

time

to

stop

and

ask

questions

while

reading. Remember, good readers will stop to ask questions. 

You can stop to ask yourself relating to character motivation, character's feelings, an author's purpose, an author's viewpoint, etc. Remember, to make inferences, you need to ask yourself higher order thinking questions that require you to use evidence from the story as well as what you know to make an educated guess.

For example, as we were recently reading James and the Giant Peach by Roald Dahl. In discussing the story, we tried to figure out why Roald Dahl had specific insects acting a particular way. For example, the centipede was bossy while the silkworm was quiet. We tried to figure out why he had this occur. We never discovered the answer as we read but students were thinking about this as we read. It made them take note of the finer details within the story.

To promote inference, ask yourself questions such as 1.

What will happen next and why? Cite evidence from the story to back your answer.

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2.

What clues in the story led you to think that?

3.

How do you think that character feels? Cite evidence from the story to back your answer.

4.

What clues helped you make that choice?

5.

Why did the author write this story?

Look at the following example. Read the paragraph and try to infer who the text talks about.

A small-town lawyer from Illinois, tall and lanky with an Adam’s apple that could have gone down in the Guinness Book of Records had it existed in the nineteenth century. Nevertheless, he changed the face of American history, steering it through a civil war that left both sides bloody. Who knows what more he could have done had an assassin’s bullet not cut him down. The person described is _______________________________ In drawing the correct inference, which piece of information is more useful?

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a. He had a big Adam’s apple. b. He steered the nation through a civil war. Explanation:

 The answer is: Abraham Lincoln  Clue: He steered the country through civil war.  Fundament: Lots of people have big Adam’s apples, but America has had only one civil war.

Strategy: Critical Reading effectively requires approaching texts with a critical eye: evaluating what you read for not just what it says, but how and why it says it. To non -critical readers, texts provide facts. Readers gain knowledge by memorizing the statements within a text. To the critical reader, any single text provides but one portrayal of the facts, one individual’s “take” on the subject matter. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author (Smith, 2010)

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Textbooks on critical reading commonly ask students to accomplish certain goals:  to recognize an author’s purpose  to understand tone and persuasive elements  to recognize bias Notice that none of these goals actually refers to something on the page. Each requires inferences from evidence within the text:  recognizing purpose involves inferring a basis for choices of content and language  recognizing tone and persuasive elements involves classifying the nature of language choices  recognizing bias involves classifying the nature of patterns of choice of content and language Critical reading is not simply close and careful reading. To read critically, one must actively recognize and analyze evidence upon the page. Ask yourself the following questions as you read: 1. What is the topic of the book or reading? 2. What issues are addressed? 19

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3. What conclusion does the author reach about the issue(s)? 4. What are the author's reasons for his or her statements or belief? Is the author using facts, theory, or faith? Taken from Study Guides and Strategies, available on http://www.studygs.net/crtread.htm

How to document a critical reading analysis? Look at the following example. Read the paragraph and try applied what you just learned. Then complete the chart provided. House of Lords The House of Lords is a component of the Parliament of the United Kingdom, which also includes the Sovereign and the House of Commons. The House of Lords is an unelected body, consisting of 26 senior clerics of the Church of England (the "Lords Spiritual"), as well as 669 members of the Peerage (the "Lords Temporal"). Lords Spiritual serve as long as they continue to occupy their ecclesiastical positions, but Lords Temporal serve for life. Members of the House of Lords are known as "Lords of Parliament". The House of Lords originated in the 14th century and has been in almost continuous existence since. It was abolished in 1649 by the revolutionary government that came to power during the English Civil War, but was restored in 1660. The House of Lords (the "Upper House") was once more powerful than the elected House of Commons (the "Lower House"). Since the 19th century, however, the powers of the House of Lords have been steadily 20

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declining; now, the Upper House is far weaker than its parliamentary counterpart. Under the Parliament Act 1911, most legislation passed by the House of Commons can be delayed, but cannot be rejected, by the House of Lords. Reforms were enacted under the House of Lords Act 1999, which removed the automatic hereditary right of many peers to sit in the Upper House. Additional reforms are contemplated by the current Labor Government, but have not been passed into law. In addition to performing legislative functions, the House of Lords also holds judicial powers: it constitutes the highest court of appeal for most cases in the United Kingdom. The judicial functions of the House of Lords are not performed by the whole Chamber, but rather by a group of members with legal experience, who are known as "Law Lords". The House of Lords is not the only court of last resort in the United Kingdom; in some cases, that role is fulfilled by the Privy Council. The full, formal style of the House of Lords is: The Right Honorable The Lords Spiritual and Temporal of the United Kingdom of Great Britain and Northern Ireland in Parliament Assembled. The House of Lords, like the House of Commons, meets in the Palace of Westminster. Text taken from http://www.saberingles.com.ar/reading/house-of-lords.html

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Complete the chart based on the read text. This will help you apply the critical reading.

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Advanced Reading Strategies Strategy: Rhetorical Patterns are the ways how a writer communicates ideas in a text. Readers use an understanding of rhetorical patterns to try to develop a closer analysis of what the writer or speaker is trying to express. These patterns are most commonly applied to texts, or transcriptions of speech, where it is possible to explore the communication through the use of various rhetorical resources (Murillo, 2008)

The most important rhetorical patterns are: - The example. Process Description.

-

- Comparing and contrasting. - Cause and effect. The Example: The writer uses the example to expound on an idea that has been introduced. Generally, the example is used to make the idea clearer through a practical representation of the idea. Experts point out that the placement

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of an example of other rhetorical pattern is important in revealing more about the writer’s intent and what he or she is trying to express. Process Description: It explains the arrangement of a sequence in chronological order. In organization, it is similar to mechanism description, except that the “partby-part” becomes step by step:  What is it?  What is its function?  Where and when does it take place?  Who or what performs it?  How does it work?  What are its principal steps? Comparison and contrasting: Comparison brings similar things together for examination to see how they are alike. Contrast is a form of comparison that emphasizes their differences. Cause and Effect:

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When the writers talk about something or states an issue, problem or argument, he should clarify what caused him to say so and simultaneously he must state the possible effect.

Strategy: Facts versus Opinions A FACT is a statement that can be proven true. It can also be a statement that is common knowledge from life experience. An OPINION is a statement that is based on someone’s beliefs or feelings (Smith, 2010) Why is Fact and Opinion an important reading strategy? It is important to be able to identify facts from opinions so that we are able to understand what is real from what is someone’s point of view or thought. How do we identify Facts and Opinions to help us understand what we are reading? Facts are true statements that give us information about the topic or main idea. Opinions will have clue words or phrases that will tell us that the statement is someone’s feeling or belief. 25

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Tips: - Look for opinion words such as “think” or “thought” - Look for words that describe a feeling or belief such as pretty, difficult, confusing, exciting, the best, and the worst. - Look for opinion comparison words like better than, smarter than. Examples: Three examples of facts that are concrete and that could be documented include: - The house was painted on November 18, 1999. - Today is Saturday. - My son had a temperature of one hundred and two degrees this morning.

On the other hand, these are examples of opinions: - The house was painted recently on November 18, 1999, so it looks as good as new. - Today is Saturday and Mark always sleeps in on Saturdays, so that is why he is late for the game. 26

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- There was no way for me to go to school because my son had a temperature of one hundred and two degrees this morning.

Extra tips:

To see if something is a fact, ask yourself: “Can this statement be proved?”

To check for opinions, ask yourself:

“Does this tell a thought or feeling?” “Would the statement be true all of the time?”

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Works Cited

1. Murillo, P (2008). Basic Reading Strategies. Available on http://www.slideshare.net/Prof_Pat_Muri/basic-reading-strategiespresentation 2. Smith, C (2010) Learning and Thinking Skills: Research and Open Questions. Ed. Susan Chip- man, J. Segal, and Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates, 65-80. 3. Universidad Latina de Costa Rica (2010) Guessing the Meaning of Vocabulary from Context. Available on http://www.slideshare.net/lui2680/guessing-vocabulary-from-context 4. Waller, R (2011). Typography and Reading Strategy. Available on http://www.robwaller.org/Waller_readingstrat.pdf 5. W.A. (w.d) What is a Rhetorical Pattern? Available on http://www.wisegeek.com/what-is-a-rhetorical-pattern.htm

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