Reading strategies

• Engels
• MBO
• Studiejaar 2

2v Test Week Preparation:

Reading Comprehension

Strategies

Baby, Baby, Baby, Ooooohhh!!!

Oh, baby!

JUSTIN Bieber sent fans into a frenzy yesterday when he announced to the world that his wife Hailey is pregnant.

The 29-year-old singer took to Instagram on Monday evening to share a snap of an ultrasound scan. Bieber added to the pregnancy buzz by later sharing photos of Hailey with a baby bump at a doctor's office.  Medical staff are seen touching her stomach her while she's hooked up to an IV. 

Social media simply erupted as this photo of Hailey made the rounds. Within just minutes, hundreds if not thousands of comments had been posted on Justin's Instagram page from ecstatic and hysterical fans. One fan wrote, "Can we say Justin got a, 'Baby, baby, baby, ooooohhh'!" 

Other fans, however, were well and truly melting over the picture and commented on Hailey's natural pregnancy glow.

 

1. Have you ever read fake news online? What was it about?
2. How did you know it was fake? 
   
3. Why do you think people write fake stories?Discuss with your partner.

Learning Objectives:

By the end of this lesson I will know how to:

1. Skim through a text for the 'gist' of the story. (main idea)

2. Access what information I already know about a topic.

3. Look at the context of a sentence or paragraph to understand more or less what it means.

4. Scan a text for specific details.

 

Studenten lezen de instructie van de text: volgende slide.

Task 1:

Woordweb om voorkennis te activeren en woordkennis te vergroten. Woordweb kan digitaal of analoog worden gemaakt. 

Het maken van een analoog woordweb is aan te bevelen omdat studenten het dan makkelijker aan kunnen vullen. (zie task 2)

Reading Comprehension Strategies

1. Skimming to get the GIST: The main idea. 

2. Access Prior Knowledge: What you already know about the subject?

3. Close Reading: Read and reread the text carefully.

4. Understanding Context: The setting of a word or event.

5. Scanning for details: To find specific information.

Which strategies did you 

apply to the Bieber article? How did you apply them?

1. Skimming

2. Access Prior Knowledge

3. Close Reading

4. Understanding Context

5. Scanning

Deze week uitleg over activeren van voorkennis, globaal lezen en intensief lezen.

Volgende week een les over skimmen en scannen.

Today's lesson

• How do we find information in a text
• Why is it important that we can find information in text.

Next week:

• Reading strategies:  what are some useful reading strategies that make it easier to find information in a text? 
• Skimming and scanning

Which strategies did you apply to the Bieber article?

1. Skimming: title, photo, subheadings - fake news. 

2. Scanning: for difficult words.

3. Context: read the sentence or paragraph to understand the meaning.

4. Access Prior Knowledge: the Biebers & your fake news knowledge.

Deze week uitleg over activeren van voorkennis, globaal lezen en intensief lezen.

Volgende week een les over skimmen en scannen.

Reading Comprehension Activity:

1. Skim the text to get the 'gist' of what it means and write it down. 

2. Access prior knowledge. What do you already know about this subject? Write it down.

3. Scan the text for words you don't recognise or understand and underline them.

4. Then read the whole sentence to understand the context of the word. If you still don't understand the 'gist', read the whole paragraph. Write what you think it means above the word.

5. Read the entire passage closely and carefully.

6. Choose the best title title for the text and fill it in.

7. Choose and fill in the correct subtitle in the gaps to 1-4.

8. Discuss and compare your answers with your partner.

Activiteit - begrijpend lezen:

1. Schets de tekst om de 'kern' te begrijpen van wat het betekent en schrijf het op. 

2. Ga op zoek naar voorkennis. Wat weet je al over dit onderwerp? Schrijf het op.

3. Scan de tekst op woorden die je niet herkent of begrijpt en onderstreep ze.

4. Lees dan de hele zin om de context van het woord te begrijpen. Als je de 'kern' nog steeds niet begrijpt, lees dan de hele alinea. Schrijf boven het woord wat je denkt dat het betekent.

5. Lees de hele passage aandachtig door.

6. Kies de beste titel voor de tekst en vul hem in.

7. Kies en vul de juiste ondertitel in bij de open plekken tot 1-4.

6. Bespreek en vergelijk je antwoorden met je partner.

Activity: Three-Step Interview

Aside from just news articles, what other things can you think of related to the word 'fake'?

When you consider your example, do you think it crosses a line or goes too far?

-Form groups of 4 (A,B,C,D)

-A tells B and C tells D.  

-Then, B tells A and D tells C. 

-After this, A reflects what B has shared and then B reflects what A has shared. 

-The same applies to C and D. 

-Then discuss and reflect in your group.

-Give feedback as a group to the class.

 

Studenten lezen de instructie van de text: volgende slide.

Task 1:

Woordweb om voorkennis te activeren en woordkennis te vergroten. Woordweb kan digitaal of analoog worden gemaakt. 

Het maken van een analoog woordweb is aan te bevelen omdat studenten het dan makkelijker aan kunnen vullen. (zie task 2)

Did we reach our learning objectives?

Now I know how to:

1. Skim through a text for the 'gist' of the story.  

2. Access what I already know about the topic.

3. Look at the context of a sentence or paragraph to understand more or less what a word means.

4. Scan a text for specific details.

 

Studenten lezen de instructie van de text: volgende slide.

Task 1:

Woordweb om voorkennis te activeren en woordkennis te vergroten. Woordweb kan digitaal of analoog worden gemaakt. 

Het maken van een analoog woordweb is aan te bevelen omdat studenten het dan makkelijker aan kunnen vullen. (zie task 2)

1. Now I know how to skim through a text for the 'gist' of the story.
What is the main purpose of this article?

1. To complain
2. To entertain
3. To criticize
4. To inform

2. Now I know how to access what I already know about the topic.
What do you already know about this topic?

3. Now I know how to look at the context of a sentence or paragraph to understand more of less what a word means.

Now I am able to:

1. Skim through a text for the 'gist' of the story. 

2. Access what I already know about the topic.

3. Look at the context of a sentence or paragraph to understand more of less what a word means.

4. Scan a text for specific details.

 

Studenten lezen de instructie van de text: volgende slide.

Task 1:

Woordweb om voorkennis te activeren en woordkennis te vergroten. Woordweb kan digitaal of analoog worden gemaakt. 

Het maken van een analoog woordweb is aan te bevelen omdat studenten het dan makkelijker aan kunnen vullen. (zie task 2)

3. Now I know how to look at the context of sentence or paragraph to understand more or less what a word means.

What does the word CIRCULATE mean: Read the sentence.

These stories circulate quickly, and the result is … fake news.

1. 1. spread
2. 2. stop
3. 3. work
4. 4. move

4. Now I know how to scan a text for specific details?
What should you do with fake news?

1. Report it to the police
2. Not show it to other people online
3. Make a note of it for reference
4. Warn as many people as possible

Which of these may mean that a news site should not be trusted?

1. The text is well-written.
2. The site has a variety of other stories.
3. The site's 'About' page does not clearly describe the organisation.
4. The text is written in different fonts.

Homework: 

Period 5: The Curious Incident of the Dog in the Night-Time 

> 11 & 12 Reading > Reading 1.

Now I am able to:

1. Skim through a text for the 'gist' of the story. 

2. Access what I already know about the topic.

3. Look at the context of a sentence or paragraph to understand more of less what a word means.

4. Scan a text for specific details.

 

Studenten lezen de instructie van de text: volgende slide.

Task 1:

Woordweb om voorkennis te activeren en woordkennis te vergroten. Woordweb kan digitaal of analoog worden gemaakt. 

Het maken van een analoog woordweb is aan te bevelen omdat studenten het dan makkelijker aan kunnen vullen. (zie task 2)

What did you think of this lesson?

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