11/13/2015offered by the center for teaching and learning 1 read like a pro! critical reading...

04/20/23 Offered by the Center for Teaching and Learning

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Read Like a PRO!

Critical Reading Strategies


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What is PRO? Prepare to read (pre-reading) Read Actively Organize to Learn


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Part 1: Pre-reading Strategies Concentrate Preview Use Prior Knowledge Ask pre-reading questions and make

predictions Choose a reading strategy


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Concentrate When is the best time during the day for you

to read and study? Where is the best place for you to read and

study?


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Preview Title

What does each word in the title mean? What does the phrase mean as a whole?

Author information Who is the author ? When did s/he write the piece?

Headings, Notes, Pictures, or Side Panels


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Use Prior Knowledge How do you relate to the piece you’ve

previewed? Are there any similarities between you and

the author or any of the characters? Have you read or heard any of the

information elsewhere before?


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Ask Questions/Predict What do you want to learn? What can you predict the author will discuss?


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Choose a Reading Strategy What is the purpose in reading this text? What is the level of difficulty? How will I actively read the text?


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Part 2: Reading ActivelyReading Actively means…

annotating and making connections

between the material and what you already

know or have experienced


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Becoming an Active Reader Devote time to fully focus on comprehending

the text Apply strategies that will swiftly engage you

with a text and keep your concentration


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Preparing to Become an Active Reader

Be aware of the environmental factors that enhance and hurt concentration

Be realistic about how long reading certain texts will take and set aside time for that reading

Plan to keep a Reading Log for every class with required reading


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Strategies for Reading Actively

Keep a Reading Log Orient yourself to the text Create a Discussion Web


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What Are You Looking For?

Note the subject matter and author’s purpose Recognize the organization of the text,

structure and genre Determine the context of the text Find the connections to the course Decide your purpose and goal


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Remaining Active

Interact with the author as you read Try to figure out the author’s stance Monitor your comprehension and act when

your concentration flags


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Dealing with Demanding Texts

Identify the major problem and resolution Research the subject matter Look up unknown words Ask your instructor, peers, family, and friends

for help


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Part 3: Organizing to Learn Apply Post-Reading tips Create a Semantic Map Form a Discussion Group Mark Your Text Outline Chart


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Apply Post-Reading Tips Decide if you achieved your goals for reading Discuss the accuracy of your predictions Summarize major ideas Research additional information Distinguish between relevant and irrelevant ideas Paraphrase relevant details Reflect and personalize the text


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Create a Semantic Map (SM) Helps the reader to identify important ideas Shows how the ideas fit together Uses comprehension/concentration skills and

evolves in a note taking form Represents visually the content of your

reading


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Three Components of SM Core question or concept Strands Supports


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SM - Spider Map Example


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SM – Fishbone Map Example


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Form a Discussion Group Brings out new ideas you’d previously not

considered Takes existing ideas or concepts about the

reading and expands upon them Allows your interpretations to be challenged

and will fill in some of your “blind spots” regarding what you just read


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Mark Your Text Read first and then mark selectively Box transitions and number important ideas Circle specialized vocabulary Jot down main ideas in the margin Write questions as you read Make brief summaries at the end of each

section


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Outline What You Read Place major/general points to the left Indent each more specific point to the right


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Chart What You Read Organize categories into columns Record information into the appropriate

category Tracks conversations and dialogues Reduces amount of writing Provides easy review


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PracticeTHEME FOR ENGLISH B - By Langston Hughes

The instructor said, Go home and write a page tonight. And let that page come out of you--- Then, it will be true. I wonder if it's that simple? I am twenty-two, colored, born in Winston-Salem.


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Cont…I went to school there, then Durham, then here

to this college on the hill above Harlem. I am the only colored student in my class. The steps from the hill lead down into Harlem through a park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page: It's not easy to know what is true for you or me at twenty-two, my age. But I guess I'm what I feel and see and hear, Harlem, I hear you: hear you, hear me---we two---you, me, talk on this page.


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Cont…(I hear New York too.) Me---who?

Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records---Bessie, bop, or Bach. I guess being colored doesn't make me NOT like the same things other folks like who are other races. So will my page be colored that I write? Being me, it will not be white. But it will be a part of you, instructor.


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Cont…You are white---

yet a part of me, as I am a part of you. That's American. Sometimes perhaps you don't want to be a part of me. Nor do I often want to be a part of you. But we are, that's true! As I learn from you,I guess you learn from me--- although you're older---and white--- and somewhat more free.

This is my page for English B.

11/13/2015offered by the center for teaching and learning 1 read like a pro! critical reading...

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