rpdp secondary literacy southern nevada regional professional development program rpdp.net

RPDP Secondary Literacy

Southern Nevada Regional Professional Development

Program

RPDP.net


Strategies for ReadingInformational Text

Created by Jill M. LeoneReading Specialist Copyright © 2006


We will discuss how to –We will discuss how to –• read critically.read critically.• preview informational text.preview informational text.• ask questions while reading. ask questions while reading. • use strategies for reading informational text.


What is the first thing you do when you want information about

something?


Turn on your computer and search the Internet?


Whichever methods you choose, most of the reading you do in your lifetime will be

informational “real world” reading.


What is real world What is real world reading?reading?

• Reading for information

• Non-fiction text

• Provides facts and/or information on a given topic for a specific purpose

• Helps you stay informed, up-to-date, and knowledgeable about the world around you.


What is its purpose?What is its purpose?• To provide a reader with facts

and/or ideas.

• Background knowledge is essential.


Nevada Film Production Tops $100 Million for 5th Straight YearBy David McKee, Business Press

For the fifth consecutive year, revenues from film, TV, and advertising production in Nevada topped the $100 million mark. TV series and specials contributed $39 million and reality-TV series $10.3 million. Music-video makers also dropped $2.8 million in Nevada last year…


• Text features & organization important• Usually read more slowly & carefully• Facts & details important• Questions have one best answer• Difficult to create mental images• More difficult to remember • Reader’s purpose different from literary text


• Essays • Articles • Textbooks • Flyers • Memos • Schedules • Postcards • Horoscopes

• Book & film reviews • Instructions Manuals• Tables of Contents• Autobiographies• Biographies • Editorials• Contracts• Resumes


Informational text

is nonfiction.

We read nonfiction

differently from the way we read fiction.


How do weread

informational text?


Read and think about the title.

Make connectionsto what you

already know.


There are many different purposes for reading:

• to learn assigned material

• to complete an assignment

• to follow a set of directions

• for pleasure

• to study for a test


You don't read everything for the same reason or in the same

way or at the same rate.

Each purpose or reason for reading requires a

different reading approach.


Ask yourself these three questions:

What is the material about?

What type of material is this?

Why am I reading this material?


Title of Selection:

Type of Text:

Topic:

My purpose for reading:

What I know about this topic:

What I predict:


Quickly previewing will give you

information about the topic.

This makes reading much

easier.


• Titles/subtitles • Facts Statistics• Main Ideas • Chapters • Paragraphs • Headings • Quotations • Italicized/Bold Print• Capitals

• Tables • Charts • Columns • Dates • Lists • Glossaries


• Introductions• Timelines • Labels and captions • Numbered steps • Bulleted lists • Footnoted words • Pronunciation key • Transition words


• Consider the title, headings, and subheadings.

• Look at the visuals and read the captions.

• Ask yourself in what class or setting you might read this selection.

• Read the opening sentence and try to predict what the selection is about.


Making predictions increases

understanding because it

requires you to access your

prior knowledge.


A phrase may remind you of a personal experience

or something that you read or saw in a film.

This helps you understand the new

material.


Form mental images that relate to the

material.

Images are like movies in your head.

They increase your understanding of what

you read.


• Read critically.• Ask questions while you read. • Search for reasons and connections. • Reread for understanding.• Question the source of the information.


Ask questions –

• before reading

• during reading

• after reading

Read for ideas – not just words.


• Read the selection in small sections. Ask yourself “what’s the writer's main idea in this section?”

• Identify which information is more important, somewhat important, and less important.

• Then, ask yourself how the main point is supported or proven.


Then, consider the entire selection.

Ask yourself “overall what’s the main point the writer is trying to make?”

Finally, try to sum up what you’ve read.


Look for - individual events or steps in a sequence

words that identify time:

during the summer…

in the year 2002 …

an hour before…

words that signal order (first, then, next)


To find the cause or reason, ask - Why did this happen?

To find the effect or result, ask - What happened?


You make inferences every day.

To infer means to figure out something.

You base these inferences or conclusions on the information that

you have.


Understanding the author’s purpose for writing helps you to

better understand his -

• tone or viewpoint

• intended audience

• main ideas


Ask yourself if this was written to –• inform• educate• influence• entertain• warn• share a personal experience


Remember –

If you can prove it, it’s a fact.

If there can be other points of

view, it’s an opinion.


Writers are considerate of their readers.

They often leave behind clue words and phrases to help us to:

• understand the passages. • know how fast we should read. • decide the importance of information.


• Read the sentence that contains the word.

• Read the sentence right before.• Read the sentence right after.

To figure out the meaning of a new word always:


Review the material.

Look over your notes.

Get an overall view of the main points.

Recall supporting details under each main point.

Verify your predictions.nvtech.com


A good summary: • is brief

• describes the main ideas

• includes only important information

• omits irrelevant details

• organizes the information in a clear way, and

• restates the information in the reader's own words.


• Read the complete selection.

• Look at the graphics for additional information.

• Read one question at a time.

• Find information in the text that helps you answer questions.

• Write your answers to the questions.

• Go to the next question.


Answer questions based on your reading of the selection, not justyour general knowledge

of the topic.

But don’t forget to use your prior knowledge.


Are you ready to try

a fewpractice

questions?


Practice QuestionPractice QuestionFood choking is caused by a piece of food caught in the throat. This blocksthe windpipe, so the person can’t get air.The lack of air changes the person’s skintone to a bluish color. Often victims can’tbreathe or speak and fall to the floor.

Which is not a symptom of food choking?A. The person turns blue.B. The person collapses.C. The eyes are filled with tears.D. The person cannot breathe or speak.


Diseases travel at the same rate as people. When it took people three days to travel from one town to another, it took diseases the same time to get there. Today with jet travel, we must be prepared to deal with the immediate spread of illness. A flu-causing virus may begin in China and travel to Australia within a few days.

Practice QuestionPractice Question


Compared to the 17th century,diseases today are spread –A. more slowly than in the past.B. at about the same speed as

in the past.C. more rapidly than in the past.D. none of the above.

Practice Question

How did you do?


Practice QuestionPractice QuestionIn the early years of basketball, height was considered unimportant. A 6-foot- tall player was considered to be quite tall, but no one thought that his height made him a more successful player. Today, however, a 6-foot-tall player would be considered too short for professional play. Coaches now know that tall players are more successful in the modern game.


How has the feeling about height changed?

A. Coaches used to think that height was important. Now, they think it’s unimportant.

B. Coaches used to think that height was unimportant. Now, they think it’s important.

C. Coaches used to think that height was important, and they still do.

D. Coaches used to think that height was unimportant, and they still do.

How did you do?


Practice QuestionPractice Question

Rice is a very important food crop. In fact, rice is the main food for over half the world’s population. Ricecakes provide the major diet for many Asian people. This great need for rice is why scientists are working todevelop new types of rice. They are looking for thehealthiest types of rice that grow well under different conditions. Using these healthy types of rice, scientistshope to produce rice plants that will be stronger and more disease-freethan those grown now.


Practice QuestionPractice Question To whom is rice more important than wheat?

A. Asians

B. Scientists

C. Farmers

D. AmericansHow did you do?


Good readers:

• ask questions

• interpret information

• draw conclusions

• challenge information

• react to what they read


Today we discussed – Characteristics of Informational Text Strategies for Reading Determining Purpose Using Prior Knowledge Previewing Text Using Informational Aids Chronological Order Cause & Effect Making Inferences Facts vs. Opinions & Context Clues


Permission is granted to copy (unmodified) all or part of this PowerPoint for educational, personal, non-commercial use off-line as long as the copyright message (Copyright © 2006 by Jill Leone) is maintained on the title page. This material may notbe sold, duplicated on other websites, incorporated in commercial documents or products, or used for promotional purposes.

Copyright © 2006 by Jill M. Leone

Copyright Notice

rpdp secondary literacy southern nevada regional professional development program rpdp.net

Documents

rpdp secondary literacy

year slide

test slide

literary text slide

type of text

different reading approach

information nonfiction

readers purpose different