1. DAY 8 FEB. 17 Reading 091

2. SQ5R Study Method A good overview (also see handout): http://www.slideserve.com/annis/the-sq5r-method  Survey  Question  Read  Record (wRite)  Recite  Reflect  Review (self-test; Cornell notes are GREAT for that!)

3. Reading Closely and Critically: Before, During, and After Reading Strategies What are strategies for reading critically? What literacy practices can support my learning and retention in college academics? Reading critically requires active engagement and elaboration upon the reading. Students should plan to actively engage in each of these three stages of reading a text:  pre-reading  during reading, and  after reading

4. Before reading: Analyzing the context of what we read  Source (magazine, textbook, etc.)  Author’s purpose  Intended audience  Reading level of text  Tone of text Before reading: Previewing and pre-reading (scanning / skimming a text) for text features and to get an overview of what the article/chapter covers. This helps create a “cognitive schema” for your new learning. During reading: determining what is important information as we read; making notes and asking questions on the text during annotation offers elaborative rehearsal. Cornell note taking – engagement with the text creates opportunity for elaborative rehearsal and increased familiarity with the terminology and ideas. After reading:  Review by asking yourself questions (inquiry; self-test)  Rehearse  Discuss/recite  Reflect Reading Strategies Recap

5. a. Read the title—don’t skip over it! Note headings, subheadings, any auxiliary text. b. Think about the subject matter: Have you read about this topic before? Where and when? What do you already know about it? Experiences with it? c. Who wrote this text? What was the author’s purpose? What information do you have about this author? Does any information about the author appear anywhere on the title page or elsewhere in the text? d. Where was this text originally published? What type of publication is this, and where does it fit into this field of study? Who would be the audience for this kind of writing? What would the audience expect to find in it? e. When was this text originally published? What is the significance of this time period in this field of study? Is the text historical? Current? Or is it possibly outdated? f. Read the chapter titles or the headings that break up the chapter or article. What seems to be the general progression of ideas here? g. Why has your professor assigned this text? Where does it fit into this course as a whole? What kinds of facts and ideas are you expected to retain from this reading? In what other courses might you read a text like this? h. ASSESS NEEDED BACKGROUND KNOWLEDGE: What do you need to know to understand this text? What do you do if you don’t have the background knowledge to fully comprehend the text? Before Reading Strategies

6.  Annotation with highlighting, labeling, summarizing, questioning  Cornell note taking,  Outlining,  Questioning,  SQ5R Get “in conversation” with the text! During Reading Strategies

7. How to Annotate Text Writing brief paraphrased summaries in text margins Selectively underlining/highlighting of key words and phrases – labeling, noting, summarizing them in the margins Enumerating or labeling related multiple ideas, reasons, facts (i.e. characteristics; cause-effect relationships) Noting examples in the margins Making charts, graphs, other visual representations of text in margins Noting confusion with a question mark Marking text for possible test questions (Use your study guide questions when you have them.) Annotating for specific purposes: taking notes in textbooks, additional readings, argumentative structure, etc.

8. Cornell Note Taking Formats

9. Notes go here, in the large right hand column. Questions, Headings, Subtitles, etc. go here, in the left hand column. Write higher level critical thinking questions! Use left hand questions and headings to quiz yourself (and each other). A 3 to 4 sentence summary down there on the bottom. Don’t forget the heading: Name, Class, Period, Date, Topic

10. AFTER READING Reading Strategies Ask questions (simple read-over not effective) Recite, Review, Reflect Self-test Apply or synthesize the reading. Consider once again:  What was the author’s purpose and how did he or she achieve that purpose? This will help you identify the main idea and the supporting evidence/detail/illustrations.  Why did my professor assign this reading?  Re-test using your Cornell notes, annotated texts, and course materials such as slides, guided notes.

11. Psychology Textbook Reading Writing Prompt Answer the prompt fully in complete sentences. SCENARIO: Your psychology instructor has assigned a chapter for you to read for homework called “Why Science?” Your job is to create and follow a plan based on before, during, and after reading and study strategies. You must use the terms and strategies in SQ5R and the skills we have been practicing in class so far. You should use this review powerpoint to find and select the before, during, and after reading strategies we have been learning. In your paper, underline any reading or study strategy(SQ5R) terms. Your response will be in three separate, complete paragraphs. The next slide contains the topic sentences you can use for each paragraph. 1. Explain the PRE-READING strategies you would employ before you actually started reading the homework. Present three (3) strategies.PRE-READING strategies 2. Explain what DURING reading activities you would engage in next to make sure you elaborate upon the reading while you read.(3 strategies)DURING reading activities 3. Explain what AFTER reading activities how you will study for a quiz on this chapter. (3 strategies)AFTER reading activities UPLOAD YOUR WORD DOC TO THE ASSIGNMENT ON CANVAS!

12. Paragraph starters for each prompt: Feel free to use these topic sentences verbatim. Each response to your three paragraphs should begin with a topic sentence that sets up the focus/point of the paragraph. Here are three topic sentence examples (use them!) to help you get started with each paragraph: Before I begin to read my psychology textbook, I will perform several pre-reading activities. First, I will survey the chapter to discover... After I have completed my pre-reading strategies on the chapter, I will engage in during reading activities. First, I will... In order to effectively study the material in the chapter for a quiz, I will engage in several after reading strategies.