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How is this going to be different from English?. What are we going to learn in Reading?. Reading vs. English. You are here to ensure your success in your English class, the TAKS exam, and all other classes.
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How is this going to be different from English? What are we going to learn in Reading?
Reading vs. English • You are here to ensure your success in your English class, the TAKS exam, and all other classes. • My focus will be helping YOU. What do you need as an individual, what does the class as a whole need, and what can I do to help you? • There will be crossover between Reading and English, but that’s not going to be all. • We will NOT be simply doing packets. There will be some of that, but we will be doing much more.
What do the TEKS say? • Reading I, II, III offers students instruction in word recognition and comprehension strategies and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields.
Word Recognition Strategies • Apply knowledge of letter-sound correspondences, language structure, and context to recognize words. • Use the keys and entry information in dictionaries, glossaries, and other sources to confirm pronunciation and meanings of unfamiliar words.
Read with Fluency • Read silently for a sustained period of time. • Read orally at a rate that enables comprehension. • Adjust reading rate according to purpose for reading.
Read with Purpose • Read to complete a task, to gather information, to be informed, to solve problems, to answer questions, and for pleasure. • Read sources like literature, diaries, journals, textbooks, maps, newspapers, letters, and speeches.
Vocabulary • Expand vocabulary by reading, listening, and discussing. • Determine meaning by using context. • Use prefixes, roots, suffixes, word origins, and spelling to understand meaning. • Employ reference aids such as glossary, dictionary, thesaurus, and available technology to determine meaning.
Comprehension • Monitor own reading: reread, use resources, and question as appropriate • Use prior experience • Determine and adjust purpose • Compare across texts: explanation, pov, themes. • Construct images based on text description. • Organize, learn, and recall important ideas by note-taking, outlining, using learning logs, rereading, scanning, and skimming.
Comprehension cont. • Summarize by identifying main idea and relevant detail. • Make inferences such as drawing conclusions and making generalizations or predictions, supporting them with text evidence and experience • Analyze and use text structures like compare/contrast, cause/effect, and chronological order. • Use test-taking strategies like highlighting, making marginal notes, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions.
Formulate and Support Response • Respond aestheically, inquisitively, critically, and actively to texts. • Respond to text through discussion, journal writing, performance, and visual representation. • Support responses by adjusting, giving evidence, and clarifying.
Find information on topics • Generate relevant, interesting, and researchable questions. • Locate appropriate print and non-print information using text and technical resources. • Use text organizers • Use graphic organizers, notes, and charts • Communicate information gained from reading • Use compiled information to raise additional unanswered questions.
Read critically to evaluate texts and the credibility of sources. • Analyze the characteristics of well-constructed text. • Evaluate the credibility of information sources • Describe how a writer’s point of view can affect text. • Analyze patterns of organize and choice of language. • Apply modes of reasoning like induction and deduction to think critically. • Recognize logical and illogical arguments in text.
The student reads to increase knowledge of culture • Compare text events with his/her own and other readers’ experiences • Recognize and discuss literary themes and connections that cross cultures.
What does all this really mean? • We’re going to read and write in this class. • We’ll use what you are reading in your English class and build on it. • You will get time to work on page credit. • You will work through practice TAKS questions in your area of need as determined by previous results. • We’ll work on test-taking, note-taking, and reading strategies.
I’m here to help you • The most important thing is that you get help where you need it. So, if you have something from another class that you want to learn more about, bring it in. Part of the goal for this class is research skills, so why not research something you want to research?
