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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 TERM
II
LENGTH
10 weeks
Reading Comprehension
SUBJECT
AREA
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 identify the topic and the main idea of different types of texts.
GENERATIVE TOPIC
What´s the point of the text?
CONTENT
The topic of different types of texts Strategies to identify the main idea
To identify the topic and the main idea of different types of texts. To discuss the supporting details of the main idea.
TERM COMPREHENSION ACHIEVEMENTS
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PDC READING COMPREHENSION 8º
AGENDA STANDARD
Identifico la recurrencia de ideas en un mismo texto.
COMPREHENSION PERFORMANCES
DATE
1. To
discuss different strategies to state the 1st – 3rd week main idea of a text.
2. To practice different 4th - 5th strategies to state the week
ONGOING ASSESSMENT
Class discussions
Reading exercises
main idea of a text.
3. To allow students to choose a text and present 6th - 7th its main idea and week supporting details using one of the strategies learned. 4. To incorporate new vocabulary after each 8th – 10th reading through spelling week and definition quizzes.
Quizzes
Final exam
OUTCOME LEVELS Superior (S)
Alto (A)
Básico (Bs)
Bajo (B)
Comprende e Identifica el tema y la idea principal en diferentes estilos de textos.
Identifica el tema y las ideas principal en diferentes estilos de textos.
Comprende descripciones cortas sobre temas familiares, pero se le dificulta identificar el tema y las ideas principales planteadas textualmente en diferentes estilos de lectura.
Se le dificulta comprender descripciones escritas de actividades cotidianas e identificar el tema y las ideas principales planteadas textualmente en diferentes estilos de lectura.
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Table of Content
1. Identifying Topics, Main Idea, and Details………18 2. Spelling and Definition Exercise ………………………21 3. Practice identifying the Main Idea.…………………22 4. Recall and Practice …………………………………………23 5. Practice Identifying the Main Idea…………………27 6. Spelling and Definition Exercise………………………29 7. Practice Identifying the Main Idea…………………30 8. Reading Comprehension Exercise …………………31
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Exercise 1: Identifying Topics, Main Ideas, and Details Read and discuss the following information with the class. Then, highlight important information. Understanding the topic, the gist, or the larger conceptual framework of a textbook chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task. Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important for overall comprehension in college reading. Textbook chapters, articles, paragraphs, sentences, or passages all have topics and main ideas. The topic is the broad, general theme or message. It is what some call the subject. The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express. Identifying the relationship between these will increase your comprehension. Grasping (Identifying) the Main Idea: A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it. A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentence of that paragraph. The topic sentence announces the general theme (or portion of the theme) to be dealt with in the paragraph. Although the topic sentence may appear anywhere
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in the paragraph, it is usually first - and for a very good reason. This sentence provides the focus for the writer while writing and for the reader while reading. When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.
Identifying the Topic The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic - the subject of the paragraph. Think of the paragraph as a wheel with the topic being the hub - the central core around which the whole wheel (or paragraph) spins. Your strategy for topic identification is simply to ask yourself the question, "What is this about?" Keep asking yourself that question as you read a paragraph, until the answer to your question becomes clear. Sometimes you can spot the topic by looking for a word or two that repeat. Usually you can state the topic in a few words.
Let us try this topic-finding strategy. Re-read the first paragraph on this page - the first paragraph under the heading “Grasping the Main Idea”. Ask yourself the question, "What is this paragraph about?" To answer, say to yourself in your mind, "The author keeps talking about paragraphs and the way they are designed. This must be the topic - paragraph organization." Reread the second paragraph of the same section. Ask yourself "What is this paragraph about?" Did you say to yourself, "This paragraph is about different ways to organize a paragraph"? That is the topic. Next, reread the third paragraph and see if you can find the topic of the paragraph. How? Write the topic in the margin next to this paragraph. Remember, getting the main idea of a paragraph is crucial to reading. The substance of an expository paragraph is made up of supporting sentences (major and minor details), which help to explain or prove the main idea. These sentences present facts, reasons, examples, definitions, comparison, contrasts, and other pertinent details. They are most important because they sell the main idea. The last sentence of a paragraph is likely to be a concluding sentence. It is used to sum up a discussion, to emphasize a point, or to restate all or part of the topic
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sentence so as to bring the paragraph to a close. The last sentence may also be a transitional sentence leading to the next paragraph. Of course, the paragraphs you'll be reading will be part of some longer piece of writing - a textbook chapter, a section of a chapter, or a newspaper or magazine article. Besides expository paragraphs, in which new information is presented and discussed, these longer writings contain three types of paragraphs: introductory, transitional, and summarizing. Introductory paragraphs tell you, in advance, such things as (1) the main ideas of the chapter or section; (2) the extent or limits of the coverage; (3) how the topic is developed; and (4) the writer's attitude toward the topic. Transitional paragraphs are usually short; their sole function is to tie together what you have read so far and what is to come - to set the stage for succeeding ideas of the chapter or section. Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section. The writer may also draw some conclusion from these ideas, or speculate on some conclusion based on the evidence he/she has presented.
Types of Paragraphs
Introductory
states things to come
Transitional
states a new topic
Summarizing
states main ideas
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Activity 2: 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. Gist 2. Sophsticated 3. Overall 4. Broad 5. Core 6. Pertinent 7. Lead 8. Speculate 9. State 10. Brief
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Exercise 3: Practice Identifying Main Ideas Read the following paragraph and underline the stated main idea. Write down in your own words what you are able to conclude from the information.
The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test sheet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test.
Answer: You should have underlined the first sentence in the paragraph - this is the stated main idea. What can be concluded from the information is: If you do not follow the rules, you will automatically fail the test. This concluding information is found in the last sentence.
Source: http://www.pc.maricopa.edu/rdg/tutorials/paraless/paragraph1.htm
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Exercise 4: Recall and Practice Topic, Main Idea, Topic Sentence, and Supporting Details Structure is an extremely important part of the English language. The structure of a paragraph contains four elements: a topic, a main idea, a topic sentence, and supporting details. Without these elements, the paragraph is incomplete.
Topic The general idea or the subject of the paragraph is the topic.
Read the following paragraphs and discuss what could be the topic. Paragraph 1: ___________________________________________________ Organisms that damage crops, forests or property are called pests. Pests also cause diseases in humans, pets, and farm animals. Plants and animals are the two main types of pests that affect humans. Paragraph 2: ____________________________________________________ When you throw something in the garbage, it does not simply disappear. It may go on a long journey to a transfer station, a landfill site or an incinerator. Since it is difficult and expensive to dispose of garbage at landfill sites and incinerators, the government and other organizations are encouraging people to recycle and compost their garbage.
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Main Idea The main idea further focuses on the point of the paragraph. What does the author want the reader to know about the subject or topic of the paragraph? The answer to this question is the main idea. The main idea is not expressed in a complete sentence. Read the following paragraphs and discuss their main ideas.
Paragraph 1: ___________________________________________________ Anyone who has visited a Canadian grocery store or restaurant has probably seen food items labeled “vegetarian.” These foods do not contain meat, and people who choose this type of diet are called vegetarians. Many different people of all ages are vegetarians and everyone has his or her own reasons for refusing to eat meat. Some believe eating meat is not good for you, some believe it is wrong to kill animals and some believe meat is too expensive.
Paragraph 2: ___________________________________________________ The first snowboards were made in the 1960s. However, it was in the late 70s that they became more popular. Throughout the 80s, more and more people began taking up the sport, even though snowboards were not allowed on most ski hills. Despite its earlier setbacks, snowboarding is now the world's fastest growing winter sport and most resorts welcome snowboards.
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Supporting Details Supporting details contain the evidence to prove that the main idea is true and correct. Supporting details often contain dates, numbers, or percentages. Usually a paragraph contains two to three major details, as well as minor details. You can use the fishbone map to state the Main Idea and its Supporting Details.
Paragraph 1: The first snowboards were made in the 1960s. However, it was in the late 70s that they became more popular. Throughout the 80s, more and more people began taking up the sport, even though snowboards were not allowed on most ski hills. Despite its earlier setbacks, snowboarding is now the world's fastest growing winter sport and most resorts welcome snowboards.
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Paragraph 2: Canada is home to immigrants from all over the world. All new Canadians contribute to Canada’s rich and colorful multicultural society. One of the best ways to share culture is through food, and Canada has many different types of ethnic restaurants and markets to explore. Three cultures which have brought some delicious foods to Canada are the Chinese, Indians and Italians
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Exercise 5: Practice Identifying the Main Ideas and Topic Read the following paragraphs. Identify the topic and then the main idea. 1. Do you ever wonder how you taste things? You owe your sense of taste to your taste buds. We have nine thousand taste buds just on the tongue alone. There are also taste buds on the roof of your mouth. You even have taste buds on the back of your throat. (4 points) why we can taste only sweet things that we taste through our nose where taste buds are found 2. Were you born after 1985? If so, how long do you expect to live? Most people born after 1985 can expect to live more than 70 years. Of course, this is just a guess based on past records. By the way, females can expect to live about six years longer than males. That’s taken from past records too! (4 points) why people live to be 70 how long you might expect to live about the health of females 3. Babies use both hands. But babies use one hand more than the other. This hand may become the preferred one. How can you tell? Lay a baby on its back. Notice which side the baby faces. If the baby looks to the right most of the time, it will probably be right-handed. What does it mean if the baby faces left more often? The baby will most likely be left-handed.(4 points) how to tell right- from left-handed babies that babies use their hands for many things that there are more left-handed babies
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4. Goldilocks had nothing to do. Her friends were busy, so she decided to take a walk in the woods alone. She noticed a house. She knew it was a stranger’s house, but she still entered. There was not anyone home; therefore, she decided to eat some food and take a nap in the stranger’s home. (4 points) Walking can be an adventure. Goldilocks didn't follow safety procedures. It is okay to do the wrong things as long as it isn't hurting anybody. 5. Farmers in Japan have a problem. There is not much land to farm, and there are many people to feed. Some farmers cut rows in the hillsides and grow crops there. This helps a little, but many kinds of food are shipped to Japan. They can choose anything they want to eat!(4 points) There is little land to farm in Japan; so many kinds of food are shipped to Japan. Growing food on the hillside in Japan is hard work. The Japanese like getting food from different countries.
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Activity 6: 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. However 2. Focus 3. Further 4. Throughout 5. Despite 6. Setback 7. Allow 8. Left-handed 9. Taste buds 10. Lay
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Exercise 7: Practice Identifying the Main Ideas Read, choose, and support your answer. 1. A number of recent books with titles like Raising Cain, Real Boys, and Lost Boys all focus on the same issue: Today’s teenaged boys are feeling more anxiety than ever before about their physical appearance. Bombarded by advertising featuring well-muscled, semi-clad young men, teenage boys are experiencing what teenage girls have been coping with for years. They are afraid that they cannot possibly live up to the media’s idealized image of their gender. Young boys below the average in height, weight, or both suffer the most. Often, they are brutally teased by their brawnier peers. Some react to the ridicule by heading for the gym and lifting weights. Yet even those who successfully “bulk up” don’t like feeling that they are considered worthless if they lose their hardwon muscle tone. Others, convinced that no amount of body building can help, often withdraw from social contact with their peers. This is their way of avoiding taunts about their size or shape. Still, they are understandably angry at being badly treated because of their body type. Although school psychologists generally recognize that boys today are having severe body image problems, they are at a loss about what to do to solve those problems. a. More than in previous generations, teenaged boys are getting into body building. b. Teenaged boys today are showing more anxiety about their physical appearance than did boys of previous generations. Support your answer: _________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. In 1997, the U.S. Consumer Products Safety Commission reported that skateboarding injuries were up by 33 percent. Mountain climbing injuries were also up by 20 percent. Similarly, snowboarding injuries showed an increase of thirty-one percent. By all accounts, many Americans are having a love affair with risky sports; as a result, they are injuring themselves in ever greater numbers. One reason for the growing participation in risky, or extreme, sports has been put forth by Dan Cady, a professor of popular culture at California State University. According to Cady, previous generations didn’t need to seek out risk. It was all around them in the form of disease epidemics, economic instability, and global wars. At one time, just managing to stay alive was risky, but that feeling has all but disappeared, at least for members of the privileged classes. To a degree Cady’s theory is confirmed in the words of adventure racer Joy Marr. Marr says that risk has been “minimized” in everyday life, forcing people to seek out challenges in order to prove themselves. (Source: Karl Taro Greenfield. “Life on the Edge.” Time. September 6, 1999, p.29). a. According to Professor Dan Cady if California State, many Americans yearn for the days when just staying alive was a difficult task. b. More and more Americans are taking up high-risk sports; as a result, injuries from these sports are increasing. Support your answer: _________________________________________________________ ______________________________________________________________________________
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Exercise 8: Reading Comprehension Exercise Read carefully and answer the questions. What’s Wild About African Wild Dogs? By: Catherine Clarke Fox What’s the difference between African wild dogs and the dogs we know as pets? For one thing, African wild dogs, which live in Africa, south of the Sahara desert, only have four toes, while domestic dogs and wolves have five. But you wouldn’t want to count for yourself, because these are truly wild animals. Wild dogs are not somebody's domestic dogs that ran away and didn't come back, although some people used to think that," explains Dr. "Tico" McNutt, who studies these animals at Wild Dog Research Camp in the African country of Botswana. "They are actually Africa's wolf, and just like wolves, they do not make good pets. They need to be out in the wild doing what they are supposed to be doing – ranging many miles every day and hunting to find the food they need to survive and feed pups." In fact, they travel so far that researchers use radio collars to keep track of them. The collars send out radio signals that tell people where the dogs are. African wild dogs are a separate species from domestic dogs: Lycaon pictus, which means painted, wolf-like animal. No two wild dogs have the same pattern to their coats, so it is easy to tell them apart. Roaming through grasslands, savannas, and wooded areas, they hunt gazelles and other antelopes, baby wildebeests, warthogs, birds, and rats. Incredible hunters, they can run up to 35 miles per hour (56 kilometers per hour).
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African wild dogs are smart and sociable, like pet dogs. They enjoy each others' company and live in packs of about six to 20 animals. Both males and females look out for young dogs and make sure they have food. Dr. McNutt was surprised to learn that they like pups so much, they will even take care of orphans that don’t belong to them. African wild dogs talk to each other with two common types of calls, says Dr. McNutt. "The 'hoo' call is a call that they make when lost or when a pack member is missing. It sounds almost like an owl." The dogs can hear the call two or three miles away and easily find each other. On the other hand, says Dr. McNutt, "The twitter calls are intended to carry only very short distances, and are used to wake up the pack members and rally them to go hunting. They are very high pitched and sound almost like songbird calls." There's one huge difference between domestic or pet dogs and African wild dogs. Millions of domestic dogs live on the planet, but there are probably fewer than 6,000 African wild dogs left. Lions and hyenas eat them, but most of all, African wild dogs are threatened by people. Humans hunt them, and ranchers and farmers who don’t want them going after cows and sheep poison them. Humans are also destroying the wild, natural habitat they need to survive. Researchers like Dr. McNutt are working to help people understand how rare and special these animals are. Today more ranchers are finding other ways to protect their cows and sheep from African wild dogs instead of killing the rare and special animals.
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Use the information in the story to answer the questions below. 1. In the sentence, “Wild dogs are
C. Painted, wolf-like animal
not somebody's domestic dogs that
D. The queen thought the princess
ran away and didn'tcome back,”
looked tired
what does the word, “domestic” mean?
4. What is the purpose of the twitter call?
A. Wild B. Circus
A. To wake up the pack to go
C. Home
hunting
D. Hot
B. To chat online with 140 characters or less
2. How do researchers keep track
C. When they are lost or a dog is
of how far wild dogs travel?
missing D. Something bad is about to
A. They hunt them
happen
B. They use radio collars C. They use infrared goggles
5. Other than lions and hyenas,
D. They live with them
what is the biggest threat to African wild dogs?
3. “Lycaon pictus” is the scientific name for the African wild dog,
A. Starvation
which means:
B. Not getting enough sleep C. Tigers, Leopards, and Wolves
A. The spotted bearded lady
D. Humans and habitat destruction
B. The queen of the hunt
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Remember ….. Reading is to the mind what exercise is to the body!!!
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