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T

USING AIDS TO READING

LEARNING OUTCOMES

At the end of the unit, students should be able to:

preview parts of a book

use and practice pre-reading warm-ups

INTRODUCTION

Before you begin to read a book or any other reading text, you can learn a lot by previewing. This provides

a general idea of a text before actually reading it. xploring a topic will also assist you to understand better

 when you read. This can be achieved by writing down pre-reading warm-ups such as listing, making a

 word map, brainstorming, and free writing.

Learning Points

Previewing the Parts of a Book

here are times when you want to get an idea of the importance of a book without reading the

entire book. !hen previewing a book, you want to get an idea of what the author is going to tell

you. "reviewing gives you a general idea about a book in advance and helps understand a little

about its content and special features.

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Gi!e"ines to Previewing a Book

#se the following tips to assist you preview a book:

 

Tit"e of the #ook

The title can tell you a great deal about the book. Before you read, take the time to think aboutwhat the book‘s titlemeans.

  Ta#"e of Contents

The table of contents appears at the front of the book. $t provides a list of the names of chapters

and the pages. %ome books also chapter subheadings. %tudy each chapter and subheadings

to get an idea of what each section of the book deals with and how the topics relate to one another.

 

Prefa$e

%ome books include a preface& a brief explanation in which the author gives reasons for writing the

book. Authors who write them are sending a personal message to the reader. $nformation included

are& the target readers, ob'ectives of the book, topics in the book, and the best approaches to

understand those topics.

  Intro!$tion

The first chapter of a book is often the introduction. The introduction states the basic idea, issue,

or problem that the author addresses. $t provides background information and may summari(e

 what other authors have said about the topic.

 

In!e%

An index appears at the end of the book. $t is a list of the topics, sub'ects and names mentioned

in the book. A )uick look at the index tells you what the main points of the book and where to

look them up.

  A&&en!i%

This is located at the end of the book and adds information to the book content. $t may

include charts and graphs, related documents, and supplementary notes.

 

Bi#"iogra&h'

At the end of the book is the bibliography which lists in alphabetical order the resources that

the author used to write the book.

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TAS( )

*ook at the table of contents taken from a book called Classroom Literacy Assessment: Making Sense of 

What Students Know and Do. Answer each )uestion based on the content page.

"art $

+TT%

oundations for Trustworthy +lassroom Assessment of +hildren/s *iteracy 0nowledge

1 $n)uiry-riented Assessment p. 2

3 A "athway for +onnecting %tandards with Assessment: Backward 4apping of

Assessment Tasks

p. 31

2 "romoting and Assessing ffective *iteracy *earning +lassroom nvironments p. 22

5 Assessing +hildren/s 4otivation for 6eading and !riting p. 78

"art $$ Assessing !ord 0nowledge and 6eading luency

7 *anguage and *iteracy Assessment in "reschool p. 97

9 Assessing !ord 6ecognition p. 7

; ffective ral 6eading Assessment p. 181

Assessing %tudents/ %pelling 0nowledge: 6elationships to 6eading and !riting p. 112

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"art $$$ Assessing +omprehension and +omposition

? Assessing @ocabulary: xamining 0nowledge about !ords and about !ord

*earning

p. 127

18 Assessing *iterary #nderstandings through Book p. 175

11 Assessing %trategic 6eading p. 1;;

13 Assessing %tudents/ #nderstanding of $nformational Text in $ntermediate- and 4iddle-

*evel +lassrooms

p. 1?7

12 Assessing %tudent !riting p. 318

"art $@ Broadening the +ontext: *ooking across Assessments, +lassrooms, and %chools

15 A +lassroom "ortfolio %ystem: Assessment $s $nstruction p. 33;

17 ormative #ses of Assessment: +ases from the "rimary rades p. 359

19 Authentic Assessment of Authentic %tudent !ork in #rban p. 393

1; "utting the +$A %ystem to !ork: *inking +urriculum, $nstruction, and Assessment to

$mprove %tudent Achievement

p. 38

1 =eveloping an $ndividuali(ed ducation "lan: !hat +ounts as vidence p. 3?5

1? +lassroom Assessment and %tandards-Based +hange p. 289

$ndex p. 232

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1. $n which chapter would you look for information about assessing students essay writing

3. $n which part of the book would you expect information about reading fluency

2. !hich specific page would give you information about the use of portfolio in

classroom assessment

5. !hat specific information would you expect to find in +hapter 5

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Using Pre *rea!ing +ar, U&s

*ike previewing, pre-reading or warming up will assist you before you read. !hen you warm up,

you get ready to do something. As a reader, you can get a general idea of what a reading selection is about

from the title, the headings, the illustrations, and other features. )ually important is to warm up by trying to

think of what you already know about the selection‘s topic before you start reading.

!hen you explore a topic by thinking about it before you read, you will understand it better when

you read. 4any readers like to write down their pre-reading warm ups. $t will not take up very much time

and do not worry about making mistakes in spelling or grammar. The main focus is to get your ideas down.

The following are some of the ways to write down your ideas:

 

ree writing

  4aking a list

  Brainstorming

-ree writing

The purpose of free writing is to write freely about the sub'ect of the reading selection. Cou simply

 write about the sub'ect without worrying about the spelling, sentence structure, grammar, and logic. $t may

be disorgani(ed, but it is alright. $t is 'ust a way to put ideas into words that you can look at, expand on,

change or omit. Below is an example that a student prepared before reading a selection on Distance

Learning/ ELearning!

ELearning is "ecoming #o#ular way to study! $t #ro%ides new o##ortunities for #eo#le to

study! As in any form of learning& there are ad%antages and disad%antages! 'o need to

tra%el to cam#us and this sa%es time and money! (he %irtual classroom! Learn at your own

con%enience and time! Learn anywhere at anytime) *owe%er& aren+t facetoface

interactions im#ortant, Students may not understand something "ut cannot ask directly 

to the teacher! Who do we ask when there is no teacher in front of us, What a"out 

technical #ro"lems like slow $nternet,

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=o you see how this student put down whatever thoughts that came to her mind about the selection

before she read it %he was tapping her own experiences. !hen she reads, many points in the

selection will be familiar to her.

TAS( .

!rite down your thoughts on a reading selection titled ― The Role of Family Values‖, a

chapter from a book about parenting. !rite on the basis of what the title makes you think of.

― The Role of Family Values‖

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Making a "ist

$n this pre-reading warm up, you simply write down in list form whatever comes to mind about the

topic of your reading. Below is an example that a student prepared before reading a

selection on Endangered Animals.

  !hy do animals become endahgered

  Are we responsible

  xamples: Asian elephant, blue whale, panda, tigers, rhinos

  +an become extinct

  !hy

  Duman destroy their homes-habitats-no food

  il spills and pollution

 

Dunting for exotic food  Dow to safe

  "lants and animals have medicinal, agricultural, ecological, and

aesthetic

  ndangered species must be protected and saved so that future generations can

experience their presence and value

Eust put down whatever comes to mind about the reading topic. There is no need to worry about

misspellings, grammar or sentence structure. The aim of this prereading warm up is to simply

record ideas, and making the list helps the student explore the topic before reading. $f necessary,

you can organi(e the list later by clustering related information to make it clearer.

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TAS( /

Dere are the sub headings from a college textbook about Setting u# a Small -usiness! "review the sub

headings and make a list of everything you know about starting a small business.

  =eciding what sort of business to start

  marketing F selling

customer analysis

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  raising capital

  business locationG premises

  employing people

Brainstor,ing

ne very popular kind of pre-reading task is ―rainstorming.‖  !hen you are gi"ena

particular topic or key concept regarding a reading task, write down words and concepts you

personally associate with the key words or words provided. This practice has many advantages,

since it allows you, as the reader the freedom to bring your own prior knowledge and opinions

to bear on a particular topic. This brainstorming practice can be completed as a class or

individually.

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Eust examine the title of the selection you are about to read and think about any information you

already know about the particular topic. These pieces of information are then used to further

recall, and in the process considerable knowledge will be activated. The results of this kind of

activity

resemble what has been called ―semantic mapping‖. %emantic mapping is a strategy

for reading instruction that enables students to activate their prior knowledge about a sub'ect

before reading a text. %emantic mapping is also known as concept mapping or semanticG word

 webbing. Aside from pre-reading, semantic mapping can also be used during reading by

adding to your map new information you learned from the text. After reading, a semantic map

can serve as the basis for a writing assignment.

A semantic map is a device for organi(ing information graphically according to categories.

$t can be used for:

  concepts

  vocabulary

  topics

  background

  plot and character development

pre-writing activity

Brainstorming practice can be completed as:

  As a class - you as the teacher or

$ndividually # you as a eader

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Below is an example that a reader prepared before reading a selection on (he $nternet!

ood $nfo. Bad $nfo.

$nformatio

n

The

Internet

%ommunicati

on

&n'line

Academic "urposes "ersonal Anywhere Anytime

4apping can be presented in many ways but is generally introduced through the following steps

.

1. $ntroduce the concept, term, or topic to be mapped. !rite the key word for it on the

 whiteboard, overhead transparency or chart paper.

3. Brainstorm # Ask readers to tell what other words come to mind when they think of the keyword.

2. roup certain words by category, reasoning or discussing why certain

 words go together. Try to come up with relevant categories.

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5. +reate the map.

7. xtend the map. As you read or as students discover, through further reading, additional

new words related to the topic or key word, add these to the existing map.

 TAS( 0

 (ou are about to read an article titled ―)ffecti"e *tudy Techni+ues.‖ ,e"elop a semantic

map base on the topic given.

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SUMMAR1

The third unit focused on how one can make reading more effective. This unit presented various pre-

reading warm-up practices that can help you before the reading process. These activities make you think

about what you are going to read as a way to prepare your thoughts and mind to accept new

information. This can be associated with schema activation process or the activation of background

knowledge. $n doing so, you build on the meaning you bring to the learning situation.

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SEL- ASSESSMENT

%elect one educational article about a topic that interests you. xplore the topic by using the pre reading warm-ups

presented in this chapter:

  ree writing

  4aking a list

  Brainstorming

!hich of this pre reading warm-ups works best for you !hy

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