Revisiting

READING
Lets divide the House…

For 5 minutes,
write words/phrases relating to
READING
 Objectives
1. Review the concept of Reading, its definition,
importance, essential elements
2. Discuss reading comprehension as the
ultimate goal of reading
3. Discuss 6 Thinking Hats as a strategy of
Reading comprehension
What is Reading?
What are the
purposes/benefits of
Reading?
Joyce Carol Oates
“Reading is the sole means by
which we slip, involuntarily, often
helplessly, into another’s skin,
another’s voice, another’s soul.”
 C.S. Lewis

“We read to know that we are

not alone.”
 Victor Hugo

“To learn to read is to light a fire; every

syllable that is spelled out is a spark.”
 Franz Kafka

“I think we ought to read only the kind of books that wound or stab us. If
the book we’re reading doesn’t wake us up with a blow to the head,
what are we reading for? So that it will make us happy, as you write?
Good Lord, we would be happy precisely if we had no books, and the
kind of books that make us happy are the kind we could write ourselves
if we had to. But we need books that affect us like a disaster, that grieve
us deeply, like the death of someone we loved more than ourselves, like
being banished into forests far from everyone, like a suicide. A book
must be the axe for the frozen sea within us. That is my belief.”
 Partnership for Reading, National Reading
Panel, Reading First Law (2002)
Reading is a complex system of deriving meaning from print that
requires all of the following:

• the skills and knowledge to understand how phonemes, or

speech sounds, are connected to print;
• the ability to decode unfamiliar words;
• the ability to read fluently;
• sufficient background information and vocabulary to foster
reading comprehension;
• the development of appropriate active strategies to construct
meaning from print; and
• the development and maintenance of a motivation to read
What are the domains of Reading?
What is Reading Comprehension?
 Reading Comprehension
• The ability to understand or get meaning from text (any
type of written material). It is the reason for reading and a
critical component of all content learning.

• If readers can read the words but do not understand what

they are reading, they are not really reading.
 Levels of Comprehension
Level 1: Literal
Level 2: Interpretive
Level 3: Applied
 Level 1: LITERAL
• Knowing what is actually stated in the text including
facts and details, rote learning and memorization
• Involves surface understanding only
• Answers who, what, when, and where questions
 Level 2:
INTERPRETIVE/INFERENTIAL
• Involves drawing inferences or reading between the
lines to determine what is meant by what is stated
• Readers tap into prior knowledge/experience and
attach new learning to old information
• Answers open-ended, thought-provoking questions
like why, what if, and how
 Level 3: APPLIED
• Involves taking what was said (literal) and then what was
meant by what was said (interpretive) and then extend
(apply) the concepts or ideas beyond the situation
• Readers analyze or synthesize information and apply it to
other information
• Answers the questions In what ways, If these are, If you
were
 What are the Reading
Comprehension Strategies?
 Skimming
• Used to quickly identify the main ideas or
gather the most important information (gist)
of a text
• Works well to find dates, names, places, and
review graphs, tables, and charts
• Used when people have lots of material to
read in a limited amount of time
 Scanning
• Used to find a particular piece of information
• Involves moving your eyes quickly down the
page seeking specific words and phrases
• Also used when you first find a resource to
determine whether it will answer your
questions
 Extensive Reading
• Used to obtain a general understanding of a
subject and includes reading longer texts for
pleasure, as well as business books
• Examples of extensive reading: novel you read
before going to bed, magazine articles that
interest you
 Intensive Reading
• Used on shorter texts in order to extract
specific information
• Includes very close accurate reading for detail
• Examples of intensive reading: an employee
contract, insurance claim
 Visualizing
• Used to be able to create sensory images in
the readers’ minds so they will be more
engaged with the content of the text and will
better understand what they read
 Monitoring and repairing
understanding
• Means being aware of whether or not you
understand what you read; being able to stop
and use strategies to clarify what is confusing:
unfamiliar vocabulary or lack of background
knowledge about the topic
 Synthesizing
• Involves evaluating, sorting, and sifting
through information that is known and new
and reorganizing it into a larger idea or
concept
 Determining important ideas
• Means learning to differentiate between the
main or key ideas and less essential details in
a text
 Inferring
• Drawing upon reader’s background knowledge
and connecting this with new information
 Using background knowledge
• Refers to the ability of readers to relate what
they know to what they read, they make
connectons with the text
 Questioning
• Ability to generate questions that
demonstrate that students are synthesizing,
evaluating, and attempting to clarify what
they read
• Leads to greater understanding of the content
• Fosters further research and exploration
SIX THINKING HATS
Strategy
in reading comprehension
Six Thinking Hats
6 Thinking Hats in analyzing Literature
White Hat: Information &
Facts
• List the facts you
learned from the book
• Describe the
characters, setting &
plot
6 Thinking Hats in analyzing Literature
Yellow Hat: Good Points • What were the
interesting parts of the
story?
• What are the positive
aspects of the story?
6 Thinking Hats in analyzing Literature
Black Hat: • List what is wrong with
Negative Points plans made by a
character in a book
• What were some of
the main problems
encountered by the
main characters?
• How/why did these
occur?
6 Thinking Hats in analyzing Literature
Green Hat: Creativity • Design something new for
a character from your
book
• Solve a problem a
character has
• Read a new book to the
students but don’t show
the title.
• Get the students to
brainstorm a list of new
titles for the book.
6 Thinking Hats in analyzing Literature
Red Hat: Emotions • How did the feelings of
the main character
change throughout the
story?
• How do you feel about
the story?
• Keep a red hat reading
record of all books read
on the same topic
6 Thinking Hats in analyzing Literature
Blue Hat: • How has reading this
Planning Reflection novel contributed to
your understanding of
the subject?
• If you had written the
novel, what would you
have done differently?
Lets DO it…
thank you!