HEBAT Bacaan

Training Of Trainers
(TOT)Workshop
2016

Bahagian Pembangunan Kurikulum

 READING STRATEGIES

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 One good question that runs in most teachers is
'What makes a good reader?

Research has indicated that a good reader has a

purpose for reading either it is for obtaining
specific information or reading for
pleasure.

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 While living on Earth might be a little
expensive, at least you get a free trip
around the Sun every year.

What do you think of that new restaurant

on the moon? The foods great but it has no
atmosphere.
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 Light travels faster than sound.
This is why some people appear
bright until you hear them
speak

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In order to have proper reading strategies adopted,
students need to be trained to use these strategies
appropriately in order to become purposeful active
readers.

Students who receive proper instructions through
the strategies would be able to make significant
gains in reading comprehension activities. All these
strategies will enable our students to:

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 READING STRATEGY 1

SQ3R

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 summarise what is read.
recognise words quickly and analyse unfamiliar
words
use text features (subheadings and transitions)
and titles to infer information
paraphrase
continue reading even when unsuccessful, at
least for a while

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 Proposed Reading Strategy
SQ3R is a reading strategy formed from its letters: Survey!
Question! Read! Recite! Review!

SQ3R will help you build a framework to understand your

reading assignment.
A. Before you read, Survey the chapter:
B. Question while you are surveying:
C. When you begin to Read:
D. Recite after you've read a section:
E. Review: an on-going process
Kindly refer to the Teacher's Guide Book: Page 45 & 46
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 SQ3R Reading Method
: Survey! Question! Read! Recite!Review!
SQ3R will help you build a framework to understand
your reading assignment.
A. Before you read, Survey the chapter:

The title, headings, and subheadings

Captions under pictures, charts, graphs or maps

Review questions or teacher-made study guides

Introductory and concluding paragraphs

Summary
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 B. Question while you are surveying:

Turn the title, headings, and/or subheadings into
questions

Read questions at the end of the chapters or after
each subheading

Ask yourself,"What did my instructor say about
this chapter or subject when it was assigned?"

Ask yourself,"What do I already know about this
subject?"
Note: If it is helpful to you, write out these
questions for consideration.

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 C. When you begin to Read:

Look for answers to the questions you first raised

Answer questions at the beginning or end of chapters
or study guides

Reread captions under pictures, graphs, etc.

Note all the underlined, italicized, bold printed words
or phrases

Study graphic aids

Reduce your speed for difficult passages

Stop and reread parts which are not clear
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 D. Recite after you've read a section:

Orally ask yourself questions about what you
have just read, or summarize, in your own words,
what you read

Take notes from the text but write the
information in your own words

Underline or highlight important points you've
just read

Reciting: The more senses you use the more
likely you are to remember what you read
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Triple strength learning: Seeing, saying, hearing.
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 E. Review: an ongoing process
Day One

After you have read and recited the entire
chapter, write questions in the margins for those
points you have highlighted or underlined.

If you took notes while reciting, write questions
for the notes you have taken in the left hand
margins of your notebook.

Complete the form for a critical reading review

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 Day Two

Page through the text and/or your notebook to re-
acquaint yourself with
the important points.

Cover the right hand column of your text/note-book
and orally ask
yourself the questions in the left hand margins.

Orally recite or write the answers from memory.

Develop mnemonic devices for material which need
to be memorized.

Make flash cards for those questions which give you
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 Weekend

Using the text and notebook, make a Table of
Contents - list all the topics and sub-topics you need
to know from the chapter.

From the Table of Contents, make a Study Sheet/
Spatial Map.

Recite the information orally and in your own words as
you put the Study Sheet/Map together.

As you have consolidated all the information you need
for this chapter,periodically review the Sheet/Map so
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that at test time you will not have to cram.
 READING STRATEGY 2
THRILD

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 > THRILD
What is THRILD? A method used to PREVIEW or REVIEW
a chapter.

T TITLE

H HEADINGS

R READ (and summarise first paragraph)

I ILLUSTRATIONS

L LAST PARAGRAPH (Read and summarize)

D DISCUSSION QUESTIONS

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 Rationale:

Why:

T.H.R.I.L.D. is a pre-reading activity that

provides a mental framework for

new information. It acts as an advance

organiser for the chapter, helps

students activate prior knowledge and

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context for what they
 How:

As students scan the chapter, they perform six steps.

To begin with,

they:

write down the chapter title and all the sub-headings.

read the opening paragraph (or introduction) and

write a brief summary of this information.

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Students write a key word or phrase about the main
idea of each illustration.

After this, students write a brief summary of the last
paragraph or summary of the chapter.

Finally, students scan the Discussion Questions and
select three that they would like to know more
about.

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 READING STRATEGY 3

KWLH

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K-W-L (Ogle, 1986) is an instructional reading
strategy that is used to guide students through a text.

Students begin by brainstorming everything they
Know about a topic.

This information is recorded in the K column of a K-
W-L chart.

Students then generate a list of questions about
what they Want to Know about the topic.

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These questions are listed in the W column of the chart.

During or after reading, students answer the questions

that are in the W column. This new information that they
have Learned is recorded in the L column of the K-W-L
chart.

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KWL is intended to be an exercise for a study group or class that can
guide you

in reading and understanding a text. You can adapt it to working alone,

but discussions definitely help. The K-W-L strategy serves several
purposes:

> Elicits students' prior knowledge of the topic of the text.

> Sets a purpose for reading.

> Helps students to monitor their comprehension.

It is composed of only three stages that reflect a worksheet of the

columns with
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 What we Know what weWant what we How you can
to know Learned learn more

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 interesting
There are many more
reading strategies that can be found in
our guide book.

THANK YOU

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