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PDC READING COMPREHENSION 8º
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ALCANCE: Este documento es válido a partir de la fecha hasta nueva aprobación del Consejo Académico.
Introduction Reading Comprehension is the ability to understand a written passage of text. It‟s answering “yes” to the question, “Did you „get‟ what you read?” Reading comprehension is what allows the reader to interact with the text in a meaningful way. It‟s the bridge from passive reading to active reading -- from letters and words to characters and contexts. Reading comprehension is the crucial link to effective reading -- a strong factor in our educational and professional lives. For many, reading comprehension also unlocks the door to a lifetime of reading recreation and enjoyment. Every part of this module provides a variety of motivating activities (key words, introduction activity, learning activities) and invites students to practice, expressing their ideas and develop their creativity about a topic of high interest. Term I
Graphic Organizers
Term II
Types of paragraphs Identifying the Topic, Main Idea, Topic Sentence, and Details
Term III
Summary Strategies
Term IV
Meaning of unknown words from context
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Definition Example Synonym Description
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PDC READING COMPREHENSION 8º
TEACHER LENGTH
TERM 10 weeks
SUBJECT
Reading Comprehension
AREA
I
Foreign Languages
AREA´S OBJECTIVE
To provide the environment and tools for students to acquire English as a second language through the four skills (listening, speaking, reading, and writing) necessary to engage other cultures as a world citizen.
YEAR COMPREHENSION ACHIEVEMENT
To understand short and simple texts, to find specific information in ads, menus, schedules, and short letters.
TERM COMPREHENSION ACHIEVEMENT
To use graphic organizers to summarize texts.
GENERATIVE TOPIC
If you graph it you understand it!!
CONTENT
TERM COMPREHENSION ACHIEVEMENTS
Graphic Organizers To use graphic organizers to synthesize and show connections in a text. And build a summary.
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AGENDA STANDARD
Diferencio la estructura organizativa de textos descriptivos, narrativos y argumentativos.
COMPREHENSION PERFORMANCES
DATE
To read and discuss.
1st – 2nd To identify what information week can you find in different types of readings. To describe reading skills.
different
3rd
4th
week
ONGOING ASSESSMENT
Class discussions Reading exercises Quizzes Final exam
To practice applying the required skill according to th 5 – 7th the need. week To use reading assigned activities.
tips
in
8th – 10th To incorporate new week vocabulary through spelling and definition quizzes.
OUTCOME LEVELS Superior (S)
Alto (A)
Básico (Bs)
Bajo (B)
Construye resúmenes de textos usando organizadores gráficos y semánticos (mapas mentales o conceptuales).
Relaciona los conceptos presentados e ideas en textos a través de organizadores gráficos y semánticos (mapas mentales o conceptuales).
Identifica diferentes organizadores gráficos para demostrar la relación de conceptos e ideas presentadas en textos cortos y sencillos.
Se le dificulta construir resúmenes de textos usando organizadores gráficos y semánticos (mapas mentales o conceptuales).
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CONNECTION WITH OTHER SUBJECTS Students will use general knowledge to develop discussions in class and will read about different cultural aspects.
CLASS RESOURCES
Spanish – English Dictionary Reading Module Web 2.0 Flat screen Video Beam Folder (To keep the module) Pencil Case
REFERENCES ONLINE DICTIONARY: www.wordreference.com, www.cambridgeonlinedictionary.com ENGLISH GRAMMAR ONLINE 4U: http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple MOSAIC 1: www.mhcontemporary.com/interactionsmosaic HIGH SCHOOL LEVEL READING COMPREHENSION: www.teach-nology.com/gold/readhigh.html FREE READING COMPREHENSION WORKSHEETS:www.rhlschool.com/reading.htm
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Table of Content
1. Graphic Organizers…………………………………………….6 2. Spelling and Definition Exercise ………………………7 3. Types of Graphic Organizers ………………………….8 4. How to Choose a Graphic Organizers ……………11 5. Spelling and Definition Exercise ………………………12 6. Read and Organize Exercise ……………………………13 7. Reading, Analyzing, and Graphing ………………….14 8. Watching, Analyzing, and Graphing ……………….15
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Activity 1: Graphic Organizers Graphic organizers (some of which are also called concept maps, entity relationship charts, and mind maps) are a pictorial way of constructing knowledge and organizing information. They help you convert and compress a lot of apparently disjointed information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner. Increasing
Understanding by Creating Organizers
Graphic
The process of converting a mass of data/information/ideas into a graphic map gives you an increased understanding of the topic. To create the map, you must concentrate on the relationships between the items and examine the meanings attached to each of them. While creating a map, you must also prioritize the information, determining which parts of the material are the most important and should be focused upon, and where each item should be placed in the map. The creation of graphic organizers also helps you generate ideas as they develop and note their thoughts visually. The possibilities associated with a topic become clearer as your ideas are classified visually. Uses of Graphic Organizers Graphic organizers can be used to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.
Creating Graphic Organizers Graphic organizers can be drawn free-hand or printed. Adding color-coding and/or pictures to a graphic organizer increase the utility and readability of the visual display.
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Activity 2: Spelling and Definition List Match each word with its definition. Make sure the definition of a word is according to the context. Study and write a sentence with each word.
a. to arrange in order of importance so that you can deal with the most important things before the others b. to shorten something c. consisting of or having the form of a picture or pictures d. to express feelings, thoughts, or information to other people e. awareness, understanding, or information that has been obtained by experience or study, and that is either in a person’s mind or possessed by people generally f. a list of instructions for solving a problem g. to get better, or to make something better h. to be the right size or shape for someone or something i. an important event in the development or history of something or in someone’s life j. to form or gather together
1. Pictorial _____ 2. Knowledge _____ 3. Compress _____ 4. Convey _____ 5. Prioritize _____ 6. Fit _____ 7. Improve _____ 8. Cluster _____ 9. Milestones _____ 10. Algorithm _____
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Activity 3: Types of Graphic Organizers Types of Graphic Organizers According to Your Topic/Task The task at hand determines the type of graphic organizer that is appropriate. The following is a list of common graphic organizers - choose the format that best fits your topic.
Star: If the topic involves investigating attributes associated with a single topic, use a star diagram as your graphic organizer. Example: Finding methods that help your study skills (like taking notes, reading, doing homework, memorizing, etc.).
Spider: If the topic involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. This is like the star graphic organizer with one more level of detail. Example: Finding methods that help your study skills (like taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the methods.
Fishbone: If the topic involves investigating multiple causeand-effect factors associated with a complex topic and how they inter-relate, use a fishbone diagram as your graphic organizer. Example: Examining the effects of improved farming methods. Cloud/Cluster: If the topic involves generating a web of ideas based on a stimulus topic, use a clustering diagram as your graphic organizer. Example: brainstorming.
Tree: If the topic involves a chain of events with a beginning and with multiple outcomes at each node (like a family tree),
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use a tree as your graphic organizer. Example: Displaying the probabilistic results of tossing coins.
Chain of Events: If the topic involves a linear chain of events, with a definite beginning, middle, and end, use a chain of events graphic organizer. Example: Analyzing the plot of a story.
Continuum/Timeline: If the topic has definite beginning and ending points, and a number of divisions or sequences in between, use a continuum/timeline. Example: Displaying milestones in a person's life.
Clock: If the topic involves a clock-like cycle, use a clock graphic organizer. Example topic: Recording the events in a typical school day or making a story clock to summarize a story.
Cycle of Events: If the topic involves a recurring cycle of events, with no beginning and no end, use a cyclic graphic organizer. Example topic: Documenting the stages in the lifecycle of an animal.
Flowchart: If the topic involves a chain of instructions to follow, with a beginning and multiple possible outcomes at some node, with rules at some nodes, use a flowchart. Example: Computer programmers sometimes use flowcharts to organize the algorithm before writing a program.
Venn Diagram: If the task involves examining the similarities and differences between two or three items, use a Venn diagram. Example: Examining the similarities and differences between fish and whales, or comparing a book and the accompanying movie.
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T-Chart Diagram: If the task involves analyzing or comparing with two aspects of the topic, use a T-Chart. Example: Fill out a T-Chart to evaluate the pros and cons associated with a decision. Fact/Opinion: If the task involves distinguishing the facts vs. the opinions in a theme or text, use fact/opinion charts. Example: Fill out a fact/opinion chart to evaluate the facts and opinions presented in a news article. Decision Making Diagrams: If the task is making a decision, use a graphic organizer to enumerate possible alternatives and the pros and cons of each. Example: Fill out a decision making diagram to help decide which elective courses you'd like to take next quarter. Cause and Effect Diagrams: If the task is examining possible causes and effects in a process, use a cause and effect graphic organizer. Example: Fill out a cause-and-effect diagram to trace the steps in a feedback loop.
Pie Charts: If the task involves showing divisions with a group, use a pie chart. Example: Draw a pie chart to show what percentages of a population have blue eyes, green eyes, or brown eyes.
Paragraph Structure: These graphic organizers help you organize the structure of a paragraph, including a topic sentence, sentences with support details, and a conclusion sentence. 5 W's Diagram: If the task involves analyzing the Five W's (Who, When, Where, What, and Why) of a story or event. Example: Fill out a 5 W's Chart to help evaluate and understand the major points of a newspaper story.
Story Map: Story maps can help a student summarize, analyze and understand a story or event.
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Activity 4: How to Choose a Graphic Organizers Analyze and discuss with the class the following Flowchart of How to Choose
a Graphic Organizer. To find an appropriate graphic organizer, answer the following questions about your topic and follow the arrow.
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Activity 4: Spelling and Definition List Write the definition of the following list of words. Make sure the definition of a word is according to the context. Study and write a sentence with each word.
1. Hierarchical 2. Knowledge 3. Display 4. Associate 5. Node 6. Outcome 7. Loop 8. Complex 9. Involve 10. Display
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Activity 5: Read and Organize Read the following text and use the Flowchart to choose the best graphic organizer to summarize the information.
Abraham Lincoln´s Diary by Cynthia Sherwood We know him as “Honest Abe,” born in a log cabin. Abraham Lincoln was the 16th president of the United States. Every year on Presidents‟ Day, we honor him as one of the greatest in our country‟s history. Abe Lincoln was born on February 12, 1809 in Kentucky. At night, he liked to read by candlelight, but in the day he worked on his father‟s farm. As an adult, he lived in Illinois and became a lawyer. He served in Congress where he spoke out against slavery. By the time Lincoln was elected president in 1860, the nation was horribly divided over the issue of slavery. Eleven southern states decided to “secede” from the United States. That means they broke off to form their own nation, which then led to the Civil War. President Lincoln fought to keep the U.S. together as one united country. In the “Gettysburg Address,” President Lincoln honored the thousands of soldiers who died on that battlefield. He called for the nation to come together so that the “government of the people, by the people, for the people, shall not perish from earth.” After four long years, the Civil War ended. Abraham Lincoln had kept the United States together in its most terrible crisis. Today, we honor him as the man who helped end slavery. We remember him as a great leader who led his country out of its darkest hour. Source: Bohorquez, Cecilia - Tools1Richmond, 2006
I.
Choose the correct answer according to the reading. c. Eleven states wanted to start their own country. d. Eleven people voted for Abraham Lincoln.
1. What did Abraham Lincoln like to do at night? a. He hated work on his father´s farm b. He enjoyed reading by candlelight c. He loved to be a lawyer d. None of the above
3. Where was Abraham Lincoln born? a. February 12, 1809 b. Illinois c. During the Civil War d. Kentucky
2. In the third paragraph, the author writes: Eleven southern states decided to secede from the United States. What does this
mean? a. Eleven states did not want to fight in the Civil War. b. Eleven states do not celebrate Presidents' Day
9. What type of text is it? a. Magazine article b. Schedule c. Biography d. Novel
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Activity 6: Reading, Analyzing, and Graphing Research about two topics you ´re interested on, then compare and contrast the information found using the best graphic organizer for the task.
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Activity 7: Watching, Analyzing, and Graphing Watch a movie and then summarize the information using the best graphic organizer for the task.
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Remember ….. Reading is to the mind what exercise is to the body!!!
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