Winter 96

Reading Improvement

Finishing It Up Week 10

M: Mastery test, p. 303-05. Discuss Chapter 9.

Common organizational patterns used in writing.

HW: On separate paper, complete exercises 9-13, pages 284-292

T: Memorization handout. Finish Chapter 9.

HW: Write ten questions that you would like to see on the final exam.

W: With three others, compile a group of twelve questions from the thirty that you have:

three (3)--multiple choice;

three (3)--true/false;

three (3)--short answer; and

three (3)--your choice.

	HW: Part One (1) Exam: Write a summary of assigned section in book--
	it is due on Thursday, at 10:30 a.m. -- please bring a manila folder, so that you can place both the summary and the second part of the test in it.
	Hw: Study for exam.

R: Finish Part Two (2) Exam.

	Part One (1) of the Exam is due in manila folder.
	Complete
	Portfolio due.
	Journal due.
	Complete Self-Evaluation. Last Day of Class.

Discussion Board -- Earn extra points each week by answering the challenge question. You have from Monday to Sunday of each week to answer that week's challenge question. If you want to participate just click here or click on the Readers Talk button. Also, please be aware you have one week exactly to give your response from Sunday, 12:01 a.m. to Saturday 11: 59 p.m. constitutes a week, so if you answer your discussion question each Friday during the hour that we have assigned to the class, you will have your credit for that assignment.

Four Reasons for Comprehension Failure

The majority of this class is dedicated to helping you learn to read faster and to start trusting your ability to read to prepare you for your academic success. The curriculum is designed around the idea that you need successful strategies in order to become more efficient in reading.

The four most common reasons for lack of comprehension:

1. failure to understand a word; (Week 1-4)
2. failure to understand a sentence; ( Week 5- 7)
3. failure to understand how sentences relate to one another;
4. failure to understand how information fits together in a meaningful way.

To address these issues we will make use of:

		timed readings to help students discover that not knowing each word does not detract from understanding the main idea of a piece, as well as encouraging them to read in "chunks" of meaning
		weekly summary writing to aid in grasping the entire meaning, instead of focusing on discrete words
		discovering and exploring the differences between syntactic and semantic context clues
		learning the difference between general and specialized vocabulary, then practicing some ways to work with each, i.e., roots, prefixes, suffixes, and semantic mapping
		evaluating the discrete parts of an article or essay, i.e., thesis statements, topic sentences, methods of development within each paragraph
		evaluating articles and essays holistically to find purpose: to persuade, to inform or to entertain; knowing these help with discovering the main idea
		reviewing the reading process
		reading in-depth from a textbook increase comprehension and reading strategies

Instructor:Jan Strever
Spokane Community College
Winter, 2004
9:30 - 10:30 M - F
Room 1219, Old Main

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should not be held responsible. ©1999-2009
Last revised: November 19, 2009 by Jan Strever -- jstrever@scc.spokane.edu
Personal site: http://www.js.spokane.wa.us/

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