How to Own Your Textbook and how to make sure it doesn’t own you!

Slides:

Advertisements

Similar presentations

The Central Idea of Informative Text

Advertisements

A reading strategy that WORKS.

A Study Skills Series Presented by Student Success Programs

Reading Your Science Textbook Strategies for comprehension.

SQ3R: A Reading Technique

Unlocking Expository Text

Reading Textbooks What we’ll be covering: previewing annotating.

TAKS Strategies Review. Strategies Review… Today we will review the strategies we have discussed over the course of this six weeks. Write down the strategies.

© 2007 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 8/e Kathleen T.

Interactive Read Alouds Modeling Comprehension Strategies.

Reading in the Upper Grades

Reading Strategies for Students

Make Connections while they read

Reading a Science Textbook. The Science Textbook Do you find yourself overwhelmed when reading your science text? Is your textbook intimidating? Try the.

The Document-Based Question

© 2004 Pearson Education, Inc., publishing as Longman Publishers Chapter 11: Using Writing to Learn Academic Reading, Fifth Edition by Kathleen T. McWhorter.

Strategies for Interpreting a Prompt and Succeeding at the In-Class Timed Writing Essay.

Keys to Effective Reading Valdosta State University Terence Sullivan.

Comprehension Strategies

Module 2 Planning an Integrated Common Core Literature Lesson.

Literacy Test Reading Selections

Reading is……... Where YOU WILL be responsible for taking notes and listening……….. talking will NOT be the most important thing in here!

Reading Nonfiction How to read your Social Studies textbook Mrs. Roopchan, 2012.

EDUC 304. Think Alouds Aloud _F8_FastStart_512k.swf

Cornell note taking stimulates critical thinking skills. Note taking helps students remember what is said in class. A good set of notes can help students.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 7/e Kathleen T.

SQ34 for Reading (Improving Comprehension & Recall) Kathleen High, M. Ed.

Exam and Test Preparation Exam preparation happens all term, starting with the skills we have been discussing: –Paying special attention to the syllabus.

Thinking Notes to Improve Reading Comprehension. Question Questions can be effective because they: -Give students a purpose for reading -Focus students'

Cognitive Academic Language Learning Approach TEACHER GUSTAVO GÓMEZ.

P.A.C.E By Mike Morocco. What is it? Method that helps increase your comprehension and reading speed by reducing the time it takes to extract meaning.

How to Read a Text book Or How to get the most out of a text book.

Diana Cason Bakersfield College. What is SQ3R? 0 A five step technique for reading and studying textbook material SurveyQuestionReadReciteReview.

Good students DO write in textbooks Three reasons you should mark, highlight & write in your textbooks 1.To find and select the author’s key ideas and.

© 2007 Pearson Education, Inc. publishing as Longman Publishers. Efficient and Flexible Reading, 8/e Kathleen T. McWhorter Chapter 8: Learning and Retention.

Call to Write, Third edition Chapter Two, Reading for Academic Purposes: Analyzing the Rhetorical Situation.

Reading Strategies To Improve Comprehension Empowering Gifted Children.

What good readers do….

The Reading Process English I Notes. The Reading Process / consists of 3 steps / Before / During / After / complete activities before reading to set the.

Text Features Information for this presentation is taken from the following source: ** Reader’s Handbook, A Student Guide to Reading and Learning by Great.

“Think about It…” Answer the following questions HONESTLY… Do you ever read something but not remember what it says? What do you do if you catch yourself.

How do I find the Answers to my Questions? Using the Big6.

Information gathered from the following source:

Good Readers How to interact with a text. Good Readers Make connections Good readers relate what they read to their own lives by connecting it to prior.

Marking Text for Understanding.   Active reading strategy  Think critically  Analyze ideas  Evaluate ideas  Focus on what is said in the text 

Reading Textbooks and Taking Notes. Today’s Agenda  Learn the SQR4 Strategy.  Practice taking notes from the textbook together.

Unit 5 Reading Reading Strategies Note Taking Discussion Assignment Seminar.

How to be a successful APES student. Do Assigned Reading 1.Get perspective 2.First Reading 3.Review of First Reading 4.Second Reading.

What strong readers do  a look at metacognitive strategies used by strong students  Notice how closely they align with the Comprehension Keys!

13 Key Reading Strategies Skilled readers do these things—that's why they're skilled!

Text Features: What You Should Know About Texts. Human beings have important elements in their bodies such as a heart, lungs, blood vessels, and a brain.

Getting the Most From Your Textbooks Presenter: Tim Bradley Learning Assistance Center: (503)

Smart Reading Strategies Webinar Presentation. How to use this recording Watch Do activities Webinar slides & further resources:

Building Comprehension: The Role of Teacher, Context, and Task EDC 423.

Reading Strategies We Use Every Day. 1. Creating Mental Images Good readers:  Visualize and create pictures in their mind  Organize details in a “mental.

Lesson 11: The Research Cycle Gathering Notes Do Now: Get out your Research Packet. You should have completed Section 1 [Questioning] and Section 2 [Planning]

Teaching Study Strategies Using WYNN Peggy Dalton

Learning & Language Modules: Learning strategies Neuropsychology of Learning; Left & Right Brain Individual learning style & 7 Intelligence Profile Language.

UNDERSTANDING THE NITTY-GRITTY DETAILS: RULES FOR INTERPRETING A TEXT STUDENT LEARNING WORKSHOP #3.

Taking Reading Notes How to Record and Remember Textbook Information.

Focused Note-taking in Your Classroom Read, Relate, Reflect.

Learning Targets I can identify and know the meaning of the inflected endings –s, -es in verbs. I can use strategies to help identify the meanings of words.

CHAPTER I INTELLIGENCE

Strategic Reading and Studying

Reading Strategies Week Five.

Reading in the Upper Grades

Reading to Learn Chapter 6.

Presentation transcript:

How to Own Your Textbook and how to make sure it doesn’t own you!

How do I effectively read my textbook?  Make sure you are focused while reading; consider your environment  You have different purposes for different types of text  When you are assigned to read a chapter in a textbook, you need to:  Analyze the reading task  Make a plan for reading  Use a note-taking strategy to help you retain what you read

Analyze the Reading Task  What is the overall text pattern?  Survey the text for the most important ideas  How do these ideas fit in with what has been previously learned?  How do they tie into the most important idea?  Are you noticing a pattern?  Examine the relationships between the headings and subheadings

Select a Note-Taking Strategy  “But why must we take notes???” whined all of the students.  Clarifies relationships  Putting together an outline is like putting together a puzzle  Helps students analyze and synthesize relationships in a text  Helps to evaluate the author’s main points  Helps to build a foundation for discussion

Why Taking Notes Rules  Your notes are living, breathing animals  You can add to them, rewrite them, revise them, learn from them, shorten them  You can personalize your notes by developing a system of abbreviations—almost like texting  You can add sketches and diagrams and timelines—show your thinking process  Rereading your notes is far easier than rereading the chapter!

Do all notes look alike? How do I know my style of note- taking is correct?  Do your notes show that some ideas are more important than others?  Can you tell the difference between the major and minor ideas?  Does your strategy show that you understand the relationships between the ideas?  Do you copy word for word from the text?  Answer key: yes, yes, yes, NO!!!!!

It’s time to get metacognitive!  Know how your brain works, then choose the style that works best for you  The best method is probably a combination!  One more time... “Why do we have to take notes???” the students whined.  Because we forget! (Pauk, 1978)  Options: outline, semantic mapping, text annotations, series of events chain, network tree, timeline

Try It Out!  You’ve just completed chapter 8; take a minute to reflect on the major ideas and themes you’ve covered so far (Hint—skim over old notes to help you remember!)  What are the big ideas?  Analyze the text assigned—chapter 9  Take 4 minutes to look at: timeline, comprehension questions, vocabulary, headings and subheadings, diagrams, pictures and captions; consider how this new information will be integrated into the big idea  Develop a plan for reading  Select your note-taking strategy and get reading!  Monitor your pace and monitor your ability to focus  Compare with a partner