11/30/09 4-5 p.m. LRC Lounge

MHC Language Resource Center Spring 2009

S t u d e n t Wo r k s h o p : R e a d i n g S t r a t e g i e s f o r L 2 s Examine the mental processes involved in successful reading, and explore both low-tech and high-tech strategies for improving your reading skills in your second language(s).

General Strategies

• Don’t lose the forest for the trees. • Reflect on reading in stronger languages; generalize strategies to L2s. • Build fluency and decoding skills:

o Repeated oral reading. o Read extensively at a comfortable level.

• Play off your language and learning strengths. • Read (and think) actively. • Organize your thoughts.

“High-Tech” Tools for Reading

Reading Websites

• Word Champ Web Reader: http://www.wordchamp.com

Reading and Annotating PDFs

• Acrobat Reader v 9 offers the option of adding markup and comments to a PDF file if and only if the original PDF was saved in Acrobat Pro with comments enabled. Then Reader provides a bar of comment tools.

• PDFVue allows you to upload a PDF file, annotate online and then download or save a link: http://www.pdfvue.com/

• Windows only: PDF XChange viewer on the PC is freeware that will allow you to alter and annotate PDFs: http://www.docu-track.com/home/prod_user/PDF-XChange_Tools/pdfx_viewer

• Mac only: Preview allows you to open, annotate and save PDF files. There are also other free software available, such as “Skim.”

• On iPod Touch/iPhone, try “Aji Annotate” (not free, but only $5).

Free Concept Map Software

• CmapTools: http://cmap.ihmc.us/ • VUE (Visual Understanding Environment): http://vue.tufts.edu/

Screen Readers or “Text-to-Speech” Software

11/30/09 4-5 p.m. LRC Lounge

MHC Language Resource Center Spring 2009

You have two sides, one out in the field and one in. Each man that's in the side that's in goes out, and when he's out he comes in and the next man goes in until he's out. When they are all out, the side that's out comes in and the side that's been in goes out and tries to get those coming in, out. Sometimes you get men still in and not out. When a man goes out to go in, the men who are out try to get him out, and when he is out he goes in and the next man in goes out and goes in. There are two men called umpires who stay all out the time and they decide when the men who are in are out. When both sides have been in and all the men have been given out, and both sides have been out twice after all the men have been in, including those who are not out, that is the end of the game!

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Systems of Strategic Actions for Thinking Within, Beyond, and About the Text Adapted from Fountas and Pinnell, Teaching for Comprehending and Fluency, p. 42

Ways of Thinking 

Strategic Actions for Processing Texts  How well do I do? 

How do I do this?  (Strategies I Use) 

Solving Words Using a range of strategies to take words apart and understand what words mean while reading continuous text.

Monitoring and Correcting Checking on whether reading sounds right, looks right, and makes sense.

Searching for and Using Information

Searching for and using all kinds of information in a text.

Maintaining Fluency Integrating sources of information in a smoothly operating process that results in expressive, phrased reading.

Thinking Within the Text

Adjusting Reading in different ways as appropriate to purpose for reading and type of text.

Predicting Thinking about what will follow while reading continuous text.

Making Connections: • Personal • World • Text

Searching for and using connections to knowledge that readers have gained through their personal experiences learning about the world, and reading other texts.

Inferring Going beyond the literal meaning of a text to think about what is not there but is implied by the writer.

Thinking Beyond the Text

Synthesizing Putting together information from the text and from the reader’s own background knowledge in order to create new understanding.

Analyzing Examining elements of a text to know more about how it is constructed.

Thinking About the Text

Critiquing Evaluating a text based on the readers’ personal, environmental, or textual knowledge.

Six Dimensions of Fluency:  Pausing: refers to the way the reader’s pauses are guided by text cues (e.g., punctuation).

Phrasing: refers to the way readers put words together in groups to represent the meaningful units of language. Phrased reading should sound like oral language, although more formal. Phrasing involves pausing at punctuation as well as at places in the text that do not have punctuation.

Stress: refers to the emphasis readers place on particular words (louder tone) to reflect the meaning as speakers would do in oral language.

Intonation: refers to the way the reader varies the voice in tone, pitch and volume to reflect the meaning of the text—sometimes called “expression.”

Rate: refers to the pace at which the reader moves through the text. An appropriate rate moves along rapidly with only occasional slowdowns or pauses to solve words or create understanding. The pace is also appropriate to the text and purpose of the reading—not too fast or too slow.

Integration: involves the way the reader consistently and evenly orchestrates pausing, phrasing, stress, intonation, and rate. The reader moves smoothly from one word to another, from one phrase to another, and from one sentence to another, incorporating pauses that are just long enough to perform their function. There is no space between words except as part of meaningful interpretation. When all dimensions of fluency—pausing, phrasing, stress, intonation, and rate—are working together, the reader will be using expressions in a way that clearly demonstrates that she understands the text.

Observable Behaviors of Fluent and Nonfluent Readers 

Nonfluent Reader  Fluent Reader  Underlying Strategic Actions: • Fails to reflect punctuation with variation in the

voice. • Pauses randomly, not reflecting logical phrase

units • Reads in a choppy or word-by-word way. • Uses few rising and falling tones or monotonously

applies rising and falling tones to produce “droning.”

• Stresses few words, or places inappropriate stress on words.

• Uses little or no expression; sometimes uses inappropriate expression.

• Reads slowly • Fails to vary speed or varies it in an inconsistent

and unpredictable way. • Fails to differentiate dialogue from other forms of

text. • Reads slowly or stops in an attempt to pick up and

remember all the details. • Reads in a way that does not reflect awareness of

language syntax.

• Reflects punctuation with variation in the voice—pausing, intonation, pitch, stress

• Pauses appropriately to reflect meaningful phrase units (although not always) in response to punctuation.

• Groups words into phrases that reflect meaning. • Uses rising and falling tones in a way that is

related to text meaning and punctuation. • Places stress on words in a way that reflects

meaning. • Uses expression to reflect her interpretation of

the meaning of the text. • Reads with good momentum, although not so fast

that phrasing is lost. • Varies speed, slowing down and speeding up for

various purposes. • Reads dialogue in a way that reflects aspects of

characters, their ways of expressing themselves, and oral language.

• Focuses on meaning; doesn’t get bogged down in details.

• Reads in a way that reflects awareness of language syntax, with error behavior indicating such awareness.

• Processes visual information rapidly and efficiently. • Understands how pauses, pitch and stress

communicate the author’s intended meaning. • Recognizes features of known words and uses

these features to get to words that are unknown. • Reads word groups instead of single words. • Uses oral language to anticipate what may happen

next in the text. • Uses punctuation to construct meaning. • Notices dialogue and processes it as the

character’s voice, including hypotheses of intonation patterns and quality.

• Easily solves problems “on the run,” slowing down but speeding up again in a smooth process.

• Doesn’t get bogged down in details. • Rapidly accesses meaning. • Uses prior knowledge and understanding of the

world to anticipate what will happen in the story.

34 CHAPTER l/LEARNINGABOUT.YOURREADING

ORGANIZING (1) ANALYZING (2)

Anticipation predictin~Think-ahead

and Underliningguide write (TAW)

-- '_'n ~ KReciteDThink-aloudsand writ~~

5W's ~and HFreewriting Annotating

=" preVieWi~

Brainstorming Clustering Thesaurus

Context clues ~wordD~explorations

word~~ Glossaryexplorations

K-W-L Dictionary

OASED JISTUDY-READiNG j

SYNTHESIZING (3) SYSTEM EXTENDING (4)

Visual aidsCollaboration Journal

Semantic ~WaYstoD~~map If.I

extend your

Mapping If.I Literature knoWied~

'" map Computers PortfolioH·Map

Concept cards Time lines

OutsldeOSplit-half ReviewingO Study guides resources

sheet strategies

Comparison / \Outlining and contrastchart

Summarizing Ubrary Interviews

Graphic ~ WordD !-I Semanticorganizers explorations word map

The 5 R's of Note Taking

The Cornell System By Walter Pauk

Record. Write down any important or meaningful ideas.

Reduce. After the lecture, summarize, comment or formulate questions.

Recite. Cover the main column. Using only the recall column see how much you can remember. Check your work by looking at your recording column.

Reflect. Think about how these ideas are connected to what you have studied. Think about opinions you may have about this lecture. Do you have questions? Is there anything unclear?

Review. Go over your notes once a week. Use them to study for exams.

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SQ5R

KEY ELEMENTS IN STUDYING A TEXTBOOK

SUB YEY • Look at the overall material before you study it in order to see itspurpose, organization, and general content. .'

Textbook• Note author and background• Note copyright• Read the preface or introduction to note purpose.• Read the table of contents to note contents and organization.• Leaf through the text to get familiar with its format.• Look at the appendix in the back of the book for learning aids: answer

keys, glossary, index, additional resources, special charts andgraphs, etc.

• Note bibliogrphy or referencesChapter

• Read the title.• Read the introduction or objectives.• Read the headings, subheadings and italicized or bold·face print.• Look at the visuaillids. .• Read the summary.• Review Questions and terminology.• Determine your purpose in reading the chapter.• Divide the chapter into manageable learning sections.

au EST ION· Ask Questions to stay actively involved. Questions should arisebefore, during, and after reading.

Before• Ask general Questions before reading each section.

Example: What do I already know about this?What do I hope to learn?

puring• Ask specific Questions. Turn headings and subheadings into Questions.

Use Question words: What? Why? How? Woen?Example: What does mean?

Why is this information important?

• Ask connecting questions. .Example: How does this information relate to other information in

the chapter?What is my experience with this?How can I apply this information?

REAP' Read actively.

• Read for main ideas and supporting details.• Be aware of main idea clues, Le., headings, summary paragraphs,

transitional words.• Pay anention to paragraph organization. The main idea is usually in the

first sentence.• Read section by section to answer the questions you have asked.

RECITE· Talk aloud what you have just read. This is the primary way toactively learn. Recitation reinforces remembering.

• Answer the questions you have asked aloud.: Try to summarize what you have read in your~ words. If you cannol,

go back and reread.• Describe how you can Use the information. Talk about applications or

give examples.• If you are learning disconnected and difficult material, recitation will be

your principle form of study and should run as high as 90 or 95 % ofyour study time.

RECORD· Write down key concepts. This can be done by using one or acombination of methods.

• Mark in the textbook.• Take noles using the Cornell System.• Make flashcards.• Make a map.

A EVI EW • Look back over the malerial already read, recited, and recorded.

• Pull it together in a total picture.• Recite important points previously read.• Ask and answer anticipated test questions.• Review within 24 hours of reading a chapter.• Space general review periods over several days or weeks.

BEFLECT • Think about what you have learned.

• Be sure the information makes sense to you.• Think of ways to apply the information to the world around you.

·This is a modification of SQ3R originally developed by Francis Robinson.

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W~~~ OCI. xc anges ill the Workplace ._. .~.... 1.1tt'--1",0. A \ •.l~ SocIal rela!J.Onships are complex, alive, and dynamic. Accordingly, we need dYnamic I.,,\.6t \(a~ U4I.W\J' Il1o-.0 models for realistIc unde,standing. A team of ,esearchers frOIll Auburn University N '

l~\"f\ recer:tly proposed the instructive model shown ill FigUre I?--i·. They call it the Work- . i1o\. .....~~~~.. ':!"" S".l &'''''" N_ock (WSEN) boo""' " ~,.= '"....~ol~ ~"" .

t~e, \i.')~6N 6\.... ChopterTlJeIv~ Group Dynamics ~~\cJ etf' ~e~i.s1 ~\. k.s~."" ,. .,

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~tot'· The E.x~.h9nge·of CurrenCies The economic 'notion of exchan5e is at th~~ e\.~ be~ 9f ~s ~i;J.(?d~l~ X? starkest economic terms, Maple exchange their tims Vpp)fthQT

...... ~ '" for money. When .they ta)ce ~ job. But ~~thi~ rna el realistically. shows, there is :fiuch(fIJI e,.:f\ ' more at stake. !haT)just the e!,charige oftune and Iabo, for money. Individuals, organi-.1.,~ zatrons, and teams have many "cnrrep81ef they can grant or.,:,,"t)lhold. :. ' .."p C. Notably, the o~~ social exchange S~lTency that is not self.expl,anatoryis :'citi.zenship."rI f , Or amzatlOnal elll . " t ,Ce.g.;vol­".~...: ' • unt . y.:,;"qr n& ~te to .fini.h aT) importaT)t project)-i~ short, i;>~ing a good citizen...

... L~~;""<~'t~'fe~!yp;# ~fJQCial E.xchclIlge ,~~o~din~ to tIi~ W~~odel,~ye.?, (.I'" errll/i6ye\, !)~S ,soclaJ e"~?"!lge~ 0I) three leye1i6il:,th tI;eo~gan;za~~~th, 'ipe b?ss,a,(pIth the work team'as a whole. From \he mdivldual s perspectIve, e:x:changes at thevari?U~ levels cap lie favorable or unfavorable. They can be motivatinpor dem<itivat~.in , de .endiIi on t1",. ereeived e ui f the exchan e. (Recall our diSCUSSIOP. of @l.­uity motlvaq.on eory ill apter 9,) For example, someone niay haye 'high~quaiity

exchariges with his or her supervisor and work team, and thus want tt> be.arb'un4 theIr);h6 til'o'tivated.to\voik hard for thein, and be loyal to them. Howev"r; becafi~e thiL6r~ ,

~ ....:-,.,~.- ,;' -:';:,". • : - \.' . .:..:- • I:"' o • • 1-. ,. ."_. ' .• ' :. ,. ",c '. . '. -g~~~ljpii tr~.~. r~p~tatibn fot Wilssiiie 'layoffs;'ilie employee.:..organj,za!;ioti exchapgeW6U:li1;!ii"p~ibelyed1infayorably,'tl)usfostering dissatisfaction ari'4'pos'sibly poot per. '

~$~tW~I~t~~::· ';·~J~~~~~~~i~d~;;·tb;::In~22~~::;~;~:~,'~k·~~iCk~gq.mzal!o"ajstructur~ganlzatroI)al cultl!,e, an~p19yee peeds.. Sttucture+-ln ,!he ....c.'YW".. A ~fcir~ ofi'eporting ~e~ati6~sNg~;J,'~~,~[~t{~~q,\~B~,rul~.~;:,):~llape?,:We ui4'i~l!:?1:§;f'" . . \.\)~"' •pectatrons aboilt wpat IS'farr and.what IS uiifarr. So, too;'cultural norms and tradltlons·. ?c.r~aJ~:a corit~)(t for ju'dg~.g the faim~~s of social exchanges. 'lbemdivlduai'sneed pro- b)~~ fA~fiIe!;a~.~i~ciIS~e4ln c:p~~ier 8, ,;i1l;determine which of the 6"g,atllzatlOn'sexchange .

,cl)rre1\cIes are,motIvatrng.a.nd which flIe n()t. People aremotrva}~dwhen they h.ave «re _. ' ,ahs,tic.charice of havin~t1':eirneed.s sati~fi~~. "','; . ;'. s.t'~'

t· .; "" '. "". ~;,

Isth.ej'od,al E.xc~:~nge Reievanf? Finally, at th~ bilttom c~'?-ter of ilif e~c."*,,,:).~ .,.~. fI-\ Co W~f~,!,i:9?~t,:S the ingividual's perceptua: filter. I •. the P¥Ji,c~)~:~~9i:r!(~~9l)~g,( . t"e\~""~... \- " sa1ieni Q1'Je!evil!lt?Rec@;rop:! the d,scl1~slonoTsoclalper~~PtI9!}m9!J~:pf'if).lPar • ..1 . '. ?~.;..~ • C. ialien~ s~lljuii lelia}:i ~aphi".e and doQ)inate one's attelitiOIi:'Ariexi.:l;riilige!betW~el):. CA)\"O ~et' g~S •r.J,O ~.. 0(' iheem'lo ee atid his or her or anization lea eamne IstO.C~ ..~ in uence be aVlOr.. <Say, a mar eting assistant is indifferent to h'ir je,~nl~te.?))!,:,!-; I.~\U': 16 &

~ ~ speer proJect; at particular exchange would not be salient or re~evatitfor-het. '(.'•.'~ W " ..l~ __ ""''\: ~~ Overall,theWSFNmodeldoesa ood'o "n aconce . ee, ·,·tUl'''f~ S~~~I- :':ea&;£~f~~:tj;:,~~~~£~~~~;~~~~tsrealiStiG y indic<i!~S,~:·:~~!til;.~e, ?tf'Ur~~'t~~~ . .,~ ,,' ,,\~~?

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m leKS [ BC3 Home][ Student Services Home][ Careers Home][ Dev. Ed. Services ][ Tutorin. Center]

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~V\otA+ed textExample of Annotated Text

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Z\ ~ J,:'" (\.~ As an "a~~ader," you already know that when you read textbook assigpm~~ou should\ (J.Jr have8rrestl~your milid. As you re .' should be lookmg for the '3D.s.WJ hese

questions. You sho Iso have encil in hand that you can "annotate" your text..ASiheWo~.Lh.... suggests, y take notes'" your textbook. ( !Ai..+i..;..i. \- \

\\.\~\~~ --Unl'k "hi hl' h' " h' h' . .. th f . hI \ (;~~. '1AlJA~'t' leg Ig tmg, w IC IS a passIve activity, e process 0 annotatmg text e ps au to sta )I"f)~\uJ::- focused and involved with your textbook. You'll fmd that the process of taking notes as you read ,~

~ .J!vvt~ will help you t oncentrate-~tter. It will also help you to monitor and improve your (J,JJJ

iP Dcomprehension, 0llC0iiieacross something that you don't understand or that you need to askyou instructor about, you'll be able to quickly make note of it, and then go on with your reading.

. • Underline important terms.• Circle definitions and meanings.• Write key words and definitions in the margin.• Signal where important information can be found with key words or symbols in the margin.• Write short summaries in the margin at the end of sub-units.• Write the questions in the margin next to the section where the answer is found.• Indicate steps in a process by using numbers in the mar in.

0" 0- "'-f t \-, i,' ~ .QJ1,u. vk:M~ ~hLr-..J --J 0 'c",.-e..t'l,.i..f\t c

The following is a list of some techniques that you can use to annotate text: ,~

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Example of annotated text

Download this document as a Word 97 fJ.1eDownload the free Microsoft Word Viewer

[Learning Home][ Topics Menu][ Studv Skills ][Concepts of Learning ][ Web Site Resources][ BC3 Help Resow-ces][ Leamin. Site Map]

Developed by Meg KeeleySpecial Populations Office. Bucks County Community CollegeWith funding from the Carl D. Perkins Vocational and Applied Technology Education Act

http://viww.bucks.edu/-specpop/annotate.htJn 1l/22/2005

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SCORING GUIDE Assessing Textbook Marking and Annotating

Difficulty of the reading material for this assignment: Levell __ Level 2 __ Level 3 __ _

Nalne ______________________ ___

Assignlnent ____________________ _

Date ____________________________________________ _

SUPERIOR Your textbook Inarking is superior because you:

Para phrase the text Summarize the material when appropriate Identify key ideas and supporting information clearly by marking the text Make annotations or markings that clearly reflect the organization of text or the author'S thought patterns Write legibly Use space efficiently (your annotations/markings are concise, abbreviated as appropriate, visually pleasing) Use text headings to guide your reading (you tum headings into questions) Annotate visual aids Identify key vocabulary and relate it-re- key Ideas Use symbols/abbreviations systematically and consistently

ACCEPTABLE Your textbook marking is acceptable because you:

Paraphrase at least some of the text Summarize material adequately but not thoroughly Identify most key ideas and some supporting details Make annotations that differentiate main ideas from supporting details Write legibly Use space effectively in most instances Use headings in several instances to guide your reading/annotating Make at least some annotations of visual aids Identify key vocabulary Use symbols / abbreviations systematically and consistently most of the time

NEEDS WORK Your textbook marking needs work because you:

Copy text into margins without paraphrasing Summarize material inadequately (too much/too little) Identify too many or too few key ideas or supporting information, resulting in too little or too much marking Identify the text organization or author's thought patterns incompletely or inaccurately Use space inefficiently Cannot read or decipher your annotations Do not use headings to guide your reading Do not annotate the visual aids Do not identify key vocabulary Make only random markings/annotations

SCORING GUIDE Outlining or Notetaking from Expository Reading Material Developmental Reading Levels 1 and 2, College Reading Level 3

Difficulty Level of Reading Material: Level 1__ Level 2 Lev e l 3 __

SUPERIOR Your outlining/notetaking is superior because you:

_ _ Structure and format your work systematically __ Identify important ideas and enough of the supporting detail to recall the information-i.e., your notes

show you understand the text's structure __ Use a system to differentiate broad, general ideas from the specific, supporting information (for example,

indentations, spacing, numbers, dashes) __ Paraphrase information most of the time _ _ Organize the material by using special symbols within or in the margins of your notes or outline (for

example, boxes, circles, arrows, colors) _ _ Identify or define specialized vocabulary or important terms __ Use a system for identifying material you don't understand (such as a question mark) ~ Date and label your work __ Use space effectively

ACCEPTABLE Your notetaking/outlining is acceptable because you:

_ _ Structure and format your work systematically __ Identify important ideas and enough of the supporting detail to recall the information-i.e., your notes

show you understand the text's structure __ Use a system to differentiate broad, general ideas from specific, supporting information (see above for

examples) __ Paraphrase ideas most of the time __ Date and label your work __ Use space effectively

NEEDS WORK Your note taking/outlining needs work because you:

__ Need to structure your work more carefulIy, add titles and dates, or you may not leave a left-hand margin for adding information later

__ Note too few or no broad, general ideas, or note them inaccurately __ Don't include specific, supporting detail, or include too much __ Copy ideas directly from the text without putting them in your own words __ Need to develop a system for distinguishing broad, general ideas from specific, supporting details __ Should consider ways to use space more effectively

SCORING You need to demonstrate your abil ity to perform at the "acceptable" level on Level 2 materials in order to be considered college-ready.