Chart post reading strategies

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<ul><li> 1. DEFINITION-AUTHORSSTYLEElementos de EstiloEXAMPLEDIRECTIONSCuando se habla del estilo del autor, se refiere a la forma que un autor selecciona para expresarse el mismo o ella misma. Hay muchos factores implicados en el estilo del autor, incluyendo el uso de la descripcin, ritmo y seleccin de una palabra. Cada uno de estos elementos contribuye al estilo. Para identificar (o interpretar) el estilo, debemos primero interpretar cada uno de estos elementos.Hay tres principaleselementos que contribuyen al estilo de un autor:Descripcin es. . .La maneraque un autor utiliza palabras descriptivas. Hay numerosas o solo unas pocas? Describe el autor a travs de los sentidos del olfato, tacto, sonido, gusto, y vista? Si es as, cmo? Ponga atencina la formafigurada del lenguaje utilizado. El lenguaje Figurativo es el utilizado en:-Smil (comparacin de dos o ms cosas utilizandolike oas): Example: -Metafora (comparacin de dos o ms cosas directamente, sin el uso de like or as): Example-Personificacion:(da cualidades humanas a objetos inanimados):Example: Ritmo es. .Como las palabras y las oraciones crean un modelo o ritmo musical.Algunos autores combinan creativamente oraciones largas y cortas para crear un ritmo que repercute en ellector constantementeSeleccionar una palabra es. El uso de palabras por un autor para crear humor o atmosfera. Las palabras pueden ser una reflexin de los sentimientos de un autor. Para interpretar la seleccin de una palabra, un lector necesita pensar por qu una autor ha utilizado una palabra en lugar de otra. Por ejemplo, por qu un autor escribe running on the grass instead of bounding along the Grass? DIRECTIONS: IDENTIFYING THE AUTHORS STYLE FOR ORGANIZING THE TEXT. Describe the predominant organizational pattern of the article-DIRECTIONS: IDENTIFYING THE AUTHORS STYLE FOR ORGANIZING THE TEXT. Describe the predominant organizational pattern of the article-<br>DEFINITIONIdentify Authors Purpose:PURPOSEQuestions that help students explore authors purpose:EXAMPLE-Authors purpose is the reason or reasons an author has for writing a selection. If readers enjoyed what they read, one of the authors purposes may have been to entertain. If students learn while they are reading, one of the authors purposes may have been to inform. If readers changed the way they thought about a topic or issue, one of the authors purposes may have been to persuade. Authors may have more than one purpose for writing. Authors purpose can be stated explicitly or readers may have to infer the intent.- An author writes for many reasons. An author may give you facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something.Reflective readers are able to analyze information more thoughtfully when they know an authors purpose. Identifying an authors purpose may give clues to a reader for how to pace their reading. Students need to adjust their reading rate for various selections. Informational articles may require a reader to slow down in order to fully understand ideas described.Based on the title, why do think the author wrote this selection?Which words do you think best describe the main reason the author wrote this selection: to provide readers with information? To describe a person, event, or issue? To express their own thoughts and feelings? To persuade readers to think about an issue in a certain way and to take action? Ortoentertainthereader?Why did the author write the article from a particular point of view?How did the author influence your response to the selection?Was the authors purpose specifically stated?Do you think that the author achieved his/her intended purposes? Did the article effectively give information? Entertain readers? Express the authors thoughts and feelings? Persuade readers to think about an issue and/or take action?What examples from the text support your conclusions about authors purpose?DIRECTIONS: 1. All of the following are three main reasons why an author writes a story, EXCEPT toa. inform.b. persuade.c. entertain.d. scare his audience.2. What is it called when the author expresses his opinions and views?a. entertainmentb. point of viewc. climaxd. characterization3. If you read an editorial in the newspaper, the author's purpose is toa. entertain.b. persuade.c. inform.d. create a mysterious mood.PRACTICE: READ THE ARTICLE AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO: persuade inform entertain What is the author's purpose of this article? Why?<br>DEFINITION:Identify Authors Viewpoint: What Does the Author Think?PURPOSESQuestions that help students explore authors viewpoint:EXAMPLEPRACTICEAuthors viewpoint is the way an author looks at a topic or the ideas being described. The authors viewpoint includes the content of the text and the language used to present the data. Thoughtful readers decipher an authors point of view, opinions, hypotheses, assumptions, and possible biasInstruction for authors viewpoint helps students read analytically in order to identify the validity of information contained in the text. Students identify words and phrases that show an authors strong feelings for or against a person, group, or issue. Students identify selections that present various perspectives on a topic. This strategy focuses on helping students ask questions to identify stated and unstated viewpoints. What opinions or belief statements are evident in the article?Why do you think the author has this particular opinion or point of view?What background information about the author does the reader have that may help understand the writers point of view? (Point of reference) Would another author have a different point of view depending on his/her background experiences?What pictures does the author paint for a reader?What evidence did the author include to support their opinions?Whatfactsweremissing?What words and phrases did the author use to present the information? (Students collect samples of the language an author uses to identify the context in which ideas are presented.) Why did the author write this selection? Identifying the authors purpose helps students recognize possible viewpoints, especially in persuasive writing.DIRECTIONS:1-IDENTIFYING AND EVALUATING THE POINT OF VIEW. Answer the following questions briefly in complete sentence.1-How would you describe the point of view of the author toward the article?2- What kinds of fact or opinions might have been included by an author with an opposing point of view?3-- What are the authors arguments in support of his/her viewpoint?<br>INTERPRET AND EVALUATE THE IDEAS CONTAINED IN THE TEXT.<br>DEFINITIONHOWGUIDELINESEXAMPLEPRACTICEAnimar al estudiantea formar opiniones, realizarjuicios, y desarrollar ideas de la lectura.Primero se puede usar la interpretacin para descubrir el significado del texto. Segundo se puede utilizarel anlisis para determinar si el escritor tiene un argumento consistente, y si o no es lgico (el ie. si sigue la evidencia presentada, o se apoya enla proposicin o tesis que se han puesto adelante). Tercero se puedeponer un valor en ese caso o argumento. Para poner un valor en un caso o argumento se puede utilizar: nuestro propio conocimiento y especializacin; otro conocimiento y especializacin (eg. La bibliografa). 1-leerel artculo cuidadosamente para asegurarse queentiendenlo que est dicindose, y para identificar cualquier exaltacin o implicaciones.B. Analizarel artculo para ver si el escritor ha establecido un caso. En particular, que observe en: -La ntroduction/body/conclusions; El uso de evidencias/datos; La consistencia lgica del argumento (Cules el punto de partida? La conclusin sigue de lo que lo precede?); Si la conclusin est justificada en base a la evidencia proporcionada (o va ms all de la evidencia?); Si hay algn planteamientoinjustificado. C. Incentive a evaluarlas ideas del escritor que usan su propio conocimiento .PRACTICE: INTERPRET AND EVALUATE THE IDEAS CONTAINED IN THE TEXT PRACTICE:1-DISCUSSING ABOUT THE AUTHORS IDEAS. Some questions to guide you in critiquing and evaluating the article:a-Was there anything that was left unfinished? Did the author raise questions or make points that were left orphaned in the paper? b- Did it make sense?DIRECTIONS:DISCUSSING ABOUT THE AUTHORS IDEAS.What's the author trying to say?What's the author's message?What's that all about?What's going on here?What do you think the author wants us to know from this?What's the big idea the author is trying to get across?<br>PARAPHRASE<br>DEFINITIONKINDS OF PARAPHRASESTEPS FOR PARAPHRASINGEXAMPLESDIRECTIONSEs resumir informacin con palabras diferentes. Existen muchas formas para colocar el material original con tus propias palabras. Hay dos reglas principales a seguir, sin embargo, cuando parafrasees el trabajo de alguien tome en cuenta lo siguiente:Requisitos de la parfrasisUna parfrasis tiene como requisito primordial usar palabras entendibles pero sobre todo que aborde el punto primordial en el texto y que al leerlo, claramente el lector se de cuenta que es una verdadera parfrasis.Tipos de parfrasis Parfrasis mecnica: Consiste en sustituir por sinnimos o frases alternas las expresiones que aparezcan en un texto, con cambios sintcticos mnimos Parfrasis constructiva: Esta otra, en cambio, reelabora el enunciado, dando origen a otro con caractersticas muy distintas, y aun as conservando el mismo significado. -Lea el trabajo original cuidadosamente y asegrese que entiende las ideas principales y como estn organizadas.-Coloque el original a un lado, no lo mire otra vez. Entonces escriba rpidamente las ideas principales, como las recuerde y el orden como fueron presentadas. Mientras escriba las ideas principales trate de colocar de diferentes formas el material original con sus propias palabras.-Utilice sinnimos (hay algunas palabras que no deberan utilizar sinnimos como los trminos tcnicos.)-Cambie las partes del hablaporejemplo cambie de sustantivos a verbos, verbos a sustantivos, sustantivos a adjetivos, adjetivos a sustantivos, o adjetivos a verbos.)-Modifique las estructuras de las oraciones( por ejemplo, cambie voz pasiva a voz activa, de activa a pasiva, de cita directa a habla indirecta.)DIRECTIONS: Read the text and .Rewrite these statements in your own words.<br>DEFINITIONGIVE YOUR OPINION OF THE TEXTTips for Good Opinion ParagraphsSTEPSEXAMPLEPRACTICEExpresa una valoracin basada en juicios o creencias personales las cuales pueden ser verdaderas o no y tambin acerca de la organizacin del texto.Giving your OpinionIn my opinion / view...Generally speaking, I think...Personally, I havent the faintest idea about / whether... (starting with this expression may be interpreted as off-hand and could suggest that you have nothing else to say!)To my mind...Id just like to say...As far as Im concerned...Im quite convinced that...(only use this expression to express a very strong opinion!)To be quite honest / frank...If you ask me...Finally, Id just like to say that the negative of I think he does... sounds more natural as I dont think he does... rather than I think he doesnt... The latter is not necessarily wrong, it just sounds less natural, in my opinion.Pick a controversial issue - something people clearly agree or disagree with it strongly.Decide which side you will take - do you agree or disagree with it? This will be your opinion.Get as much information as you can in order to defend your point of view - you will need facts to support your point, examples of why your opinion is the correct one.Find out as much as you can about opinions that are different from yours - get as much information about the other side as you can.Be ready to change your main idea if your research shows you that your thoughts were not correct to begin with!DIRECTIONS: Give your opinion of the text. (Does it tell you anything you did not know? Is it clear? Is it interesting? etc <br>DEFINITIONEVALUATE YOUR PRE-READINGVERIFYING HIPOTHESIS.STEPSEXAMPLE PRACTICELos lectores predicen e hipotetizan -de modo no consciente-mientras leen, luego vern confirmadas sus hiptesis o bien debern modificarlas. Este procedimiento mental, llamado tambin automonitoreo de la comprensin, produce un encadenamiento de predicciones, inferencias e interpretaciones, y conduce a la correccin de la comprensin. En general, los lectores suelen hacer dos clases de movimientos cognitivos o procedimientos para corregir su comprensin: Vuelven a evaluar la informacin ya procesada y hacen nuevas inferencias, predicciones o interpretaciones. Retroceden en el texto para buscar ms informacin y/o para rastrear datos que se han pasado por alto. Esta actividad la puede verificar en usted mismo cuando lee una novela policial y el final lo sorprende: posiblemente trate de recordar los pasajes de la novela a que se refieren las pruebas que ofrece el detective y, si usted es poco perezoso tal vez, incluso, vuelva a leer pasajes del libro que ya no recuerda o que ahora cree haber comprendido mal. Es decir, trata de corregir su comprensin para que se adecue a los nuevos datos que el texto le ofrece. Pregnteles a los estudiantes cmo la estrategia de predecir les ayud a situar los propsitos y reforzarel inters y la comprensin. (Seale queel primerpropsitode verificarlas contradiccioneses indagar las predicciones y proporcionar evidenciasdel texto paraapoyar las respuestas). Solicitaa los estudiantes cmopiensan ellos quepueden usar la estrategia de la prediccin en otras clases.DIRECTIONS.COMPLETE THE CHARTPredictVerifyEvidence from Text DIRECTIONS.COMPLETE THE CHART<br>DEFINITIONOUTLINE THE MATERIALPURPOSESSTEPS FOR OUTLINEEXAMPLEPRACTICEEsta estrategia consiste en esquematizar la lectura de una seccin de un material,captulo entero o artculo, porque permite darms informacin sobrelas ideas que son importantes y cmo ellas se relacionan entre si cuando setermina de leer. Es una manera excelente de analizar y recordar las organizaciones de las ideas al hacerlas visibles fcilmente en un mapa organizacional o esquemtico.Outlining helps students see main ideas, supportive ideas, and interrelationships among them.Analizar los modelos de organizacin del artculo.Identificar el formato que el autor utiliza.Agregar las palabras o frases claves para ayudar a recordar la relacin entre las ideas.Crear distintos formatos de mapas para los diferentes modelos de organizacin para que se pueda ver rpidamente qu modelo se ha usado. DIRECTIONS: Organize the main ideas and relevant details in order to write a summary. Make the organization visible on organizational maps or outline. Write the title, list the heading, supporting details and main ideas used in the article.DIRECTIONS: Organize the main ideas and relevant details in order to write a summary. Make the organization visible on organizational maps or outline. Write the title, list the heading, supporting details and main ideas used in the article.<br>DEFI...</li></ul>