1. Unit Two The Effective Reader, by D.J. Henry D.J. Henry

2. Important Assignments to Complete this Week. Read pp. 7-46 Read pp. 7-46 Complete Discussion Board Post to include responding to the initial question and responding to two classmates. Each post should be 5-7 sentences in length, written formally. Complete Discussion Board Post to include responding to the initial question and responding to two classmates. Each post should be 5-7 sentences in length, written formally. Complete Active Reading Lab Assignment. Complete Active Reading Lab Assignment.

3. Review: Learning Styles Everyone learns differently. And, knowing the best way we learn will make us stronger students. Your learning style is your preferred way of learning. The 3 learning styles are: Everyone learns differently. And, knowing the best way we learn will make us stronger students. Your learning style is your preferred way of learning. The 3 learning styles are: Visual (seeing) Visual (seeing) Auditory (hearing) Auditory (hearing) Kinesthetic/Tactile (doing) Kinesthetic/Tactile (doing)

4. Understanding Styles of Learning How can learning styles help us give subjects such as reading another try? How can learning styles help us give subjects such as reading another try? How might using the strategies in the reading and in the text for understanding vocabulary words help Chris with his reading? How might using the strategies in the reading and in the text for understanding vocabulary words help Chris with his reading?

5. Effective Reading Comprehension is an understanding of what has been read. Comprehension is an understanding of what has been read. The most important aspect of being an effective reader is being an active reader. The most important aspect of being an effective reader is being an active reader. Active reading means that you ask questions, find answers, and react to the author’s ideas. Active reading means that you ask questions, find answers, and react to the author’s ideas.

6. Prior Knowledge Prior knowledge is the large body of information that is learned throughout a lifetime of experience. Prior knowledge is the large body of information that is learned throughout a lifetime of experience. The more prior knowledge you have about a topic, the more likely you are to understand that topic. The more prior knowledge you have about a topic, the more likely you are to understand that topic. This is why effective readers build their knowledge base by reading often! This is why effective readers build their knowledge base by reading often!

7. The Reading Process Effective readers break reading into a three-step process: Effective readers break reading into a three-step process: Before reading, look over or preview the material. Ask questions about the material you are about to read. Before reading, look over or preview the material. Ask questions about the material you are about to read. During reading, test your understanding of the material. During reading, test your understanding of the material. After reading, review and react to what you have learned. After reading, review and react to what you have learned.

8. What are some activities we can do in each area? 1. Before Reading Strategies? 1. Before Reading Strategies? 2. During Reading Strategies? 2. During Reading Strategies? 3. After Reading Strategies? 3. After Reading Strategies?

9. Pre-Reading Questions Why am I reading this? Why am I reading this? What is the title and/or subtitle? What is the title and/or subtitle? Are there any graphs or illustrations? Are there any graphs or illustrations? Are vocabulary words introduced before the passage? Are vocabulary words introduced before the passage? What do I know about this topic? What do I know about this topic? What type of reading is this? What type of reading is this? Can I visualize the topic to help me remember it better? Can I visualize the topic to help me remember it better? How is the reading organized? What do you think you will learn? How is the reading organized? What do you think you will learn?

10. Pre-Reading Strategies K – W – L Chart K – W – L Chart Anticipation Guide Anticipation Guide Visualization Visualization Using Titles and Sub-titles to predict information Using Titles and Sub-titles to predict information

11. Strategies Before Reading Scan, survey, and question the reading material. Spend time studying the layout of the reading. Look at any pictures, diagrams, subtitles, and identified vocabulary to help you prepare. During Reading While reading, stop every so often and try to recite what you have read. (Put the readings into your own words.) Jot down notes and mental images in the margins. Identify key elements of the reading.

12. After Reading Review what you have read. Review what you have read. Reread areas of confusion. Reread areas of confusion. Spend time reviewing and adjusting your notes. Spend time reviewing and adjusting your notes. Study the material for total comprehension and recall. Study the material for total comprehension and recall.

13. SQ3R Reading Process Survey Survey Question Question Read Read Recite Recite Review Review

14. SQ3R SQ3R Survey or skim the reading passage for organization and what it is going to talk about. Look at the following: Survey or skim the reading passage for organization and what it is going to talk about. Look at the following: Italics Italics Boldface type Boldface type Titles, introductions, headings Titles, introductions, headings Pictures and graphs Pictures and graphs First paragraph, summaries, questions First paragraph, summaries, questions

15. SQ3R SQ3R Ask Questions before you read. Ask Questions before you read. What is the passage about? What is the passage about? How is the material organized? How is the material organized? What do I already know? What is my prior knowledge? What do I already know? What is my prior knowledge? What is my purpose for reading? What is my purpose for reading? What is my reading plan? What is my reading plan? What are the most important parts to remember? What are the most important parts to remember?

16. SQ3R SQ3R Read. Continue to ask questions. Read. Continue to ask questions. Does the information agree with what I already knew? Does the information agree with what I already knew? Do I need to change what I thought I knew? Do I need to change what I thought I knew? What is the significance of this information? What is the significance of this information? Do I need to remember this? Do I need to remember this?

17. SQ3R SQ3R Read. Continue to ask questions. Read. Continue to ask questions. Form questions from headings, subheadings, words in bold print and italics. Form questions from headings, subheadings, words in bold print and italics. Reread parts you don’t understand Reread parts you don’t understand Reread when your mind drifts during reading. Reread when your mind drifts during reading. Read ahead to see if the idea becomes clearer. Read ahead to see if the idea becomes clearer. Determine the meaning of words from context. Determine the meaning of words from context. Look up new or difficult words. Look up new or difficult words. Think about ideas even when they differ from your own. Think about ideas even when they differ from your own.

18. SQ3R SQ3R Recite Recite Make sure you understand by repeating the information. Make sure you understand by repeating the information. Create a picture in your mind or on paper. Create a picture in your mind or on paper. Restate the ideas in your own words. Restate the ideas in your own words. Write out answers to the questions you created based on the headings and subheadings. Write out answers to the questions you created based on the headings and subheadings.

19. SQ3R SQ3R Review Review Go back over the material to review it. Go back over the material to review it. Summarize the most important parts. Summarize the most important parts. Revisit the answers to your questions. Revisit the answers to your questions. Review new words and their meanings. Review new words and their meanings. Think and write about what you have read. Think and write about what you have read.

20. SQ3R SQ3R Review Review Connect new information to your prior knowledge about the topic. Connect new information to your prior knowledge about the topic. Form opinions about the material and the author. Form opinions about the material and the author. Notice changes in your opinions based on the new information. Notice changes in your opinions based on the new information. Write about what you have read. Write about what you have read.

21. Let’s Practice (pg. 39) Using SQ3R– “First Year Writing Syllabus” Course Purpose and Content: The purpose of this course is to develop academic writing skills. You will learn a variety of rhetorical modes or patterns of organization, you will explore topics an themes through reading & writing, & you will learn to use the full writing process. By using teacher feedback, peer feedback, and self-assessment, you will document strengths and needs, progress, and mastery. Course Purpose and Content: The purpose of this course is to develop academic writing skills. You will learn a variety of rhetorical modes or patterns of organization, you will explore topics an themes through reading & writing, & you will learn to use the full writing process. By using teacher feedback, peer feedback, and self-assessment, you will document strengths and needs, progress, and mastery. Rhetorical Modes: Essays vary in length from 500 to 1,500 words. The research project will require note and bibliography cards & must be at least 1,500 words in length. Essays will use the following patterns: Rhetorical Modes: Essays vary in length from 500 to 1,500 words. The research project will require note and bibliography cards & must be at least 1,500 words in length. Essays will use the following patterns: --narrative or descriptive, process, cause & effect, classification, compare & contrast, definition, argumentation, and research. 1. What is the course’s purpose? 2. What are the rhetorical modes? 3-4. What are two examples of a rhetorical mode? 5. What is the total number of types of essays that will be studied?

22. Let’s Compare our Findings. What did you write for #1? (It should be in a complete sentence.) What did you write for #1? (It should be in a complete sentence.) #2. #2. #3-4. #5.

23. Let’s Review With Quick Trivia Who can be the first to answer? Who can be the first to answer? --Name the three different learning styles and a short summary of each.

24. Responses Should Be Auditory (learn through hearing) Auditory (learn through hearing) Visual (learn through seeing) Visual (learn through seeing) Kinesthetic (learn through doing) Kinesthetic (learn through doing) --NEXT TRIVIA QUESTION: Name two different pre-reading strategies you can use?

25. More Fun in Reading! Answer is: Answer is: Pre-Reading Strategies: There are a lot: survey, study titles, glance through the chapter, etc… Trivia #3 -Tell me what the acronym SQ3R stands for? (oh no– this one is challenging)

26. SQ3R S= survey S= survey Q= Question Q= Question R= Read R= Read R= Recite R= Recite R= Review R= Review --It is my absolute most beneficial strategy that helps me succeed!!!!

27. KWL Chart What I KnowWhat I Want to KnowWhat I Learned

28. Two Column Notes Main Idea Main Idea Two-column notes Two-column notes Suggestions for Students Suggestions for Students Supporting Details Requires active reading Processing of information must occur Use as an outline Create study-guide notes Engage in cooperative learning This is another strategy that proved VERY useful in ALL my courses

29. Helpful Hints For Two-Column Notes Use one side of the paper Use one side of the paper Omit small, unnecessary words Omit small, unnecessary words Keep the meaning clear Keep the meaning clear Don't write full sentences (abbreviate) Don't write full sentences (abbreviate) Not all paragraphs have new main ideas Not all paragraphs have new main ideas Not all paragraphs have new details Not all paragraphs have new details Some paragraphs have implied main ideas and require more time to identify Some paragraphs have implied main ideas and require more time to identify The more room you leave, the easier it is to edit The more room you leave, the easier it is to edit Details should be recorded in same order as found in reading Details should be recorded in same order as found in reading Some paragraphs have implied main ideas and require more time to identify Some paragraphs have implied main ideas and require more time to identify

30. Lexile Scores The lexile score just gives you a reading range. Everyone reads differently and on different levels. The lexile score just gives you a reading range. Everyone reads differently and on different levels. For example, I am a really strong reader when it comes to English, but I am horrible when it comes to comprehending most science books. For example, I am a really strong reader when it comes to English, but I am horrible when it comes to comprehending most science books. Don’t let the score get you upset! It is just a number to help guide you, and to help you measure your successes. Don’t let the score get you upset! It is just a number to help guide you, and to help you measure your successes.

31. Graphic Organizers Spend some time searching online and in the KU Writing Center. There are lots and lots of graphic organizers that can help you develop strong note-taking strategies to improve success. Spend some time searching online and in the KU Writing Center. There are lots and lots of graphic organizers that can help you develop strong note-taking strategies to improve success.

32. Ways to Improve Vocabulary Book-marking new words while you read. Then, looking up these words in dictionary later to help with understanding. Book-marking new words while you read. Then, looking up these words in dictionary later to help with understanding. When you learn a new word, figure out how to use it in your conversations and writings. This will reinforce the meaning of the word. When you learn a new word, figure out how to use it in your conversations and writings. This will reinforce the meaning of the word. As described in the chapter, learn prefixes, suffixes, and roots of the words so that you can identify and recognize more words. As described in the chapter, learn prefixes, suffixes, and roots of the words so that you can identify and recognize more words. Keep a dictionary with you when reading to ensure that you look up any unknown words. As discussed earlier, a dictionary is not always needed. However, there will be times when this is the only way to understand the meaning of the word. Be sure to look up the word so that you are able to understand the information in the passage. Keep a dictionary with you when reading to ensure that you look up any unknown words. As discussed earlier, a dictionary is not always needed. However, there will be times when this is the only way to understand the meaning of the word. Be sure to look up the word so that you are able to understand the information in the passage.

33. Questions Any questions…………….. Any questions……………..