Reading in the Real World!
Judy Hubble, Assistant Professor
Developmental Reading
AFFECTIVE GAINS
Empowerment:
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You validate dreams.
Your center knows their name and asks how they are.
They know how to use email.
They know how to write a resume.
They know how to look for a job online.
They show students in the class how to do something.
They are developing an internal locus of control.
Now they trust you to show them how to conquer their fear;
how to hear the “hard things.”
Academic Reading Jargon vs.
Real World Reading
• What’s the issue? = what’s he griping about?
• What’s the main idea? = so what does he want?
• What is his support? = yeah, right, prove it.
• How has this influenced your thinking? = well, I
don’t know….I think____________________
Presentations…with THEIR photos.
Teach them how to make PowerPoints!!
They present their 1 minute papers…create set of history notes….tell
us about themselves with personal pictures or from Yotophoto
Corporate Sponsor???
Electronic Dictionary/Translator
Great Sites!
Great Help with Test Anxiety!
BEATING THE BIG BAD WOLF:
Conquering Test Anxiety
Find cool podcasts….
• Dr. Carlson's Science Theater
Video podcast of cool science demonstrations.
Join Dr. Matt Carlson as he risks life, limb,
and dignity to bring you the finest science
videos on Earth.
Don’t recreate the wheel!!
• Just use lots of linkscollaborate-network
• Use mine…home
page
Take a 2 minute reminder lesson
In technology and software here…
jhubble
UFP[SJ
Keep It Spiraling:
Attention Spans Do Matter
1 Minute Writing
What did you learn
about last time?
What happened personally?
Evaluation-Journal
1 Minute Paper
What did you study today?
What do you have trouble with?
What do you need to do next time?
Computer Skill
Reinforcement
Or
Reading on
Computer
See Cool Websites
Check Emails
Model Critical Reading
News
Literature
Anything
Discuss Current Events
Independent Study
Start short at first
They are non-readers
R=read
A=active learner
S=system
P=process
READ WITH A PENCIL IN
YOUR HAND.
BE AN ACTIVE PARTICIPANT
IN YOUR OWN LEARNING.
DEVELOP YOUR OWN
SYSTEM OF LEARNING.
DURING
BEFORE
AFTER
USE THE READING
PROCESS.
MAIN IDEA
CENTRAL POINT
(stated or implied)
Major Details = Proof
Minor Details = Fluff
1st: find real TOPIC
• Specific angle about a subject
(best way to hold a football-not just football)
• Phrase
(2 or more words)
Hint: ask “what is this about? Raising kids, feeding cats, or
Training dogs? No, it’s about…”
Ask: so what about the best way to
hold a football?
• You’ll find the ‘main idea’
• You’ll find the central message
• You’ll be able to write a general summary of
the section of writing
• You’ll find a possible test question
What is a topic? 1 or 2 words
NOT A SENTENCE
Topic
is the
anchor
Thesis: what I want to prove
I.
Main Idea sentence
A. Proof (major detail)
1. Example (minor detail)
II.
Main Idea sentence
A. Proof (major detail)
1. Example (minor detail)
What is a main idea?
• Central message/all-inclusive or general summary
• It’s the answer to
“so what about the TOPIC?”
“The author thinks that…..”
“He’s trying to get across that…..”
• IT’S ALWAYS A SENTENCE.
Recognizing the main idea in a
piece of writing.
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Someone’s most important point
Someone’s main argument
Someone’s stand on an issue
Someone’s central focus bout a thing, a person
Someone’s controlling idea
Someone’s central thought in an essay
Someone’s thesis in a longer piece of writing
What are details?
• MAJOR details prove your point
who – what – when – where – how • MINOR details
what kind of – colors – times - feelings
Title: “My Years as a BLAH”
Topic: How to succeed at Blah Blah
Thesis: You should Blah Blah Blah
(introductory paragraph gives your
opinion and how you will prove it.)
I. Main idea for success reason 1
A. Major Detail proof
1. Minor Detail Fluff
II.Main idea for success reason 2
A. Major Detail proof
1. Minor Detail Fluff
MAIN IDEAS
CAN
NEVER
BE A
DETAIL!!!
Hubble’s Hint
• In a multiple choice situation, find the details
first.
• Mark off
• Left with MAIN IDEA
BECAUSE
Main ideas/central points can’t be in 2 places at
once-can you?
Grasp Vocabulary
Infer Meaning:
Metaphors
Similes
Irony
See others’
point of view:
Your boss, your employees,
your teenagers
You must get the MAIN IDEA from someone’s thoughts
Test items
Essays
Draw
Conclusions:
money decisions,
job offers, ‘good deal’
Think back to Annotating
Think back to Reading Process
Before = previewing
During = integrating new to old
Recall = after each section recall what they said.
It forces you to select the main idea.
THEN
Put those thoughts in the margins as you read
and only re-read your ANNOTATIONS!!
Remember!
• We usually talk in main ideas so talk out loud to
yourself as you study.
• You will spit out main ideas!!
• Keep paying attention=concentration for
sentences that summarize all his/her points.
Watch out for implied main ideas or
unstated thoughts.
The main idea may be in the details or hints or veiled
words (hidden agenda). Don’t panic – you do this all
the time!
You say:
what did you mean by that?
So, I see how it is.
Do I have to spell it out for you?
All writing is someone talking to you.
STYLE = SUGGESTIONS
they just don’t come out and and say it!!
SPEAKERS
LISTENERS
AND
AND
WRITERS
READERS
IMPLY ideas
INFER ideas
For
Instance
…
You will
begin to
see
different
points of
views….
ONE
My name was Salmon, like the fish; first
name, Susie. I was fourteen when I was
murdered on December 6, 1973. In newspaper
photos of missing girls from the seventies, most
looked like me: white girls with mousy brown
hair. This was before kids of all races and
genders started appearing on milk cartons or in
the daily mail. It was back when people still
believed things like that didn't happen.
Let’s review…
• What is the difference between the topic and the
main idea in someone’s writing?
• What is the difference between a main idea that
is stated and one that is implied?
• Why is it important for students to know how to
determine the main ideas of paragraphs?
NEXT STEPS
• Complete Study Guide notes and Exercises in
packet
• Complete practices in textbook as assigned
Complete the spiral….evaluation…
Evaluation Questions
• Always start with what you NEED to know
• I needed to know if I was making it clear that
these skills in our class was preparing them for
college classes.
• I needed to know their perceptions.
Lesson Spirals
No matter the style – Connections – Reinforced – Background
made
info
knowledge
Thanks for listening!