1 / 8

Language for Academic Reading

Language for Academic Reading. Chapter 7, Jeff Zwiers. Have you ever had the experience of reading a page of text. You stop to turn the page, and think to yourself, “ What the heck did I just read? ” We all have because reading is a complex cognitive process.

ostinmannual
Download Presentation

Language for Academic Reading

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Language for Academic Reading • Chapter 7, Jeff Zwiers

  2. Have you ever had the experience of reading a page of text. You stop to turn the page, and think to yourself, “What the heck did I just read?” We all have because reading is a complex cognitive process.

  3. Reading is Complex... A quick couple of points from Zwiers... • After 4th grade, texts become much denser, more complex and difficult. And most importantly, the thinking demands of these texts increase. • To understand any sentence or paragraph, a reader must know how to several things, usually at once: • The reader must align her word meanings with those of the author. • Understand abstract language and figurative language. • Condense (chunk) pieces of text; quickly process “chunks” and logic/transition cues. • Deconstruct long sentences to determine important info and subordinate information. • Connect abstract content with prior knowledge or self-generated examples. • Be able to identify the author’s purposes, structures, commitment to the text. Navigate the different sources incorporated into texts. • Be able to be a “meta-reader;” a reader who is reading at a much deeper level than just getting information.

  4. Teachers can and should, in all disciplines, create scaffolds to help their students learn how to be successful, academic readers...

  5. Social Class and Marketing • “Surviving Whole Foods”

  6. Draw an “Anticipation T-chart” for the assigned reading • This is an anticipation chart. It asks students to think about the topic before they read, and then reflect on the topic after the reading... • Please draw a simple T-chart on your paper. On the left side, write the heading: “before reading.” On the right, write the heading: “after reading.” • In the next slide I will give you a question. You will use the T-chart to respond.

  7. Respond to the main question above in the left column: “What are your ideas and opinions about health food and health food stores?” After you’ve completed the reading, return to this chart and fill-out the right side.

  8. A little background on Whole Foods market... • http://www.youtube.com/watch?v=-wnRDU4vWF4 • http://www.oprah.com/oprahshow/Go-Grocery-Shopping-with-Alicia-Silverstone-Video_1 • https://vimeo.com/32112775

More Related