1. AcDv B61: Accelerated Reading Week 2, Day 2
Bakersfield College
Jessica Wojtysiak
Fall 2016
AcDv B61: Accelerated Reading Week 2, Day 2

2. Journal Entry #1 What is your earliest reading or writing memory?
Who taught you how to read? To write? Did you learn at school or at home?
Do you have a favorite early book from childhood? If so, why? If not, can you remember any books you didn’t enjoy? Why?

3. Are you ready to pass this class?
Locus of Control
Are you ready to pass this class?

4. Locus of Control
The extent to which someone believes he or she can control the events in his or her life.

5. Internal Locus of Control
Individuals are responsible for their own success
Outcomes are determined by hard work, decisions, and personal attributes
Personality traits
Take personal responsibility
Will take calculated risks
Are more independent/less swayed by others
Are proactive and reflective
Are more successful

6. External Locus of Control
Outcomes are determined by external forces, like fate, chance, or luck, and are not impacted by hard work or decisions.
Personal traits
Blame others
Make excuses
Give up easily
Feel helpless

7. Locus of Control

8. Are you in charge of your success?
I asked you to complete the “Locus of Control Activity as homework”
For each statement, you put an X beside the phrase you believed to be most accurate.
Then, you totaled your points to get your results.

9. Locus of Control Scores
0-10 Very strong external locus of control
15-25 Moderate external locus of control
30-40 Both internal and external locus of control
50-60 Moderate internal locus of control
65-75 Very Strong internal locus of control

10. Your locus of control can change
Set goals and hold yourself accountable
Recognize that your success is a direct result of your choices and actions.
Doing nothing is still a choice!
Practice positive self-talk
Surround yourself with people who support your ambitions

11. Locus of Control Activity
Divide into groups of three
Each group will receive one common excuse made by students. The excuse illustrates an external locus of control.
In your group, determine how someone with internal locus of control would describe or handle the situation differently.

12. The Reading Process
Prereading
Reading
Postreading

13. The Reading Process

14. Prereading
Prereading: The processes that readers use as they prepare to read a new text. It involves surveying the text and considering what they know about the topic and the text itself, including its purpose, content, author, form, and language.

15. Prereading enables you to… develop a purpose and plan for reading
Why Do It?
Prereading enables you to…
develop a purpose and plan for reading
anticipate what the text will discuss
establish a framework for understanding the text when they begin reading.

16. Textbook Pre-Reading Assignment
Select a textbook from another course you are taking at BC. Then, complete the following:
Research the author(s): Who are they? What is their educational background?
Survey the book: When was it first published? Are there multiple editions? What edition are you using? How many pages and chapters?
Interview your professor: Ask your professor why he or she selected the textbook.
Due: Wed., Sept. 7th by the start of class to Turnitin.com

17. Reading
The reading process involves using the knowledge developed during prereading to understand the text and to confirm, refine, or refute the predictions that the reader has made about the text.

18. Reading: Two Processes
Reading “With the Grain” or “Playing the Believing Game”
Believe the author without question
Reading “Against the Grain” or “Playing the Doubting Game”
Question the author’s claims

19. Types of Reading Comprehension
Literal
Inferential
Critical

20. Literal Reading Comprehension
What the author is saying directly

21. Literal Reading Activities
What words state the main idea of the story?
Outlining the first paragraph of the work.
What happened first, second and last?
Summarize the text.

22. Examples of Literal Questions
What does Dr. Beeman say is the true purpose of higher education?
According to Dr. Beeman, what is the “American way”?

23. What is being said indirectly
Inferential Reading
What is being said indirectly
Or, what can you infer from the author’s words?

24. Inferential Reading Activities
What does the author value?
What is the theme?
What effect does this character/event have on the story?
How do you think this story will end?

25. Example Inferential Questions
What does Dr. Beeman value?
What does Dr. Beeman hope students will do after reading his article?

26. Advanced-level reading comprehension The reader assesses the author
Critical Reading
Advanced-level reading comprehension
The reader assesses the author
Considers bias, accuracy, clarity, rhetorical strategy, support

27. Critical Reading ACtivities
Could this possibly happen?
Is this argument logical?
What alternatives are there?
Is this a fact or an opinion?
Do you agree or disagree with the author?
What is the best solution to this problem?

28. Example Critical Question
Do you agree or disagree with Professor Beeman that students entering BC will end up failing because they don’t realize the purpose of higher education?

29. Engage in all three levels of reading comprehension
Effective Readers
Engage in all three levels of reading comprehension

30. Postreading
Postreading describes the process that readers follow once they have read and reread a text.

31. Postreading Examples
Summarize the Text
Restate the Central Themes or Arguments
Respond to the Author’s Perspective
Question the text
Identify the rhetorical strategies
Evaluate the text’s arguments and evidence
Consider how the text fits into the larger conversation

32. In the Pearson Custom Mercury Reader:
Reading Homework
In the Pearson Custom Mercury Reader:
Read and complete all activities in Chapter 1 “Using Context Clues” and Chapter 2 “Understanding Paragraphs: Topics and Main Ideas”
Come in ready to ask questions about the assignment