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Strategies for Reading in the Content Areas

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Strategies for Reading in the Content Areas

Strategies for Reading in the Content Areas.ppt
1Strategies for Reading in the Content 57LEARNING.
Areas. by Sue Z. Beers 58How do we help students connect
suebeers@netins.net. Pre-Reading: What do I already know or
2What is Literacy? Reading Writing think I know about the topic? During
Speaking Listening Viewing Nonverbal Reading: How does what I am learning make
Communication All have the same purpose: sense with what I already know? After
COMMUNICATE KNOWLEDGE AND UNDERSTANDING. Reading: What new learning did I gain from
3A Marsden Giberter. Glis was very the text? What did I read about that I
fraper. She had dernarpen Farfles didnt know before?
marsden. She did not talp a giberter for 592) Connect new knowledge to existing
him. So, she conlanted to plimp a marsden knowledge to make personal meaning. What
binky for him. She had just sparved the READERS can do: Be aware that their prior
binky when he jibbed in the gorger. knowledge is important to understanding
Clorsty marsden! she boffed. That s a the text Seek new ways to connect new
crouistish marsden binky, boffed Farfle, knowledge to what they already know Read
but my marsden is on Stansan. Agsan is widely from multiple sources Constantly
Kelsan. In that ruspen, boffed Glis, I increase background knowledge experiences
wont wank you your giberter until Take a few seconds before reading to
Stansan.. Why was Glis fraper? What did review what is already known Demonstrate
Glis plimp? Who jibbed the gorger when interest in multiple topics Read and
Glis sparved the blinky? Why didnt Glis discuss often to deepen their
wank Farfle his giberter? understanding Share ideas with another
4Reading is the key to success in all person about what is known about the topic
content areas. prior to reading.
5Reading is used to gather ideas 602) Connect new knowledge to existing
Learning happens when the new information knowledge to make personal meaning. What
is connected to the learners own TEACHERS can do: Provide multiple
experience and background. READING. opportunities for students to read
6Components of the Reading Process. Encourage students to share their
Classroom Environment: Comfort, Order, experiences Use graphic organizers to help
Safety. The Learner: Attitudes, Ability students make connections Use
and Perceptions. Research-Based Classroom brainstorming to identify prior knowledge
Instruction. Reading Task: Clarity Purpose and interests or experiences Plant seeds
Background Knowledge. Processing in early units to create prior knowledge
Strategies: Pre-reading During-reading Share content-specific vocabulary at the
Post-Reading. Text Features: Text Cues beginning of the unit Give opportunities
Organizational Patterns Text Selection. for students to see how things are alike
7What about kids who cant read? and different Encourage students to
Students who struggle with reading KNOW re-read when they dont understand,
they struggle with reading; they know they stopping to think about how the reading
lack the single most important tool for relates to their own life and experience
success in school and they know that not Provide reflective journals with prompts
having that skill opens them to ridicule or questions to help student connect their
from peers and from teachers. They do learning with their prior knowledge.
anything they can to distance themselves 61
from the place and the people who will 62
remind them that they cant read. 63
8Kids who cant read Non-readers would 64
prefer to get into trouble for not doing 65
their work rather than be embarrassed in 66Have strategies to use when
front of their peers for doing it wrong. encountering new words. Connect new
They KNOW they cant read; theyve known knowledge to make meaning. Think ahead to
it for years. Not all struggling readers what might be coming in the text.
sit at the back of the room, head down, Continually evaluate my own understanding.
bored lookgive the gifted student the Create images of what is read.
right text and s/he can stumble over Periodically summarize what is read. Use
ideas, worry over words, get lost, and be text cues, features and organization. Have
confused about meaning. a plan for how to approach the reading
9ANYONE can struggle given the right task. INDEPENDENT STRATEGIC READERS:
text. The struggle isnt the issue; the 67Why do we want students to think
issue is what the reader does when the ahead to what might be coming?. Review
text gets tough. facts Motivation / Investment of self
10HUH???? The amount of distributions Higher order thinking Combine prior
from net investment income and net knowledge Make inferences Pay attention to
realized capital gains are determined in the text Others?
accordance with federal income tax 683) Think ahead to what might be coming
regulations, which may differ from in the reading. What READERS can do:
generally accepted accounting principles. Summarize often what has happened and
These book/tax differences are either predict what might come next. Use clues in
considered temporary or permanent in the reading as well as the structure of
nature. Key differences are the treatment the text to help make the predictions.
of short-term capital gains, foreign Make use of cues like pictures, graphs,
currency transactions, organization costs and charts to help identify whats next
and other temporary differences. To the in their reading. Turn subheadings into
extent that these differences are questions to predict what will be coming.
permanent in nature, such amounts are Do a 60- to 90-second scan of the reading
reclassified within the capital accounts material before reading to determine the
based on their federal tax-basis big ideas that will be included. Think
treatment; temporary differences do not about how their own biases and ideas might
require reclassifications. To the extent affect how they read the text.
distributions exceed net investment income 693) Think ahead to what might be coming
and/or net realized capital gains for tax in the reading. What TEACHERS can do: Use
purposes, they are reported as reading tools at the beginning of the unit
distributions of paid-in capital. to help focus new learning Create a
Semi-Annual Report for ING Mutual Funds. purpose for their reading Help students
11Aliterate. Those who CAN read, but create questions about the topic Ask
who choose not to read. questions after student read a section in
12We need to discover how a students order to shape their thinking for the
unique brain is wired for reading and remainder of the reading Help the students
writing and then use a range of approaches generate a hypothesis about the topic so
that matches his or her literacy style. they can test it as they read Ask students
- Thomas Armstrong. to construct support for their predictions
13FORGOTTEN. Long Term Memory. Point out text features that will help
Rehearsal. Elaboration Organization. Short students predict what they might be
Term Memory. Sensory Input. Pay Attention. reading.
Retrieval. Working Memory. Taste Touch 70
Sight Sound Smell. 71
14Factors Affecting Student Performance 728 Strategies for Reading. Develop new
on the Reading Task. vocabulary and figure out meanings of
15The Ability Factor. Flow Zone. unknown words Connect new knowledge to
Groan Zone. Difficulty of Text. Drone make personal meaning. Think ahead to what
Zone. Student Ability. might be coming in the text. Evaluate
161050 1000 900. + 50 -100. ones own understanding of what is read.
Instructional Reading Level. 75% Comp 90% Create images of what is read.
Comp. Periodically summarize what has been read.
17GRADE. Reader Measures. Text Measures. Use text features and organizational
1. Up to 300L. 200L-400L. 2. 140L-500L. patterns. Have a plan for how to approach
300L-500L. 3. 330L-700L. 500L-700L. 4. the reading task.
445L-810L. 650L-850L. 5. 565L-910L. 73Metacognition is important! Do
750L-950L. 6. 665L-1000L. 850L-1050L. 7. students know WHY they are using the
735L-1065L. 950L-1075L. 8. 805L-1100L. tools? Much ado about nothing Action
1000L-1100L. 9. 855L-1165L. 1050L-1150L. without understanding = no learning
10. 905L-1195L. 1100L-1200L. 11-12. /retention.
940L-1210L. 1100L-1300L. Typical Reader 74How Did I Do When I Was Reading? As I
and Text Measures by Grade. read . . . * I made predictions. * I was
18Factors Affecting Student Performance able to form a picture in my head. * I
on the Reading Task. made connections. * I knew when I was
19Students often know how to read, they having problems. * I did something to fix
just dont use (or know how to use) my problems. Reflection: Often. Sometimes.
effective strategies to get the full Never.
meaning from the text they read. 75What inferences can you make from this
201) Content-specific vocabulary. 2) passage? He put down $10.00 at the window.
Prior knowledge about the content area The woman behind the window gave him
subject. 3) Understanding of text features $4.00. The person next to him gave him
and organization of the text. 3 Main $3.00, but he gave it back to her. So,
Barriers to Content Area Reading. when they went inside, she bought him a
21Independent Strategic Readers. Know large bag of popcorn.
how to make text make sense Have 76Even students who exhibit all the
strategies to use Know how to struggle overt signs of success typically do not
with text Develop the patience and stamina display an adequate understanding of the
to stick with a text Know what is materials and concepts with which they
separating them from success with the text have been working. (Cannot use in a new
Know what they should do to fix the or unanticipated situation). -- Howard
problem. Gardner.
22READING NEXT: 15 Elements of Effective 77Fragile Knowledge is knowledge that
Adolescent Literacy Programs. students either dont remember after the
Instructional. Infrastructure. Direct, test or dont know how to use.
explicit comprehension instruction 78To help students focus their attention
Embedded in content Motivation and on the learning: Provide advance
self-directed learning Text-based organizers Post outcomes or results
collaborative learning Strategic tutoring expected Use bracketing Eliminate
Diverse texts Intensive writing Technology distractors in the room Generate previous
component. Extended time for literacy 13. experiences that relate to the topic
Teacher Teams 14. Leadership 15. Provide students with tools for
Comprehensive and coordinated literacy periodically processing information /
program. Ongoing formative assessment of learning.
students Professional development Ongoing 794) Continually evaluate their
summative assessment. Ongoing formative un-derstanding of what theyve read. What
assessment of students Professional READERS can do: Connect what they just
development Ongoing summative assessment. read to their prior knowledge Support
231) Direct, Explicit Comprehension their point of view as well as the points
Instruction. Explicit strategies presented of view of others Find and describe errors
New tools / strategies modeled Many in their own thinking as well as in the
independent practices of tools and information they read Stop and think
strategies Students use tools and often in order to test their own
strategies independently Multiple contexts understanding Recognize when the text does
for apply tools and strategies. not make sense and use various strategies
241) Direct, Explicit Comprehension to increase their understanding Question
Instruction (continued). Student their understanding of the material on a
discussions about what is read Asking frequent basis Use tools to help them
students to explain their thinking Wide remember to reflect frequently on how well
variety of text available Teachers model they understand the text.
their own thinking Lets look at how this 804) Continually evaluate their
might look in the classroom un-derstanding of what theyve read. What
25Categories of Instructional Strategies TEACHERS can do: Give students multiple
That Affect Student Achievement. Category. opportunities to classify and categorize
1.61. 45. 31. 1.00. 34. 179. .80. 29. 21. new information, justifying their reasons
.77. 28. 134. .75. 27. 246. .73. 27. 122. Provide opportunities for students to
.61. 23. 408. .61. 23. 63. .59. 22. 1251. summarize key learnings Encourage students
Effect Size. %ile Gain. # Studies. to re-read if they are having trouble
Identifying similarities and differences. understanding text Provide alternative
Summarizing and Note Taking. Reinforcing note-taking, including the creation of
effort and providing recognition. Homework visuals Question students often throughout
and practice. Nonlinguistic the reading, prompting them to evaluate
representations. Cooperative learning. their own understanding and support it
Setting objectives and providing feedback. with details and information Allow
Generating and testing hypotheses. students to talk and to write about their
Questions, cues and advance organizers. learning Help students develop the ability
26Know how to approach new words and to create good questions about the
increase vocabulary. Connect new knowledge information in the text.
to make personal meaning. Think ahead to 81
what might be coming in the reading. 82
Continually evaluate ones own 83Develop new vocabulary and figure out
understanding of what is read. Create meanings of unknown words Connect new
images of what is read. Periodically knowledge to make personal meaning. Think
summarize what is read. Use text features, ahead to what might be coming in the text.
cues and organizational patterns. Have a Evaluate ones own understanding of what
plan for how to approach the reading task. is read. Create images of what is read.
INDEPENDENT STRATEGIC READERS: Periodically summarize what has been read.
27The Importance of Vocabulary Skills. Use text features and organizational
Vocabulary knowledge affects patterns. Have a plan for how to approach
comprehension. * Methods that encourage the reading task. 8 Strategies for
students to actively construct meanings Reading.
help students learn and retain word 84Verbal + Nonverbal = Creation of
meanings longer. * The less cognitive images when we hear words or to generate
energy students must spend figuring out names or descriptions when we see
the words on the page, the more energy pictures. Dual-Coding.
they can spend figuring out what the text 85hot dog. VERBAL. NONVERBAL. Made of
means. ground animal parts Preservatives
28Vocabulary Research. Effective Something you eat In a bun Ketchup,
vocabulary instruction requires active and mustard, pickle relish. Visual picture
positive student participation. (Carr Smell Context of where eaten Emotional
& Wixson, 1986) Personal engagement connection (birthday party) Sounds of the
with a new word can lead to deep hot dog vendor.
processing of meaning. (Dole, Sloan & 86Students who lack ability . . . to
Trathen, 1995) Researchers have named create visual images when reading often
vocabulary knowledge as the most important experience comprehension difficulties.
factor in reading comprehension. (White, They cannot describe the pictures in their
Sowell & Yanagihara, 1989). minds as they read.
29Develop a Vision of Vocabulary 87And the research says . . . Learners
Instruction. Engage students in wide who were instructed to create mental
reading about your subject matter content images of events learned two to three
and content of their choice. Provide times as much as learners who read aloud
direct instruction in terms that are the sentences repeatedly. (Anderson, 1971)
critical to their understanding of your When taught to generate mental images as
content. Assure both a verbal and they read, [students] experience greater
nonlinguistic representation in learning recall and enhanced abilities to draw
the vocabulary terms Encourage elaboration inferences and make predictions.
and refinement of understanding the terms. (Gambrell, 1981; Gambrell & Bales,
30A Few Comments on Vocabulary Teach 1986; Pressly, 1976; Sadoski, 1983, 1985_.
your content-specific vocabulary Effect 88Students may need . . . . . . to be
Size = .97 Translates to 33 percentile prompted repeatedly to focus on their
points higher in comprehension when mental images or television in the mind,
vocabulary instruction focuses on specific as a way to monitor comprehension.
words important to the content they are Teachers also need to teach and model
reading Improves students background fix-up strategies for student to use.
knowledge and comprehension of academic 89When text and pictures dont match,
content. the illustrations can interfere with
31Fill in the Blanks The questions that comprehension and reduce learning. The
p________ face as they raise ch_______ pictures and words must match!
from in________ to adult life are not easy 90Types of Images Concept Web Venn
to an________. Both fa________ and Diagram Collage Cartoon Diorama Game Map
m_________ can become concerned when Chart / Graph Mobile Poster Drawing. Tape
health problems such as co_________ arise Recording Demonstration Interview
any time after the e_______ stage to later Multimedia Presentation Puppetry Role Play
life. Experts recommend that young Skit Speech Slide Show/Power Point Video
ch________ should have plenty of Banner Commercial.
s_________ and nutritious feed for healthy 91The Continent Song. North America
growth. B________ and g________ should not (hold up left hand) Europe (point to nose)
share the same b________ or even sleep in Asia (hold up right hand) Africa, Africa
the same r________. They may be afraid of (hands around waist) South America (point
the d_______. - from the work of Rachel to left knee) Australia (point to right
Billmeyer. knee) Antarctica, Antarctica (stomp feet).
3298. 90.7. 4,733,000. 90. 40.4. 92Whats the Intended Learning? . . .
2,357,000. 70. 21.7. 1,168,000. 50. 12.9. Now what is the graphic organizer that
601,000. 20. 3.1. 134,000. 10. 1.6. would help my students get to that
51,000. The Relationship Among Time Spent intended learning?
Reading, Reading Achievement, and 93Planning Tool for Graphic Organizers.
Vocabulary Acquisition of Fifth Graders. What knowledge will my students be
Percentile Rank on Standardized Test. learning? Will I provide a graphic
Minutes of Indepen-dent Reading Outside of organizer for them or ask them to create
School Per Day. Estimated Exposure to the their own? Do I need to set aside time to
Number of Words Per Year. Anderson, R., teach students to use the graphic
Wilson, P. and Fielding, L (1988) Growth organizer? How will I monitor my students
in Reading and How Children Spend Their creation and/or use of the graphic
Time Outside of School. Reading Research organizer? What will I do to help students
Quarterly, Vol. 23: pp. 285-303. who are not using them effectively?
33Indirect vs. Direct Instruction of 945) Create images of what is being
Vocabulary Words. 7-14 meaningful read. What the READER can do: Know that a
exposures to a word before it become part picture is truly worth a thousand words!
of your working vocabulary Best to Create images in their minds or on their
explicitly teach the key vocabulary of the papers Create pictures to summarize their
content area. learning Select appropriate graphic
34Intensive Instruction Which Words? organizers to summarize the details and
For words that are conceptually difficult information in their reading Use visual
For words that relate to a single topic organizers to connect their new learning
For words that are important Important to to their background knowledge.
understanding the assigned reading 95Create images of what is being read.
Important to general utility in the What TEACHERS can do: Become familiar with
language. various graphic organizers in order to
35Word Play The Research to Support offer the appropriate one(s) to help
It. Word play is motivating and an students achieve the intended learning
important component of the word-rich Provide models of graphic organizer and
classroom. Word play calls on students to guided practice in how to use them Model
reflect metacognitively on words, word the use of visuals and graphic organizers
parts, and context. Word play requires Provide various graphic organizers that
students to be active learners and allow for choice but also assist the
capitalizes on possibilities for the students in organizing the new learning
social construction of meaning. Word play Use models and charts in the classroom Use
develops domains of word meaning clips from videos that emphasize or
relatedness as it engages students in demonstrate key learnings Share students
practice and rehearsal of words. work by displaying it.
36Game: Categories. A. R. M. I. E. S. 96
Specific Confederacy Words. Rebel. 97
Specific Union Words. Sherman. Military 98Develop new vocabulary and figure out
Words. Rifle. Infantry. Sniper. Battle and meanings of unknown words Connect new
Places. Atlanta. knowledge to make personal meaning. Think
37Prefixes, Suffixes and Roots. Each ahead to what might be coming in the text.
curricular area should address their own Evaluate ones own understanding of what
roots so kids can make connections with is read. Create images of what is read.
them. Each area should also teach the Periodically summarize what has been read.
specific prefixes and suffixes that are Use text features and organizational
critical to the language of the content patterns. Have a plan for how to approach
area. the reading task. 8 Strategies for
38 Reading.
39 996) Periodically summarize what is read
40Vocabulary Cheat Sheet. TYPE words and learned. What READERS can do: Identify
in ALPHABETICAL order on one half of page key issues and main ideas in the content
(folded vertically) Write a quick area When looking at a lot of information,
description of the word in as few a words determine the important ideas and then
as possible (one line only) Use word summarize those ideas in their own words
recognition chart to front-load the Identify most important concepts, facts,
words prior to students reading the or ideas and delete those that have little
assignment. or no importance or connection Identify or
41Reflecting on Vocabulary create topic sentences about their reading
Opportunities. What activities do I ask Draw conclusions and make generalizations
students to do to learn the vocabulary Provide supporting details Gather new
terms? Generate own learning from clues provided by text
explanations/descriptions Create structure Practice alternative styles of
nonlinguistic/visual representations Ask note-taking.
questions to help generate information 1006) Periodically summarize what is read
Other What opportunities to I provide to and learned. What TEACHERS can do:
ensure periodic review? How do I monitor Demonstrate and discuss text structure and
how well they know the terms? How do I how it can be used to guide the intended
help those struggling with terms/phrases? learning Provide chunks of reading from
421) Have strategies to use when which the students can delete the
encountering new words. What READERS can unimportant, identify the important,
do: Use clues to help define the word Try summarize the key learning, and add
to connect the unknown word to details for support Use graphic organizers
words/ideas/concepts they know Use that will lead students to the intended
available resources (e.g. glossary, learning Provide prompts or questions that
thesaurus, dictionary) Know they must use will help students focus on the summary of
the new word about 7 times in the next few their assigned reading Remind students to
days Create a definition in their own stop and think often through their
words Create a mental or visual image of reading Provide students with alternative
the word Identify key characteristics of styles of note-taking.
the word Identify examples and 101Reading Tools: Chain Reaction - p. 206
non-examples Periodically review their Alphabet Soup - 186 Comparison Matrix
understanding of the word. Chart - p. 226 Give Me a Hand - Volume 2
431) Have strategies to use when One Step at a Time Toss Em in the Sack My
encountering new words. What TEACHERS can Week of Reading in a Phrase Supporting the
do: Provide a consistent structure for Main Idea Just for Chem Lab Summary
attacking the new word. Make connections Pyramid Shed Some Light on It.
with students prior knowledge by telling 102
stories or creating descriptions that 103
explain the definition. Identify key 104
characteristics of the word. Front load 105
the vocabulary by sharing the words at the 106
beginning of the new unit. Insist that 1078 Reading Strategies for Improved
students learn the meanings of prefixes, Comprehension. Have strategies to use when
suffixes, and roots that are used often in encountering new words. Connect new
their content area. Talk about how this knowledge to make personal meaning. Think
strategy can help the students become ahead to what might be coming in the
independent strategic readers. reading. Continually evaluate own
44 understanding of what is read. Create
45 images of what is read. Periodically
46 summarize what is read. Use text cues and
47 features and text organization to aid
48Know how to approach new words and understanding. Have a plan for how to
increase vocabulary. Connect new knowledge approach the reading task.
to make personal meaning. Think ahead to 108Students often read vastly different
what might be coming in the reading. kinds of texts the same way and ignore the
Continually evaluate ones own textual cues that would help them develop
understanding of what is read. Create a clearer understanding.
images of what is read. Periodically 109Text / Text Features: Reading level.
summarize what is read. Use text features, Structure / Organization of the text.
cues and organizational patterns. Have a Text cues and features.
plan for how to approach the reading task. 110Pre-Reading with Text Read title and
INDEPENDENT STRATEGIC READERS: picture captions: What do you think you
49Are students prepared? WHAT do they will read about? Look for bold-faced
BRING TO the reading? The Reading vocabulary words: Give your best-guess
Assignment: Do students know WHAT to read? definition for each. Make an outline from
Do students know WHY theyre reading the text using headings and subheadings.
(purpose)? Fill in details as you read. List the
50 visual aids used in the text: What new
51 ideas or questions do you have after
528 Reading Strategies for Improved studying them?
Comprehension. Have strategies to use when 111Pre-Reading with Text Write three
encountering new words. Connect new questions you hope / think will be
knowledge to make personal meaning. Think answered as you read. Make three
ahead to what might be coming in the predictions about what the text is about
reading. Continually evaluate own based on the title. Determine the focus
understanding of what is read. Create (purpose) for the reading. Read the
images of what is read. Periodically summary paragraph. Then look for
summarize what is read. Use text cues and supporting information as you read.
features and text organization to aid 112Pre-Reading with Text Using clues
understanding. Have a plan for how to from the text, list what you already know
approach the reading task. or think you know about the topic before
53Categories of Instructional Strategies you start to read. Make predictions about
That Affect Student Achievement. Category. the new learning you will have from
Effect Size. %ile Gain. # Studies. 1.61. reading the text.
45. 31. 1.00. 34. 179. .80. 29. 21. .77. 1137) Use textual cues, visuals, and text
28. 134. .75. 27. 246. .73. 27. 122. .61. organization. What READERS can do: Look
23. 408. .61. 23. 63. .59. 22. 1251. for clues in the text to help their
Identifying similarities and differences. understanding, including headings,
Summarizing and Note Taking. Reinforcing subheadings, bold-faced and italicized
effort and providing recognition. Homework words Identify the organizational pattern
and practice. Nonlinguistic and predict how it is tied to the intended
representations. Cooperative learning. learning Look for key words that predict
Setting objectives and providing feedback. the organizational pattern Recognize that
Generating and testing hypotheses. pictures in the text are there to help
Questions, cues and advance organizers. provide clues to the reading Use tools
54Readers construct meaning from the (e.g. glossary, bibliography, index, etc.)
information the author provides in the in their text to increase their
text and the information they bring to the understanding of the reading Turn the
text. Text Meaning. External Text heading and subheadings into questions to
(Author). Internal Text (Reader). focus their reading Become familiar with
55Prior Knowledge and Schemata. In the the text cues provided by the author.
early 1860s, A____________ issued the 1147) Use textual cues, visuals, and text
Emancipation _________. This order freed organization. What TEACHERS can do:
millions of s_______. The C_________ had Introduce students to the text for the
the authority to enforce this order. class by providing a talk aloud that
Emancipation alone did not give the former introduces the structure and clues
s_________ a new life. Decades of economic provided by text features Introduce
hardship and unequal rights continued. activities to become familiar with the
A____________ plan was supported by many various parts of the book Look carefully
R_____________. at graphs and charts to identify key
56The brain searches for familiar information Assist students in turning
patterns in new information. The brain headings and subheadings into questions
only pays attention to meaningless that can focus their reading Practice
information for a short time; if it cannot using text features, such as the glossary
make sense out of it, it will not process and index Use organizers at the beginning
the information further. of the unit to focus students on the big
57ATTENTION!!! To what do your students picture Consider the use of highlighting
pay attention? Anything that captures text to indicate main ideas.
students attention and gets their minds 115
engaged, has the potential to produce 116
learning. No attention / engagement = NO 117
Strategies for Reading in the Content Areas.ppt
http://900igr.net/kartinka/anglijskij-jazyk/strategies-for-reading-in-the-content-areas-211351.html
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Strategies for Reading in the Content Areas

Strategies for Reading in the Content Areas

The animals - ZEBRA. PANDA. HIPPO. EMU. SCORPIO. BEAR. SQUIRREL. The animals which live in the OCEAN. The animals which live in the rainforest and tropics. POLAR BEAR. FOX. BISON. The animals which live in the forest. GIRAFFE. FISH. KANGAROO. GRIFFIN. The animals which live in Australia. The animals which live in the desert.

the woman - The wife is the key to the house. As great a pity to see a woman cry as a goose go barefoot. . . . . Der mann- . Un homme- . A man - .

The english-speaking countries - The English-speaking countries. Great Britain. USA. Disneyland. Australia. Scotland.

English for you - . . . : . .

The green movement - It became the first African who has headed this organization. "Green" movement in the world. Their features. The countries in which there are offices Greenpeace. National offices Green Peace are opened in 43 countries of the world as the independent units working over achievement of the purposes of the national projects.

Reading - Her stile is popular today. Reading is a way for me to relax and to use imagination. My hobby is reading. 9 . Christie used her remarkable imagination and developed fabulous plots. Agatha loved to hear and tell stories in her childhood.

8

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