1. 11/13/2015Offered by the Center for Teaching and Learning 1 Read Like a PRO! Critical Reading Strategies

2. 11/13/2015Offered by the Center for Teaching and Learning 2 What is PRO? Prepare to read (pre-reading) Read Actively Organize to Learn

3. 11/13/2015Offered by the Center for Teaching and Learning 3 Part 1: Pre-reading Strategies Concentrate Preview Use Prior Knowledge Ask pre-reading questions and make predictions Choose a reading strategy

4. 11/13/2015Offered by the Center for Teaching and Learning 4 Concentrate  When is the best time during the day for you to read and study?  Where is the best place for you to read and study?

5. 11/13/2015Offered by the Center for Teaching and Learning 5 Preview  Title What does each word in the title mean? What does the phrase mean as a whole?  Author information Who is the author ? When did s/he write the piece?  Headings, Notes, Pictures, or Side Panels

6. 11/13/2015Offered by the Center for Teaching and Learning 6 Use Prior Knowledge  How do you relate to the piece you’ve previewed?  Are there any similarities between you and the author or any of the characters?  Have you read or heard any of the information elsewhere before?

7. 11/13/2015Offered by the Center for Teaching and Learning 7 Ask Questions/Predict  What do you want to learn?  What can you predict the author will discuss?

8. 11/13/2015Offered by the Center for Teaching and Learning 8 Choose a Reading Strategy  What is the purpose in reading this text?  What is the level of difficulty?  How will I actively read the text?

9. 11/13/2015Offered by the Center for Teaching and Learning 9 Part 2: Reading Actively Reading Actively means… annotating and making connections between the material and what you already know or have experienced

10. 11/13/2015Offered by the Center for Teaching and Learning 10 Becoming an Active Reader  Devote time to fully focus on comprehending the text  Apply strategies that will swiftly engage you with a text and keep your concentration

11. 11/13/2015Offered by the Center for Teaching and Learning 11 Preparing to Become an Active Reader  Be aware of the environmental factors that enhance and hurt concentration  Be realistic about how long reading certain texts will take and set aside time for that reading  Plan to keep a Reading Log for every class with required reading

12. 11/13/2015Offered by the Center for Teaching and Learning 12 Strategies for Reading Actively  Keep a Reading Log  Orient yourself to the text  Create a Discussion Web

13. 11/13/2015Offered by the Center for Teaching and Learning 13 What Are You Looking For?  Note the subject matter and author’s purpose  Recognize the organization of the text, structure and genre  Determine the context of the text  Find the connections to the course  Decide your purpose and goal

14. 11/13/2015Offered by the Center for Teaching and Learning 14 Remaining Active  Interact with the author as you read  Try to figure out the author’s stance  Monitor your comprehension and act when your concentration flags

15. 11/13/2015Offered by the Center for Teaching and Learning 15 Dealing with Demanding Texts  Identify the major problem and resolution  Research the subject matter  Look up unknown words  Ask your instructor, peers, family, and friends for help

16. 11/13/2015Offered by the Center for Teaching and Learning 16 Part 3: Organizing to Learn  Apply Post-Reading tips  Create a Semantic Map  Form a Discussion Group  Mark Your Text  Outline  Chart

17. 11/13/2015Offered by the Center for Teaching and Learning 17 Apply Post-Reading Tips  Decide if you achieved your goals for reading  Discuss the accuracy of your predictions  Summarize major ideas  Research additional information  Distinguish between relevant and irrelevant ideas  Paraphrase relevant details  Reflect and personalize the text

18. 11/13/2015Offered by the Center for Teaching and Learning 18 Create a Semantic Map (SM)  Helps the reader to identify important ideas  Shows how the ideas fit together  Uses comprehension/concentration skills and evolves in a note taking form  Represents visually the content of your reading

19. 11/13/2015Offered by the Center for Teaching and Learning 19 Three Components of SM  Core question or concept  Strands  Supports

20. 11/13/2015Offered by the Center for Teaching and Learning 20 SM - Spider Map Example

21. 11/13/2015Offered by the Center for Teaching and Learning 21 SM – Fishbone Map Example

22. 11/13/2015Offered by the Center for Teaching and Learning 22 Form a Discussion Group  Brings out new ideas you’d previously not considered  Takes existing ideas or concepts about the reading and expands upon them  Allows your interpretations to be challenged and will fill in some of your “blind spots” regarding what you just read

23. 11/13/2015Offered by the Center for Teaching and Learning 23 Mark Your Text  Read first and then mark selectively  Box transitions and number important ideas  Circle specialized vocabulary  Jot down main ideas in the margin  Write questions as you read  Make brief summaries at the end of each section

24. 11/13/2015Offered by the Center for Teaching and Learning 24 Outline What You Read  Place major/general points to the left  Indent each more specific point to the right

25. 11/13/2015Offered by the Center for Teaching and Learning 25 Chart What You Read  Organize categories into columns  Record information into the appropriate category Tracks conversations and dialogues Reduces amount of writing Provides easy review

26. 11/13/2015Offered by the Center for Teaching and Learning 26 Practice THEME FOR ENGLISH B - By Langston Hughes The instructor said, Go home and write a page tonight. And let that page come out of you--- Then, it will be true. I wonder if it's that simple? I am twenty-two, colored, born in Winston-Salem.

27. 11/13/2015Offered by the Center for Teaching and Learning 27 Cont… I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class. The steps from the hill lead down into Harlem through a park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page: It's not easy to know what is true for you or me at twenty-two, my age. But I guess I'm what I feel and see and hear, Harlem, I hear you: hear you, hear me---we two---you, me, talk on this page.

28. 11/13/2015Offered by the Center for Teaching and Learning 28 Cont… (I hear New York too.) Me---who? Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records---Bessie, bop, or Bach. I guess being colored doesn't make me NOT like the same things other folks like who are other races. So will my page be colored that I write? Being me, it will not be white. But it will be a part of you, instructor.

29. 11/13/2015Offered by the Center for Teaching and Learning 29 Cont… You are white--- yet a part of me, as I am a part of you. That's American. Sometimes perhaps you don't want to be a part of me. Nor do I often want to be a part of you. But we are, that's true! As I learn from you, I guess you learn from me--- although you're older---and white--- and somewhat more free. This is my page for English B.