Reading Strategies

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-Context: When reading an introductory paragraph, you can make predictions about the topic of the text based on contextual clues provided by the author -Prior Knowledge: Before reading an article on a topic you already know, you can predict certain key points or arguments based on your knowledge of the topic. -Headlines and Photographs: When browsing a magazine, you examine the headlines and images to get an idea of the topics covered and decide which articles interest you -Titles and Subtitles: Before reading an article, review the titles and subtitles to get an overview of the topics that will be discussed -Índice: Al revisar el índice de un libro, puedes anticipar los temas principales y la estructura general de la obra antes de sumergirte en la lectura. -Text Structure: By first analyzing the structure of a text, which is the introduction and conclusion, you can foresee the development of the argument and the possible contents of the text.

1.Prepare cards with titles and subtitles of articles or chapters and have participants match the cards correctly to find the relationship between the title and the content and the early identification of topics. 2.Students can divide into groups and give each group a sentence of text. Ask them to make predictions about the content based on that passage before reading the entire text. 3.incomplete sentences will be made based on a text to be read. Ask them to complete the sentences using their prior knowledge and then compare their answers after reading. 4.Provide a list of keywords related to a topic. Ask students to make a brief summary of what they think the content of the text is using those keywords.

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This strategy allows you to read between the lines, relate the knowledge of the text with your own, in which by uniting both parts, new knowledge is formed.

OBJETIVO understand implicit information in a text, using contextual clues and prior knowledge to extract meaning beyond what is explicit

"The sky was cloudy, and Juan carried his umbrella." Inference: It can be inferred that Juan was carrying his umbrella because the sky was cloudy, indicating the possibility of rain. "Maria opened the door and saw that all the lights were off." Inference: It can be inferred that no one is home, since all the lights are off when Maria opens the door.

Objective: Obtain a quick and efficient overview of the content of the text before engaging in a thorough read.

Sampling -consists of performing a quick exploration of the text in order to identify some of its characteristics such as type, structure, parts, and function.

-Anticipation and prediction consist of “anticipating” what is expressed in the text, that is, formulating some hypotheses about what is being read.

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<ul><li>Connections and Relationships: Create connections between related concepts. Use lines or arrows to illustrate interconnections and relationships.</li><li>Keywords and Short Phrases: Use keywords and short phrases to represent information in each node. This maintains conciseness and clarity.</li><li>Symbols and Colors: Apply symbols and colors to highlight themes, categories, or levels of importance. This aids in visually identifying key information.</li></ul>

Activity: Using a mind map, organize the information from the following text.

Human Development When early humans hunted and gathered food, they were not in control of their environment. They could only interact with their surroundings as lower organisms did. When humans learned to make fire, however, they became capable of altering their environment. To provide themselves with fuel they stripped bark from trees, causing the trees to die. Clearings were burned in forests to increase the growth of grass and to provide a greater grazing area for the wild animals that humans fed upon. This development led to farming and the domestication of animals. Fire also provided the means for cooking plants which had previously been inedible. Only when the process of meeting the basic need for food reached a certain level of sophistication was it possible for humans to follow other pursuits such as the founding of cities.

"GrammarBank. (n.d.). Reading Comprehension - Understanding the Human Mind. Retrieved from https://www.grammarbank.com/reading-comprehension-human.html"

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Objective: Search for specific information without reading the entire text.

<ul><li>Identify keywords: Clearly define the information you're looking for and identify relevant keywords.</li><li>Quickly scan: Rapidly go through the text, focusing on headings, subheadings, and the first sentences of paragraphs. Look for your keywords and note any formatting clues.</li></ul>

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Alejandra Blanco Gonzalez Danilo Henao Garcia Santiago Mancera Robles

Author's Name: 	Alejandra Blanco González 	Danilo Henao García 	Santiago Mancera Robles Publisher: Uniminuto. Edition Number: First Edition Year of Publication: 2023 ISBN: 978-1-2345-6789-0

English NRC: 	3714

©

Objective: The main goal of using mind maps in reading is to enhance comprehension, organization, and retention of information.

<ul><li>Identify Key Concepts: Read the text and highlight key concepts, main ideas, and relevant details.</li><li>Hierarchical Organization: Establish a visual hierarchy of information. Place main ideas at the center and connect subtopics in an orderly manner.</li></ul>

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<ol><li>Skimming</li><li>Scanning</li><li>Sampling: Anticipation and Prediction</li><li>Inference</li><li>Mind Maps</li></ol>

Foreword Welcome to the world of enhanced reading strategies! In this book, you'll embark on a journey to discover and master effective techniques that will not only make your reading experience more enjoyable but also significantly boost your comprehension and retention. As technology evolves and the amount of information available continues to grow, honing your reading skills becomes increasingly essential. Whether you're a student, a professional, or an avid reader, the strategies presented here are designed to empower you with the tools needed to navigate through various types of texts with confidence. Happy reading!

<ul><li>Stop selectively: Slow down and focus on parts of the text that contain your keywords. Extract the relevant information and note any related terms or concepts.</li></ul>

Activity: Using the scanning technique, answer the following questions regarding the text in the 'Skimming' section.

<ul><li>What specific skills does the text mention that students can acquire upon graduating from high school?</li><li>Besides specific skills, what other abilities does the text mention that students develop during their time in school?</li><li>How does the development of skills relate to both the school and home environments according to the text?</li><li>What type of teachers tend to produce students with greater intellectual flexibility and higher achievement test scores, according to the text?</li></ul>

<ul><li>What is one of the main processes that take place in schools according to the text?</li></ul>

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Students Learning

Activity: With the following text, use the skimming technique to get a general idea of the content.

<ul><li>Observe the introduction and conclusion: The introduction outlines the main purpose, while the conclusion summarizes key findings, providing valuable insights into the content.</li><li>Read the first and last sentences of each paragraph: This captures the essence of each paragraph without delving into every word, offering a quick overview of the material.</li></ul>

One of the major processes that takes place in schools, of course, is that students learn. When they graduate from high school, many can use a computer, write essays with three-part theses, and differentiate equations. In addition to learning specific skills, they learn to think critically, to weigh evidence and to develop independent judgment. The extent to which this development takes place is related to both school and home environments. Teachers who are more open to new ideas and less authoritarian produce students who have greater intellectual flexibility and higher achievement test scores. Studies show that teachers are most demanding when they are of the same social class as their students. The greater the difference between their own social class and that of their pupils, the more rigidly they structure their classrooms and the fewer demands they place on their students.

"Grammar Expert, G. (2022). Students Learning in English. GrammarBank. https://www.grammarbank.com/students-learning.html"

Objective: Obtain a general overview of the content.

<ul><li>Read titles, subtitles, and highlighted text quickly: Titles encapsulate the main idea, subtitles provide context, and highlighted text signals crucial information or key points.</li></ul> <ul><li>Examine images, graphics, and tables: Focus on visual elements like charts and graphs, which often summarize vital data or illustrate essential concepts.</li></ul>