1. Session 12: Previewing Text: Skimming and Scanning
ILS
Session 12: Previewing Text: Skimming and Scanning

2. Objectives
To understand that reading is a three stage process for the best understanding
To apply skimming and scanning techniques
To preview texts using I read/I think strategies before beginning writing.

3. Reading task: what is this passage about?
If the balloons popped, the sound wouldn’t be able to carry since then everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the operation depends on the steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout but the human voice is not loud enough to carry that far. An additional problem is that the string could break on the instrument. Then there would be no accompaniment to the message. It is clear that the best solution would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.
Use this as an example of a piece of text and get students to think in pairs or small groups what this text might be about. Get feedback from the group.

4. Setting the Context
If the balloons popped, the sound wouldn’t be able to carry since then everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the operation depends on the steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout but the human voice is not loud enough to carry that far. An additional problem is that the string could break on the instrument. Then there would be no accompaniment to the message. It is clear that the best solution would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.
Ask students to look at the text again, with the picture alongside - were they close? Make the point that when reading pieces of information context is key to understanding. Students need to know where the text is from and how it fits in to their prior learning. This text is actually about physics, in particular sound waves.

5. Corandic
Corandic is an emurient grof with many fribs. It granks from corite, an olg which cargs like lange. Corite grinkles several other tanances, which garkers excarp by glarking the corite and starping it in tranker-clarped strobs. The tarances starp a chark which is expargated with worters,branking a slorp. This slorp is garped through several other corusces, finally frasting a pragety,blickant crankle: coranda. Coranda is a cargurt, grinking corandic and borigen. The corandic is nacerated from the borigen by means of loacacity. Thus garkers finally thrap a glick, bracht, glupous grapant, corandic, which granks with many starps.
Print this slide with the questions on the next slide for students to work through in pairs ready for feedback.

6. Corandic questions What is Corandic? How do garkers excarp?
What is Coranda?
Elicit answers from the group. It is likely that the group will mostly get the answers right. Pose the question to them ‘so what does this mean?’, they obviously will have no idea. Make the point that students often read a large amount of text and even answer questions on it sometimes, but can have no idea about what the text is actually about. The other strategy of course, is to give up because the text appears to hard and manageble.

7. How to we begin reading tasks?
Before
After
During
Explain to students that reading is not just about diving in, but that it should be approached in 3 stages (particularly with more difficult A Level texts). Today’s session will focus on predominantly strategies for ‘before’ reading.

8. Before you begin reading
Look at how the text is organised - what are the headings, subheadings, illustrations and captions telling you about what this text might be about?
Look for key terms in the text - annotate next to the text what these mean. Circle any words that you don’t know the meaning of and then re-read the sentence and see if you can work it out.
Read the introduction to the text and the conclusion - summarise what you think the text might be about.
Bullet point next to the text what you already know about the topic.
Begin reading.
Give students a short piece of text from your subject area that has some of these features and get them to try out these suggestions and feedback to the class.

9. Skimming technique Read in this direction. What is it?
When you SKIM, you read quickly to get the main idea of a paragraph, page, chapter or article, and a few (but not all!) of the details.
Why do I skim
Skimming allows you to read quickly to get a general sense of a text so that you can decide whether it has useful information for you. You may also skim to get a key idea. After skimming a piece of, you might decide hat you want or need to read it in greater depth.
How do I skim?
Read the first few paragraphs, two, or three middle paragraphs, and the final two or three paragraphs of a piece, trying to get a basic understanding of the information.
Some people prefer to skim by reading the first and last sentence of each paragraph, that is, the topic sentences and concluding sentences.
If there are pictures, diagrams or charts, a quick glance at them and their captions may help you to understand the main idea or point of view in the text.
Remember: You do not have to read every word when you skim.
Generally move your eyes horizontally (and quickly) when you skim
Give students a different piece of subject related text and get them to try out the strategy ready to feedback.
Read in this direction.

10. Scanning technique Read in this direction. What is it?
When you SCAN, you move your eyes quickly down a page or list to find one specific detail.
Why do I scan
Scanning allows you to locate quickly a single fact, date, name or word in a text without trying to read or understand the rest of the piece. You may need that fact or word later to respond to a question or to add a specific detail to something you are writing.
How do I scan?
Knowing your text well is important. Make a prediction about where in a chapter you might find the word, name, fact, term, or date.
Note how the information is arranged on a page. Will headings, diagrams, or boxed or highlighted items guide you? Is information arranged alphabetically or numerically as it might be in a telephone book or glossary?
Move your eyes vertically or diagonally down the page, letting them dart quickly from side to side and keeping in mind that exact type of information that you want. Look for other closely associated words that might steer you towards the detail for which you are looking.
Aim for 100% accuracy!
Give students a different piece of subject related text and get them to try out the strategy ready to feedback
Read in this direction.

11. One last tip... I read/I think/Therefore
As we have seen earlier in the session a great deal of what is read by students (and teachers ) is read but not processed and understood.
It is very easy to have a book open and read it for 30 minutes and then realise you couldn’t say a single thing that you have read!
I read/I think/Therefore is a strategy that you can use to begin your reading and ensure that you identify the main points and digest what the text is about. This technique can also be done prior to reading proper.
Introduce students to the technique and then give them the I read/I think/Therefore
handout with a piece of text and get them to give it a try before they feedback.

12. Plenary
On your post-it, how can what you have learnt in today’s session help you with your wider reading in your subjects?
Get students to answer the question and place on the door as they leave - don’t forget to use and reinforce these techniques in your lessons.

13. Session 14: Reading strategies 2
ILS
Session 14: Reading strategies 2

14. Session objectives
Try out a range of reading strategies that can be used;
To help reading of complex text outside of lessons
To help summarise important information inside lessons
To help revise for end of year examinations

15. Remember...
The last session you had on reading strategies focused on skimming and scanning.
THINK-PAIR-SHARE - turn to your partner and explain the process of each one.
Have you used these strategies since in your reading? If yes, did it help? If not, why?
Reminder for teachers on previous slides

16. In groups Each group will be given a new reading strategy to try out.
You will be given a set of instructions for how to complete the activity and will then need to prepare a short presentation to feedback to the rest of the students.
Your mission is to try and convince them that your strategy is the best strategy ever!!!