The Following Are Academic Word List From All the Reading of This Unit
Unit three: Reading Efficiently: The Sub-Skills of Reading
Introduction
In real life, people read a diverseness of texts for both data and pleasance. Reading materials differ in content, way and purpose, and we arrange our reading style appropriately. To go efficient readers, nosotros have to train ourselves to read different texts in dissimilar means. For example, we do non read a novel and a textbook in grooming for an exam in the same way. When nosotros are reading a novel, we do not demand to pay attention to every item the way we exercise when reading a textbook and read more than quickly: most speed reading involves a process called chunking. Instead of reading each word, the reader takes words in "chunks," — that is, groups of words that make a meaningful unit of measurement, such as phrases, clauses or even whole sentences. And, as adults, most of our reading is silent. When we read silently, we save the time spent on articulating words, and read in chunks or sense groups instead of one give-and-take at a time.
In this unit, nosotros will try to help you make your students aware of the diverse sub-skills and strategies we use to read different texts with efficiency. Reading efficiently, as you take already seen in Units 1 and 2, means adjusting one'south reading speed and mode to match the purpose for which we read. This involves reading for an overall idea or gist, specific information and detail, and to understand the writer's attitude. This unit will give you some information most various sub-skills of reading, and how students can exist trained to use these sub-skills to read actively.
Unit outcomes
Upon completion of this unit you will be able to:
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Terminology
| Terminology | Scanning: | Searching quickly for a specific slice of information or a particular discussion. For example, when looking up a word in a dictionary, an address in a directory or the flying arrival schedule of a item flight, nosotros practice not read entire pages or passages. We search for the keywords or ideas because nosotros know what we are looking for. Scanning involves moving our optics speedily downwards the page seeking specific words and phrases. |
Skimming: | Reading through a text speedily to go an overall idea of the contents; that is, the gist of the passage. For instance, before buying a book we glance chop-chop at the encompass page, the reviewer'south comments on the back embrace (also called volume jacket), the contents folio, etc., to get a general idea of its contents. | |
Volume corner: | A special area in the classroom set aside for a collection of non-academic books for children, preferably storybooks for that historic period grouping. |
Teacher support data
The activities in this unit of measurement should develop students' efficiency in developing some important sub-skills of reading. Information technology is therefore important to take them work independently, either on their own or past collaborating with their peers. Improving reading efficiency is a thing of do, and if students tin be engaged in meaningful and interesting activities, their skills will develop more quickly. This will then help them read different kinds of texts, and reply to the data provided more efficiently.
Case study
| Case study | Elizabeth Roy, a JSS teacher of English language and Social Studies, was eager to attend a preparation class for English teachers in Cape Town. She hoped to larn some ways of helping her Grade 9 students read amend. For some reason, her students read their English textbooks with more interest than they read their Social Studies texts. She wondered whether it was because English language textbooks had stories and such things about people, while Social Studies talked about facts. When she shared her concerns with the experts, she realised that she was non the only one whose students behaved like this. Other colleagues were facing the same trouble. The experts decided to make this a complete session. The side by side day, they had the participants, including Elizabeth, work on exercises related to the textbooks that they taught. They took Elizabeth and the others through a series of interesting activities that made them read the same texts for different purposes, with varying speeds and with a focus on different aspects of the passage. Elizabeth realised that if she could get her students to actively engage with the text through a variety of activities, they would read other subject texts with the same interest as they read their English language textbooks. Elizabeth tried out some of the techniques and exercises she had learned in her class, and establish to her pleasant surprise that the students' interest picked upward, and they slowly began to perform better in Social Studies also. She realised that no matter what kind of text we read, if nosotros read actively, nosotros will become the maximum do good and joy. |
| Points to ponder |
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Activities
Activity 1: Reading for gist: Skimming
| Activity ane | In real life, we read a diversity of materials in the languages we know (our home language or English, for example). Some materials similar course books are read with close attention to item equally we need to use the data in examinations. Other materials, like magazine articles, are read for pleasure. So in that location are things like billboards and hoardings that we mostly read with niggling concentration equally we really do not demand to use their information in our daily activities. In this activeness, we will deal with the sub-skill of skimming, which is used to get an overall idea of the text. To brainstorm the activity, ask the class to list the different types of things they read. They will probably come up with things like textbooks, storybooks, magazines, comics, signboards, messages, postcards, menu cards, labels on things they buy, phone books, pedagogy manuals (for phones, TVs, cameras, etc.), subtitles of English movies, maps, encyclopaedias and and so on. Now tell them to list these different types of texts and classify them according to the reasons for reading them given in column two, in the tabular array beneath. Write the listing on the board as the students respond. Your lath might wait similar this:
Enquire them to look at the list and determine which type of reading materials they read fast, very fast, slowly and very slowly. Bring the discussion around to the fact that nosotros read different texts at different speeds depending on why we are reading. For the main activeness, requite them the post-obit state of affairs: A friend, Nigel, wants to go on a vacation to the seaside, and he cannot determine where to go. He knows y'all accept some idea, so he has asked for your advice to assistance him cull a good place. He is in a hurry, so he has asked yous to give him an thought as shortly as possible. In groups, have the students read nigh Africa'due south best beaches in Resources 1, and help him make a determination. They can look at the pictures of the beaches and read the tourist information before they decide. After they finish the task, inquire them to call up how they read the passages: did they read them very slowly, or somewhat chop-chop? What kind of information did they look for, and how did they determine on a destination? From their answers, attempt to have them realise that they read about the different beaches somewhat speedily so that they could get an overall idea about them and give the information to Nigel. This skill is chosen skimming. To test their ability to skim a text for the overall thought or gist of a passage, ask them, in their groups, to read the summaries of the beaches given below, and lucifer them to the descriptions of the African beaches given in Resource 1.
Conclude the job by bringing to their notice that reading for gist or overall thought involves:
Before ending the discussion, ask them to again list the kinds of texts they skim for gist. Then ask them to collect a few of those to exercise in the adjacent class. For more ways of practising skimming, see Resource 2. |
Activity two: Reading for specific information: Scanning
| Action 2 | Another important sub-skill of reading that all efficient readers use as a strategy is called scanning, or looking for specific information. To demonstrate the use of this sub-skill, accept the students work in pairs and say which kinds of texts given in the listing below they read very apace, and why.
During the feedback take the students recognise that we read such texts to find some specific information, and not to understand or call back every bit of information given there. We speedily scroll down a page to locate the particular thing we are looking for (e.m., a telephone number, train deviation time, cricket score). Scanning is a very important reading skill that is frequently used for real-life purposes. Now give the students an activity to practise the skill of scanning. Divide them into pairs then give each pair an English newspaper. You should apply different newspapers and so that each pair has fresh information to share with the rest of the form. Each pair should quickly scan their pages and find answers to the list of questions beneath. Yous can add together to the listing depending on the blueprint of newspapers in your home town. Recall that this is a scanning task, so practise not permit the students spend besides much time on it.
Later on the students finish, have them think of what strategies they used to find out the data quickly. Elicit points similar they read only letters in bold print, they skipped all the smaller columns, their eyes moved very rapidly over the page, stopping only when they got the specific information they required, and then on. You can have them practice scanning data in the lessons you teach every 24-hour interval — making them locate a particular sentence on a page, a page number of something, the significant of a word given after the lesson, the number of questions post-obit the lesson, etc. All these everyday activities help students develop their scanning skills. |
Activity three: Understanding text and distinguishing text style
| Activity 3 | The texts we read practise non all deal with their topic in the same mode, and do not all present information in a uniform, footstep-by-pace fashion. An efficient reader is one who can recognise the style of paragraphs in a prose text and know whether information technology deals with a main idea, a supporting particular, illustrations, a detour or digression. Such a reader then knows which part needs to be read with more than attention to detail, and which part needs less concentration. This is not to suggest that efficient readers are careless people who do not read a passage thoroughly — information technology merely means that they can vary their reading speed and comprehension according to the purpose for which they are reading. In this activity, you will be able to aid your students sympathize how to recognise whether a paragraph is dealing with main or subordinate points, examples or digressions (that is, things that are not straight related to the topic). One way in which this is done is by noticing the utilise of special phrases that give us the necessary inkling. For this activity, first give students the following curt paragraph and ask them to underline the most important sentence in information technology and say how they recognised it: Dissimilar my friend Samuel, I savour coming to school. Regular schoolhouse attendance is very important for the development of knowledge. For example, we not only get to larn from our teachers, we get a chance to chat with our friends and share jokes. My cousin has a skilful store of jokes. They should have underlined the 2d sentence, and the word important would probably have helped them decide. Now have them match the sentences in the paragraph with the headings in the 2nd column in the table below:
(Answers: Judgement 1 — Related thought, Judgement 2 — Instance, Sentence iii — Unrelated thought and Judgement iv — Main idea) Draw the students' attention to the fact that passages normally accept a mixture of all these types of sentences or paragraphs, and so we must recognise which ones are important to call up. These need to exist read more slowly and carefully, while a lot of time demand not be spent on the less important sections. Sum upwardly by introducing the terms Main Idea, Subordinate Idea (related idea), Illustration (example) and Digression (unrelated idea). Clues that aid usa identify dissimilar styles are plant in expressions like: An important signal here is.../We want to emphasise that... (main idea) The reason for this is.../Another idea continued to this is... (subordinate idea) A skilful case of this is.../For case,.../I would similar to illustrate this point by... (illustration) By the manner,.../We may note in passing that.../Something interesting, but not directly related to this is... (digression) For more practise, give your students the exercises in Resource 3. Yous could also bring to the class interesting passages from storybooks, newspapers or magazines and accept them place the four categories. To brand them test their reading speed and comprehension, ask them to fourth dimension themselves and read the passages on their own the first time. Then, working with a partner, ask them to place the chief and subordinate ideas, illustrations and digressions, and and so read the passage again. This time, they should improve in both speed and understanding. |
Unit of measurement summary
| Summary | In this unit you learned how to improve your students' reading speed, developing flexibility in reading by learning how to skim for gist and scan for particular information. The unit also tried to show how to empathise text construction past recognising the different ways in which data is presented in texts. When students acquire to distinguish betwixt main points and subordinate ideas, identify illustrations and recognise digressions in a reading passage, their comprehension and speed will improve, and they volition be able to read with efficiency. Students must keep practising these skills, considering they brand us efficient readers through life and help u.s. read a variety of texts with ease and understanding. These skills can also be transferred across subjects and used for reading non-academic texts too. |
Reflections
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Assessment
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Resources
Resource 1: Travel guides: Africa'southward best beaches
| Resource 1 | Egypt – The Nile Delta (near Alexandria and the Red Sea) has some breath-taking beaches. The Red Body of water expanse is the ideal spot for both diving and indulging in tourist activities similar visiting the Pyramids and enjoying the local culture. Due south Africa – Although the Southward African coast is habitation to some astonishing beaches, Jeffreys Bay (known equally J'Bay) is the place to go for earth-class surfing. Time your visit to coincide with the annual Billabong Pro competition. Mauritius – Mauritius is an instance of how acme beaches are often found on minor islands. Pereybere, Flic en Flac, and Ile aux Cerfs all take fabulous beaches where you can relax — thanks to the audio of the surf, the beautiful sky and sand. Zanzibar – This "spice island" near Eastward Africa has amazing white beaches, traditional line-fishing village, upscale resorts — and friendly locals. Seek out beaches at the northward end of the island. |
Resource 2: Practising skimming
| Resources ii | Once you are sure your students understand the purpose of skimming for an overall thought, y'all can give them a job centring on the class book corner. Ask each student to pick up a volume they accept not read before. When you say "Become," they should quickly skim through the book for a general agreement of what it is well-nigh. Give them 5 minutes to do this. They should flip through the book, read the championship, contents page, introductory paragraphs and summary or terminal page. No one makes notes. Afterwards the 5 minutes are over, tell them to terminate. At present ask each student to tell a partner what he or she thinks the volume is most. This should take no more than iii minutes. And then the other partner does the same. The students can refer to the books they skimmed through while they talk. You can repeat this exercise several times during your English language class. For instance, before starting a new unit or lesson, give your students ii or three minutes to skim through the lesson and tell the class what they think information technology is about. After the lesson, decide whether the predictions were correct and to what extent. Allow the students to talk virtually the strategies they used. This volition alert others most the demand to read actively. |
Resources 3: Understanding text organisation
| Resource 3 | Passage ane Look at the moving-picture show: What fish is it? What do you know about this fish? Have you always seen such a fish? Hither is a brusque paragraph on this fish, merely the sentences are not arranged in the proper lodge. Your task is to accommodate the sentences correctly and number the sentences: Write 1 over the most important sentence, two over a supporting particular or subordinate idea, 3 over an illustration and four over any unrelated idea.
(Correct sequence: ane, 2, iv, 5, 3, half dozen) Primary idea (ane): ii Subordinate thought (ii): 1, 5, half dozen Illustration (three): 4 Digression (four): three Passage 2 Does your family rear cattle? What kinds of products practise nosotros go from cattle? Here is a passage on livestock farming in Kenya. The paragraphs are all numbered. Discuss them with a partner, and say which paragraphs bargain with main ideas, subordinate ideas, illustrations and digressions. (Annotation: Some passages may not contain all these categories. In the passage below, for example, there is no digression. Depict the students' attention to this during the discussion and make certain they understand that information technology does not signal a weakness in the text.) Beef and livestock farming
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Instructor question and answer
| Feedback | Question: How do I assistance students transfer the sub-skills they have learned here to help them read material on other subjects efficiently? Answer: You tin encourage your students to apply their new skills to other subjects past having them bring passages from other subject textbooks to the class. Encourage them to bring to the class passages or texts that they have been finding difficult to understand or remember. Appoint them in peer activities like reading the text quickly for an overall idea, then working together to locate the main ideas and illustrations. You can even ask one pair to read the text in item and make up a set of scanning questions to ask another pair, then on. This will ensure that everyone reads the texts actively, and learns to use their sub-skills efficiently. |
Source: http://orelt.col.org/module/unit/3-reading-efficiently-sub-skills-reading
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