Florida ged plus college Preparation Program Curriculum and Resource Guide
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- Strategy – Previewing Text
Objective 10 – Learn to QuestionDevelop questions for reading materials QuestioningDepending on the kind of reading or the context of the reading material, students need to understand the reason for asking and answering questions throughout the process. Prior to reading, students may wish to ask such questions as:
Setting a Purpose for Reading through Surveying or Skimming Having a purpose for reading or setting goals provides students with an awareness of what is important as they read. In many cases, a survey of the material will provide students with a general understanding of the material. Setting a purpose is choosing a reading process. Is the student intending to read to learn? to skim through to identify key concepts? scanning for something specific? The purpose or process a student chooses changes the way he/she encounters text. For example, if a student is reading a newspaper, he/she would not read it in the same way portions of a textbook would be ready. Some questions students may wish to ask themselves at this point in the reading process include:
Essentially the survey or skim allows a student to prepare his/her mind for reading by providing a brief look at the text. Based on this brief encounter, a student will have choices to make to assist him/her in reading for understanding. Questioning for Completion Sometimes students may feel that a question is not required because the headings are clear. However, changing headings into questions is perhaps the most direct and simple way to complete the questioning phase. Surveying and questioning can save time when it comes to studying for exams or taking tests. These two steps focus a student’s attention on the material and should take only a few minutes. Guidance in Comprehension through Questions By generating questions, students are using the author’s text to find out specific information about the main ideas. As students read a passage, they should monitor their progress and comprehension. They may wish to ask themselves such questions as:
During and Upon Completion of a Reading There are many comprehension techniques within this manual that discuss various strategies to use during and after a reading. As students proceed through a reading, they may highlight, underline, or take notes. Teach students to read an entire section between headings before highlighting so that they can see the development of a whole idea. Many students highlight everything they think may be important as they read and end up with text that is 90% highlighted! Some students find it helpful to make a vertical mark in the margin the length of the number of lines of importance rather than highlighting across the page. A final step after reading a passage is for students to be able to answer the basic questions that they developed in the first steps of the process. This process can assist students in understanding how to review materials. Reviewing literally means "see again". This interpretation is very important because it suggests that students have worked with the material before. Teach students that as they work through their courses, they should review materials as part of the learning process. York University. Retrieved from the World Wide Web on 03/05/06 at: http://www.yorku.ca/cdc/lsp/readingonline/read3.htm. Strategy – Previewing TextEarlier in the guide, you learned about the TIPP? previewing strategy. There are many different types of strategies for skimming and scanning text. The important thing is that students get into the habit of previewing text with a specific type of strategy. 3 – 2 – 1 Summarize 3 – 2 – 1 is a way for students to summarize key ideas, rethink them in order to focus on those in which they are most intrigued, and then pose a question that shows where they still are not clear in their understanding. This strategy was developed by Penny Juggins of Fairfax County, Virginia. Students complete a 3 – 2 – 1 chart with:
3 – 2 – 1 can be modified depending on what area the students are working. For example, if they are studying the American political system and specifically working on the differences between democrats and republicans they could write down:
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