I Read It but I Dont Get It

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I Read It but I Dont Get It

• Reading Critically

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I. Decoding vs. Reading

• Decoding translating the alphabet into words and
  language
• Reading processing the code into meaningful
  information
• Interpretation and thought, conscious and
  unconscious

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II. Good Readers Strategies

• Determine whats important
• Use existing knowledge to make sense of new
  information
• Ask questions about the text before, during, and
  after reading
• Monitor their comprehension
• Use fix-up strategies when meaning breaks down
• Draw inferences from the text
• Synthesize information to create new thinking

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III. Knowing Whats Important

• A. Purpose why am I reading this?
• B. Textual Conventions telling you whats
  important
• 1. Bold/italics 2. Titles and headings 3. Images
• C. Questions
• 1. Given 2. Title/topic 3. Textual
• 4. Test/quiz

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4. Finding Possible Questions for Tests and
Quizzes

• a. Terms who, what, when, where, why important
• b. Cause and effect
• c. Patterns/themes
• d. What should I know if I know nothing else?
• Create at least one hypothetical question for
  each subsection/paragraph of reading

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III. Knowing Whats Important

• D. Background Knowledge
• 1. Lecture 2. Other texts
• 3. Human nature and common sense 4. Own life
• Drafting
• E. Structure
• 1. Thesis 2. Topic sentences

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IV. Crossing the Freeway Knowing When You are
Lost

• Common misconception Good readers can sit down
  and read anything and understand it the first
  time they read it.
• Reality
• Good readers often have problems reading
  difficult text but know when they dont
  understand and have ways to get back on track.

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• are making
• between only
• consists often
• continuously with
• corresponding one
• curve points
• draws relation
• variation set
• graph table
• if values
• isolated variables
• known

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• If the known relation between the variable
  consists of a table of corresponding values, the
  graph consists only of the corresponding set of
  isolated points. If the variables are known to
  vary continuously, one often draws a curve to
  show the variation.
• (Basic College Math, M. Michael Michaelson, 1945)

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• Last Serny, Flingledobe and Pribin were in the
  Nerd-link treppering gloppy caples and cleaming
  burly greps. Suddenly a dirty strezzle boofed
  into Flingledobes tresk. Pribin glaped and
  glaped. Oh, Flingledobe, he chifed, that
  dirty strezzle is tunning in your grep!

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Crossing the Freeway

• A. Voices
• 1. Reciting Voice the decoding voice
• 2. Conversation Voice
• Interacting
• Distracting
• Note stop listening to the voices if they tell
  you to do anything illegal/dangerous

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Crossing the Freeway

• B. Signposts
• 1. Lists and, then, or
• 2. Numbers one/first necessarily means
  two/second
• If see three/third go back and find two
• 3. Logical sequence ifthen
• 4. Definitions X is

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Crossing the Freeway

• C. Marking Text
• 1. A Pencil in Hand is Worth Two Hours Studying
• 2. Post-it notes
• 3. Note paper

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What To Do When the Car Breaks Down Fix-it
Strategies

• Make a connection between the text and prior
  knowledge
• Make a prediction about what the rest of the text
  may say
• Stop and think about what you have already read
• Ask yourself a question and try to answer it
• Reflect in writing on what you have read
• Visualize the descriptions of the text
• Use print conventions
• Retell what youve read (bother siblings what
  else are they good for?)
• Reread
• Notice patterns in text structure
• Adjust your reading rate slow down or speed up