IPGM KAMPUS PENDIDIKAN TEKNIK

Presented by : KHOIRIAH BINTI ABD HADI NURWAHIDAH BINTI ISMAIL

WHY READ?

The more you read, the better you get at it; the better you get at it,the more you like it; and the more you like it,the more you do it. And the more you read it, the more you know; and the more you know, the smarter you grow.

active process of understan ding print and graphic texts

thinking process

during
before Strategies to understand what they read after

before
use prior knowledge to think about the topic. make predictions about the probable meaning of the text. preview the text by skimming and scanning to get a sense of the overall meaning

during
monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text

after
reflect upon the ideas and information in the text. relate what they have read to their own experiences and knowledge. clarify their understanding of the text. extend their understanding in critical and creative ways

READING STRATEGIES

SURVEY QUESTION READ RECITE REVIEW (SQ3R)

This is a method students use to read textbooks and attack textbook assignments, and it usually works for most learners. Steps for SQ3R
SURVEY QUESTION READ REVIEW RECITE

SURVEY
The purpose of surveying is to give students the chance to overview the chapter in the textbook. One doesnt want to spend much at this step. Try to spend at least 1 2 minutes. Here are some pointers one wants to look at while surveying: the headings, bold print, italics, charts, graphs, end-of-the-chapter questions, hapter summaries, and the chapter highlights.

QUESTION
The purpose of questioning is to give students the chance to make up questions out of headings and subheadings from the chapter in the textbook. This allows the student to gain an understanding and not forget what was just read from the chapter.

READ
After one has surveyed the chapter and made out questions, one is now ready to start reading the chapter. A key factor one deals with while reading is called blank mind syndrome which means having difficultly remembering what has been read. In order for one to get answers to their questions, one has to read.

RECITE
In order for one not to forget information, the most important step to take is to recite aloud. Three steps can be used during this step. They are: (1) look at the questions made from the previous step, (2) without looking at your questions, try reciting the answers aloud, and lastly (3) one should check their answers. Another way one can recite is to write an answer down as if one were taking an exam, then go back and check your notes for accuracy.

REVIEW
The last step of the SQ3R process is to review material. The purpose of reviewing is to achieve chapter unity. When one reviews, it allows one to put the material back together again. Review means regular and frequent recitation of the material needed to be learned. One should review notes at least every 2 to 3 days as a memory check.

 K-W-L is a teaching strategy designed to help students document their learning (Ogle,1986). It acknowledges students prior knowledge and provides for student inputregarding learning.

STEPS OR PROCEDURE

1
If using KWL for individual students, have them brainstorm what they know about a given topic and write down all associations in the What I Knowcolumn. If using it with a group, have students brainstorm what they know about a given topic and list the responses on the board or chart paper. Have studentscategorize and/or combine information and then write the information in the What I Know column.

2
Using the information discussed, have students generate questions they want answered about the topic. Have them write these questions in the "Want to Know space. Additional questions can be added as students gain more information

3
Students complete the What I Learned column throughout the learning process either individually, in groups, or as a class. Refer to the K-W-L guide to review learning or as an extension for further learning.

rop verything nd ead

WHAT IS IT?
A time set aside each day where students quietly read for 15 minutes.

PURPOSE

Provides time for students to read a selection of their choice

EVERYONE read, including teacher

PROCEDURE
NO INTERRUPTIONS!

enables them to bond pleasure with reading Benefit students in TWO WAYS stresses the importance of reading

USSR-Uninterrupted Sustained Silent Reading WHAT IS USSR?

The essence of reading power The ability to keep going with ideas in print

PROCESS OF USSR
Very simple Students and teachers choose sumthing to read Everyone reads silently without interruption for a specified period of time

foster a love for reading by making it a time students can use to enjoy and relax to let students practice their reading

PURPOSE

Main objectives of the USSR

to improve pupils' concentration span to provide pupils with an adult model of reading to provide pupils with a positive book experience to expose pupils to a wide range of literary genres to help pupils form good reading habits for extensive reading to increase pupils' desire to read on their own during their free time to develop in pupils a life-long love of reading

Some points related to USSR

Simply providing students with daily time and opportunities for silent uninterrupted reading fosters good reading habits and a positive attitude towards reading. Allowing students to read from self-selected books helps them to learn that reading is a pleasure, not a chore. This type of program creats a friendly environment where students can enjoy reading and do not have to worry about being tested. You can providing a wide range of books of different reading levels that students can read without difficulty so that students may experience success with self selected books and grow in their positive self image.

 Read silently with students to model the importance of reading sets a good example and helps build your relationship with your students. Providing a selection of culturally appropriate reading material helps students feel comfortable in school and meets multicultural education standards. Regularly engaging students with follow up activities such as writing in a journal, role-playing part of their story, designing a poster, writing a letter to the author, creating a mind map or sharing views with a small groups are fun activities that help build vocabulary, background knowledge and comprehension skills. USSR can be used to create an Extensive Reading program

WHAT IS IT?

reading technique that is used to get a rapid general impression of what a text is about . allows you to pick up some of the main ideas without paying attention to detail. it is a fast process.

Note any bold print and graphics. Start at the beginning of the reading and glide your eyes over the text very quickly. Do not actually read the text in total. You may read a few words of every paragraph, perhaps the first and last sentences. Always familiarise yourself with the reading material by gaining an overview and/or skimming before reading in detail.

HOW TO SKIM?

WHAT IS IT?
reading technique that is reading quickly to locate specific information

After gaining an overview and skimming, identify the section(s) of the text that you probably need to read. Start scanning the text by allowing your eyes (or finger) to move quickly over a page. As soon as your eye catches an important word or phrase, stop reading

HOW TO SCAN?

WHAT IS IT?

detailed, focused, study reading of those important parts, pages or chapters.

HOW TO READ INTENSIVELY?

STEP 1 : Start at the beginning. Underline any unfamiliar words or phrases, but do not stop the flow of your reading. STEP 2 : If the text is relatively easy, underline, highlight or make brief notes (see the section on making notes from readings).
STEP 3 : If the text is difficult, read it through at least once (depending on the level of difficulty) before making notes.

STEP 4 : Be alert to the main ideas. Each paragraph should have a main idea, often contained in the topic sentence (usually the first sentence) or the last sentence. STEP 5 : When you have finished go back to the unfamiliar vocabulary. Look it up in an ordinary or subject-specific dictionary. If the meaning of a word or passage still evades you, leave it and read on. Perhaps after more reading you will find it more accessible and the meaning will become clear. Speak to your tutor if your difficulty continues. STEP 6 : Write down the bibliographic information and be sure to record page numbers (more about this in the section on making notes from readings).

Previewing

Contextualizing

Questioning to understand and remember

Reflecting on challenges to your beliefs and values

Outlining and summarizing Comparing and contrasting related readings

Evaluating an argument

PREVIEWING

Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation

CONTEXTUALIZING

When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text.

QUESTIONING TO UNDERSTAND AND REMEMBER

As students, you are accustomed (I hope) to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph.

REFLECTING ON CHALLENGES TO YOUR BELIEFS AND VALUES

The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. As you read a text for the first time, mark an X in the margin at each point where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about what you feel or about what in the text created the challenge. Now look again at the places you marked in the text where you felt personally challenged. What patterns do you see?

OUTLINING AND SUMMARIZING

Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selection's main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, don't use the text's exact words.

EVALUATING AN ARGUMENT

All writers make assertions that they want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion, a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.

COMPARING AND CONTRASTING RELATED READINGS

Exploring likenesses and differences between texts to understand them better.