KATA PENGANTAR

Puji syukur kami panjatkan ke hadirat Tuhan Yang Maha Esa karena atas
rahmat dan karunia-Nya kami bisa menyelesaikan buku ajar Extensive Reading untuk
mahasiswa Program Studi Sarjana Pendidikan Bahasa Inggris Semester I.

Buku ini mengkaji tentang reading technique, previewing and predicting, tipic
sentence, finsing main idea and supporting details, making prediction, organization
pattern in text, skimming and scanning an article, making inference, summarizing,
summarizing active reading strategies, speed reading, improving reading.

Buku ini dibuat sebagai sarana belajar mandiri siswa. Kesuksesan belajar
berawal dari kemampuan yang ditunjang oleh berbagai sarana, salah satu
diantaranya adalah buku.

Harapan kami, buku ini dapat membantu siswa memahami tentang konsep
Pembelajaran extensiverading. Akhir kata kami mengucapkan terima kasih kepada
semua pihak yang telah membantu dalam menerbitkan buku ini. Kritik dan saran
sangat kami harapkan untuk perbaikan buku ini di masa yang akan datang.

Purwokerto, 2 September 2019

Tim Penyusun
 DAFTAR ISI

MEETING 1....................................................................................................................................3

A. READING TECHNIQUES.....................................................................................................3

1. THE NATURE OF SCANNING AND SKIMMING..........................................................3

2. HOW TO SKIM?.................................................................................................................4

3. HOW TO SCAN?.................................................................................................................5

4. SCANNING PRACTICE.....................................................................................................6

5. CONCLUSION....................................................................................................................6

MEETING 2....................................................................................................................................7

A. PREVIEWING & PREDICTING...........................................................................................7

1. PREVIEWING.....................................................................................................................7

2. PREDICTION......................................................................................................................8

3. EXERCISE...........................................................................................................................8

MEETING 4..................................................................................................................................14

A. TOPIC SENTENSE..............................................................................................................14

1. TOPIC................................................................................................................................14

 MAIN IDEA...................................................................................................................15

B. TOPIC SENTENCE..............................................................................................................17

1. PRACTICE PASSAGES....................................................................................................18

2. PRACTICE PASSAGE......................................................................................................18

3. PRACTICE PASSAGE......................................................................................................19
MEETI;NG 5.................................................................................................................................20

A. FINDING MAIN IDEA AND SUPPORTING DETAILS...................................................20

1. WHAT IS MAIN IDEA?...................................................................................................20

2. HOW CAN I FIND THE MAIN IDEA?............................................................................21

3. HOW CAN I CHECK TO SEE IF I SELECTED THE CORRECT MAIN IDEA...........21

MEETING 6..................................................................................................................................24

A. MAKING PREDICTION......................................................................................................24

1. WHAT IS A PREDICTION?.............................................................................................24

2. HOW DO YOU MAKE A PREDICTION?.......................................................................25

3. PREDICTION VOCABULARY.......................................................................................25

4. MAKING PREDICTION...................................................................................................26

5. EXERCISE.........................................................................................................................27

6. PRACTICE :.......................................................................................................................29

MEETING 9..................................................................................................................................29

A. ORGANIZATIONAL PATTERNS IN TEXT.....................................................................29

1. DEFINITION.....................................................................................................................29

2. EXERCISE.........................................................................................................................30

MEETING 10................................................................................................................................33

A. SKIMMING AND SCANNING AN ARTICLE..................................................................33

1. SKIMMING.......................................................................................................................34

B. SCANNING..........................................................................................................................35

1. PRACTICE.........................................................................................................................35

1. 7 FINANCIAL PLANNING TIPS FOR CHILDREN’S EDUCATION...........................35

 2. GET READY EARLY.......................................................................................................36

3. ARRANGEMENT YOUR YOUNGSTER’S INSTRUCTION.........................................36

4. ASCERTAIN THE MEASURE OF SPECULATION YOU HAVE TO DO...................36

MEETING 11................................................................................................................................37

A. MAKING INFERENCES.....................................................................................................37

1. WHAT IS REFERENCES?................................................................................................37

2. INFERENCES FACTS AND OPINION...........................................................................38

3. INFERENCES QUESTIONS.............................................................................................39

MEETING 12................................................................................................................................39

A. SUMMARIZING..................................................................................................................39

1. WHY USE SUMMARIZING?..........................................................................................39

2. HOW TO USE SUMMARIZING......................................................................................40

MEETING 13................................................................................................................................40

A. SUMMARIZING ACTIVE READING STRATEGIES......................................................40

MEETING 14................................................................................................................................42

A. SPEAD READING...............................................................................................................42

1. STOP TALKING TO YOURSELF...................................................................................42

2. UNDERSTAND EYE MOVEMENTS..............................................................................43

3. SET A PACE FASTER THAN YOU CAN UNDERSTAND...........................................43

4. TRY RSVP SOFTWARE..................................................................................................44

MEETING 15................................................................................................................................44

A. IMPROVING READING COMPERHESION.....................................................................44

PRE-READING SURVEY........................................................................................................45
B. DEFINE YOUR PURPOSE..................................................................................................46

READ THE TEXT.....................................................................................................................46

TAKE NOTES OR HIGHLIGHT IMPORTANT CONCEPTS................................................46

POST-READING REVIEW......................................................................................................47
Meeting 1

A. Reading Techniques

1. The Nature of Scanning and Skimming

Skimming and scanning are especially valuable when there is only one item of
information that you need to find from a particular passage.

Skimming and scanning are very rapid reading methods in which you glance at a passage
to find specific information. These reading methods make it easier for you to grasp large
amounts of material, especially when you're previewing. They are also useful when you don't
need to know every word.

Skimming is used to quickly gather the most important information or ‘gist’. It’s not
essential to understand each word when you are skimming. Run your eyes over the text, noting
important information. Use skimming to quickly get up to speed on a current business situation.

Examples of Skimming:

The Newspaper – to quickly get the general news of the day

• Magazines – to quickly discover which articles you would like to read in more detail

• Business and Travel Brochures – to quickly get informed

2. How to Skim?

Working quickly…

1.Read the title if there is one.

2.Read the introduction or the first paragraph if there is one.

3.Read the first sentence of every other paragraph.

4.Notice any pictures, charts, or graphs.

5.Notice any italicized or boldface words or phrases.

6.Read the summary or last paragraph if there is one.

Exercise : Skim and scan this paragraph in 30 seconds

When you skim and scan, you need to cover everything, even titles, subtitles, side
features, and visuals. That bit of information you need may not be tidily packaged in a
paragraph, so you need to check the entire page-- not just the main body of the text, there are
also many visual clues that help you to find information. Heads and subheads break up the text
and identify the content of each part. Where key terms are introduced and defined, they appear in
boldface type. Graphs and charts have titles and/or captions that tell you what they are about.
These clues will help you to find information. . . but only if you use them.

In other words, when you are skimming and scanning…

1. Cover everything

2. Check entire page

3. Notice visual clues

4. Notice graphs, charts, titles, captions

Scanning is a reading technique to be used when you want to find specific information quickly.
In scanning you have a question in your mind and you read a passage only to find the answer,
ignoring unrelated information.

Examples of Scanning:

 A google search list on the internet.

 A bus / airplane schedule
 A conference guide
  A graph

3. How to scan?

1. State the specific information you are looking for.

2. Try to anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you would quickly
read the paragraph looking only for numbers.
3. Use headings and any other aids that will help you identify which sections might contain
the information you are looking for.
4. Selectively read and skip through sections of the passage.

4. Scanning Practice

Here is some information you are looking for on the BC Hydro website.

 Read the questions and then on the next slide , find the answers, as

 quickly as possible:

1. Who is handling inquiries?

2. What is the after hours media line?

3. What is a good example of BC Hydro Clean Energy Project?

Scanning answers Remember it’s important to quickly find the information you need. You don’t
need to understand every word, or read every word. Your eyes should quickly scan the document
for the information you seek.
5. Conclusion

Skimming and scanning is used when reading all types of documents. We skim to get the idea of
what a document is about and typically skim all documents before we actually begin to read.

 As we skim, we..
o think about the topic
o think about what we already know about the topic
o start to guess or anticipate the details we are going to read about.

 We scan for specific information.

 We work quickly when we skim and scan

Practice :
Meeting 2

A. Previewing & Predicting

1. Previewing

Previewing is a speed reading technique that allow you to put the text in context. This
technique also helps you to assess the level of difficulty of a reading text, and how deep your
background knowledge on the topic being discussed

Benefits

Previewing also gives you experience that you can extract information from a reading text
without having to read it word for word. This previewing technique also provides the ability to
be one of the basic assets to increase the level of reading speed and also subsequently used in
skimming.

2. Prediction

Predicting is a reading skill in which you have awareness and alertness to the thought process
that occurs when we attract an "inference". Some learning activities here will show how to find
evidence of inference that you do.

The right skills and strategies needed to understand a variety of texts; mastering various reading
skills, namely previewing, scanning, guessing words, and skimming; and have an interest and are
able to enjoy reading in English.

Specifically after studying this material you are expected to be able to:

1. mention certain information in the text, by doing previewing first;

2. guess the contents of a text by recognizing ‘the marks’ in the text.

3. Exercise

Try to read this following text

The first time you try it, ask someone to help you. You may fall if no one holds you up. It is a
good idea to start on the sidewalk. The street may be dangerous. After you start, do not stop. Try
to go faster. That will help you to stay up. Remember, even little children can do this. And once
you learn how, you will never forget.

Try to read this following text :

1. Read the title.

2. Pay attention to the pictures if any.

3. Read a few sentences in the first paragraph.

4. Read the first sentence of the other paragraph.

5. Read the last sentence of the last paragraph.

6. Pay attention to names, dates and numbers.

Exercise ;

A Busy Student

Tomiko is happy to be a student in New York. She is studying English at Columbia University.
She plans to finish her English course in June. Then she will work on his master’s degree in at
New York University. Tomiko likes many beautiful buildings in New York. Xxxxxxxxxxxxxx.
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxx She also likes the people in New York.xxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Best of all, Tomiko loves the theaters in New
York. Xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxx.Tomiko is far from her home in Japan. But she is very busy and happy in
New York.

Now try to answer the following question without looking back at the text you just read? Circle
the most appropriate answer.

Don't look back at the reading text above.

1. This passage is about ….

A. an American student in New York

B. a Japanese student in New York

C. a Japanese student in Japan

D. a Japanese man studying in New York

2. Tomiko is ….

A. Unhappy

B. Lonely

C. Happy

D. not busy

3. She goes to play in ….

A. large theaters
B. small theaters

C. New York

D. all of the above

4. Tomiko has ……………………..

A. few interest

B. few friends

C. many interests

D. nothing to do

Tomiko is happy to be a student in New York. She is studying English at Columbia University.
She plans to finish her English course in June. Then she will work on his master’s degree in at
New York University. Tomiko likes many beautiful buildings in New York. In fact, she plans to
become an architect. Then she can build great buildings too. She also likes the people in New
York. There are many different kinds of people. They speak many languages. Tomiko has made
new friends from other countries. Best of all, Tomiko loves the theaters in New York. She goes
to plays almost every week. Some times the place are in the theaters on Broadway. Sometimes,
the place are in small theaters in other parts of the city. Tomiko is far from her home in Japan.
But she is not sad. She goes to classes every day. She visits her friends. She goes to see new
places. And she attends many plays. She is very busy and happy in New York.

Exercise :

Language Learning in the United States Most people in the United States speak only one
language: English. They do not learn to speak a second language. High schools teach languages.
Bu very few students learn to speak well. Why don’t Americans speak other languages? First,
most Americans never travel to other countries. The United States is a very large country.
Americans can travel a long distance and not leave the United States. They do not need to learn a
second language. Second, one of the countries next to the United States is Canada. Most people
in Canada speak English. Some Americans live near Canada. They travel there often. But they do
not have to learn a new language. Third, many people in other parts of the world speak English.
If Americans travel to other countries, they can speak English there, too. Some Americans think
that it is a mistake to speak only English. They believe it is very important to learn a second
language. Maybe, someday Americans will agree. Then more people will speak a second
language in the United States.

1) Most Americans never learn to speak ….

A. English B. a second language

C. to people in other countries

D. fluently

2) Most Americans speak only English because ….

A. they can’t learn another language

B. they never travel to other countries

C. other languages are not important

D. they do not have language classes at school.

3) In other parts of the world ….

A. everyone speaks English.

B. no one speaks English

C. many people speak English

D. everyone speaks a second language.

4) Some Americans think it is a mistake to ….

A. learn other language

B. speak only English

C. travel to other countries

D. go to school.

Practice Time

Body on Ice In very cold part of the world, scientists study the past. They find animal frozen in
the ice. The animals look alive, but they are not. They were frozen many years ago. Russian
scientist found a large animal called a mastodon in the ice. It looked like an elephant. But it was
larger, and it has lots of hair. In fact, the elephant is the mastodon’s younger cousin. In 1984,
American scientists were working near the North Pole. They found the body of a man frozen in
the ice. This man went to the North Pole in 1846. He died and his friends buried him in the ice.
Today, his body looks the same. The body did not change at all in the ice. These facts interest
doctors. They have some patients who are very sick. No one can help this patients. But some
day, there may be a new medicine for them. These doctors want to save people for the future.
Maybe patients can be frozen until there is medicine to help them.

1. Scientists are studying the past ….

A. in the ice

B. in the laboratory

C. in 1848

D. in Russia

2) Russian scientists found ….

A. a man in the ice

B. a large animal in the ice

C. it was too cold

D. nothing interesting

3) American scientists worked ….

A. in Russia

B. in the laboratory

C. near the North Pole

D. with a mastodon

4) Doctors think frozen bodies ….

A. are too cold

B. are near the North Pole

C. are interesting

D. are mastodons
Meeting 4

A. TOPIC SENTENSE

 T + MI = TS
 T = Topic (usually a noun)
 MI = Main Idea (something about that noun)
 TS = Topic Sentence

1. Topic

A topic sentence is a sentence that contains a topic, and something about that topic
(called the main idea). A good topic sentence is a sentence that contains a specific topic, a
specific main idea and grabs the readers interest.

Any noun can be a topic (a noun is a person, place, thing or idea).

Person Place Thing Idea

Mr bean Home Skateboard Beauty

My brother Canada Cows Honor

The president Classroom Neptune Hope

John Phoenix Computers Friendship

Etc Etc. Etc Etc

What is the topic of each sentence below:

• Fred eats worms.

Fred

• The worms were eaten by Fred.

The worms

• The governor rides in a fancy limousine.

The governor

• Soccer is a sport played by many people, like David Beckham.

 Main Idea

A main idea is something about a noun—it’s the specific idea concerning a noun, often an action.

What is the main idea of each sentence below:

• Fred eats worms. (Eats worms )

• The worms were eaten by Fred. (Get eaten)

• The governor rides in a fancy limousine. (Rides in a limousine)

• Soccer is a sport played by many people, like David Beckham.

(Played by lots of people)

Main Idea A main idea is something about a noun—it’s the specific idea concerning a noun. It’s
tougher to come up with a list of main ideas unless you have a topic picked out. So here’s a
topic: People. Here are some main ideas about people:

• Some people have heart disease.

• People live in many different kinds of places.

• People who play sports risk injury Main

Main Idea A main idea is something about a noun—it’s the specific idea concerning a noun. It’s
tougher to come up with a list of main ideas unless you have a topic picked out. So here’s a
topic: People. Here are some main ideas about people:

• Some people have heart disease.

• People live in many different kinds of places.

• People who play sports risk injury

A main idea is something about a noun—it’s the specific idea concerning a noun. You name
some main ideas about people ….

B. Topic Sentence

A good topic sentence should have a specific topic (noun) and something specific to say
about that topic (main idea).

For example, earlier I said, “People who play sports risk injury.” To make that more specific I
could say: • Professional football players can get concussions.

The “people who play sports” has become the more specific:

• professional football players and “sports injuries” has turned into the more specific:

• concussions

Can “Professional football players can get concussions,” become even more specific?

• Quarterbacks in the NFL can get career-ending concussions

Your turn.

Topic: Animals Brainstorm in your mind a couple of main ideas about animals.

Some possible main ideas I had:

• Some animals are mammals.

• Animals need food to survive.

• Australia has animals that can’t be found on any other continent.

Pick one main idea that you brainstormed. I’m going to pick “Australia has animals that can’t be
found on any other continent.”

Now that you have a main idea, let’s make both the topic, “Animals,” and the main idea more
specific.

What is an animal that fits with your main idea? An animal that fits with my main idea is the
kangaroo.

Now that we have a specific animal for our main idea, let’s see if we can make our main idea
even more specific for that animal.

Your ideas?

My idea for my animal is that kangaroos are leaping marsupials

Now that we have a lot of specific things about the topic and main idea, we can actually write a
topic sentence.

Come up with a topic sentence based on everything you have thought about so far for your
animal.

Here’s mine: “The kangaroo is a leaping marsupial unique to Australia.

1. Practice Passages

Topic Sentences Sometimes you have to find a topic sentence in a paragraph that you read.

Here’s how:
1. Carefully read the entire paragraph.

2. Decide what the topic (a one word noun) of the entire paragraph is about.

3. Figure out, in your own words, what the main idea of the paragraph is.

4. Finally, look for a topic sentence in the paragraph that has the main ide

2. Practice Passage

Find the topic sentence in the paragraph below.

Passage 1

When oxygen comes in contact with most metals, they rust. Aluminum is a special metal that
does not rust. Instead, it reacts with oxygen in a different way. It forms a tough surface film that
stops rust. Things that need to spend a lot of time outside are often made of aluminum. This is
why people use aluminum to make cars and airplanes. It's can also be used as a building material.
However, aluminum doesn’t have the strength of steel. When strength is needed, even rusty steel
is stronger than.

Passage 1

Answer The topic of the paragraph

(what the entire paragraph is about) is aluminum.

The main idea (the specific thing about aluminum) of the paragraph is that aluminum doesn’t
rust.

The topic sentence that contains the main idea is: Aluminum is a special metal that does not rust.

3. Practice Passage

Come up with your own topic sentence for this paragraph.

Passage 2

Scientists have discovered a spider which is remarkably different from any other known spider.
This spider, named Micromegale debliemma, has only two eyes where most spiders have six or
eight. Unlike most spiders, it does not have lungs but instead absorbs oxygen through its skin.
Just three one-hundredth of an inch long, Micromygale is one of the world’s smallest spiders.

Passage 2

Answer

The topic of the paragraph (what the entire paragraph is about) is spiders.

The main idea (the specific thing about aluminum) of the paragraph is that scientists found a
unique spider.

The topic sentence that contains the main idea is: Scientists have discovered a spider which is
remarkably different from any other known spider.

Practice :
Meeting 5

A. Finding main idea and supporting details

1. What is main idea?

The main idea tells what a paragraph or passage is mostly about 2

The main idea is the most important thing an author is trying to communicate about a topic

 What question should I ask to find the main idea?

 When you are looking for the main idea of a passage, ask yourself…
 Why did the author write this passage?
 What is the passage mostly about?
 What is main idea?

Example :

Topic = running Main idea = Running is good exercise

Supporting details :

1. Running is good for your heart.

2. Running is good for your lungs.

3. Running develops your muscles

2. How can I find the main idea?

5 Authors frequently tell you the main idea in the following places:

Title – Underline the title & take a moment to predict what the passage might be about.

Introduction – First sentence or first paragraph

Conclusion –Last sentence or last paragraph

3. How can I check to see if I selected the correct main idea

When you think you know what the main idea is, ask yourself…

• Do all of the sentences in the passage support this idea?

• If the answer is yes, you have found the main idea.

• If the answer is no, read the passage again.

4. Implied main idea

• Sometimes the main idea isn’t found in any one place. ￮

• You can always figure out the main idea by asking yourself: ￮

• “What is the most important idea in the paragraph or passage?

Example :

1. The Benefits of Computers

Computers are useful tools for students. Today, computers can be used to research most
topics on quality internet sites. Any writing project is much easier when completed on a
computer. There are also many fun learning games that help students learn on computers. There
is no better tool for learning then a computer

- TOPIC : computers

- MAIN IDEA : Computers are useful tools.

- SUPPORTING DETAILS :

1. Computers can be used for research.

2. Writing is easier on computers.

3. There are many fun learning games

2. How to Make Yourself Smarter.

Reading increases your IQ. When a person reads, they’re unlocking new knowledge. This
knowledge of new topics develops your intelligence. When a person reads they are also
interacting with language. This interaction helps develop spelling, grammar, reading, and writing
skills. Therefore, if you want to be smarter you should read every day.

- Topic : Reading

- Main Idea : Reading Makes You Smarter.

- Supporting Details :

a. Reading unlocks new knowledge.

b. Reading involves interaction with language.

c.Reading improves spelling, grammar, reading, and writing skills

3. Gravity Costs All of Us

Graffiti is a major problem that is hurting many communities. Unfortunately, some young
people like to “tag” property with spray paint or markers. When this occurs, property owners and
tax payers must pay to fix the problem. Studies also show that areas with graffiti also have more
crime. This not only makes us unsafe, but it also lowers property values. We must work together
to put an end to this type of vandalism

1. What is the main idea of this passage?

(A) Some people destroy property with spray paint or markers.

(B) Many communities are hurt by graffiti.

(C) Areas with graffiti have more crime.

(D) Graffiti lowers property values

2. Graffiti does all of the following except

(A) hurt communities.

(B) increase crime.

(C) lower property values.

(D) beautify peoples’ property

3. What would a business owner MOST likely do if their property is vandalized with graffiti?

(A) go to jail .

(B) move to a different country .

(C) pay someone to fix it .

(D) take an art class in school.

4. Which detail BEST supports the idea that graffiti makes areas unsafe?

(A) Some young people like to “tag” property.

(B) Areas with graffiti have more crime.

(C) Graffiti is ugly.

(D) Graffiti is usually done with spray point or markers

Meeting 6

A. Making Prediction

1. What is a prediction?

An educated guess about what will happen later in a text.

A prediction is when you make a guess about what might happen next, using evidence from the
text

Let’s read this short passage and predict what might happen next~

•Johnny had studied long and hard for his test. He made flash cards and practice all of the
definitions night after night for a week. Today was the day he would get his grade back.

• How do you predict Johnny did on his test?

• He probably did a good job. What evidence tells us this?

• He studied long and hard!

2. How do you make a prediction?

You are required to :

• Think about the text first.

• What has already happened?

• Has the author left any clues?

• Before reading the passage, look at the title or heading of the text; this may help you predict
what the text will be about

• Tip 2:
• If there are graphic images, look at them carefully (charts, tables, pictures, etc.

• Then consider what you know.

• What is likely to occur next?

3. Prediction vocabulary

• predict: to make a logical assumption about what will happen next

• verify: to prove to be true

• support: to offer proof

• revise: think about something again in order to make improvements

4. Making prediction

I predict that :

…………………………

………………………….

I predict that :

- Evidence

1 - Source:

Example 1

Ronald was running around the classroom with his shoes untied. One of the nicer boys in
the class, Ezekiel, said, “Ronald, your shoe is untied.” Ronald replied, “Don’t talk to me.” He did
not like Ezekiel. Ronald then continued running and playing. As he was running around the
bookshelf, he stepped on one of his shoelaces and…
Based on information in the text and what you, what is likely to occur next?

Answer

Ronald is probably going to trip over his shoelace and fall.

believe this because…

•He was warned by another character to tie his shoe (based on the text).

•People commonly trip over untied shoelaces (informed by what I know).

Answers

• Ronald will reveal to the class that he has the ability to levitate.

• Ronald will run through the wall.

• Ronald will run for President of the United States and win.

These answers are unrelated to what has already happened or they are completely outlandish.

Review

A prediction is when readers attempt to figure out what will happen next.

• Good predictions are based on the what has already happened in the text.

• Predictions should be informed based on what you know.

• Predictions should not be outlandish or unrelated to what has already happened.

5. Exercise

1. Read the passage.

2. Predict what event will occur next.

3. Explain your answer.

1. A fishing boat is returning from arctic waters with a large haul of crab when they get caught in
a big storm. The boat is tossed about in the powerful waves and crashes into a large iceberg. The
iceberg punctures the boat and it begins sinking. The men scramble to inflate the life rafts…

What event is likely to happen next? Explain your answer.

Suggested Answer :

The crew will board the life rafts and attempt to weather the storm.

Explanation :

The boat is damaged. It cannot continue. The men are inflating life rafts. They will probably get
in the life rafts next.

2. Tommy was walking down the street when his neighbor’s dog started barking at him through a
fence. It was a big dog and Tommy never liked him. He walked over to the dog and started
calling the dog names and yelling at it. The dog barked at Tommy. Tommy picked up a stick and
began poking the dog through the fence. The dog yelped and Tommy thought that this was really
funny. Then the dog jumped against the gate and it flopped open…

Suggested Answer :

Tommy is probably going to get attacked by the dog.

Explanation :

Tommy teases the dog and the dog is very aggressive. Tommy hurts the dog, which probably
made it even more angry. Now the dog has escaped. It will probably attack Tommy.

3. Betty’s tooth had been sore all day. It was one of her last baby teeth and it was very loose.
When she sat down to eat her lunch, her tooth was so sore that she didn’t want to eat. But she
was so hungry. She grabbed the big red apple from her lunch tray and sunk her teeth into it. Then
she tasted blood. She loosened her bite on the apple and realized that…

Suggested Answer :

Betty’s baby tooth has fallen out or is stuck in the apple.

Explanation :

Betty’s tooth is loose. Baby teeth fall out. She took a big bite of an apple. Loose teeth often get
stuck in apples. She tasted blood, which means her tooth has probably fallen out.

6. Practice :

1. Katrina had been starving ever since she was thrown out of the castle. She had not eaten in
days. As she walked by the market, the smells of roasting lamb and chicken caused her mouth to
fill with saliva. She wondered how much longer she could last without food. A bread wagon
rolled past. It swerved suddenly to avoid a child who had ran across the road. As it swerved a
small loaf of bread fell from the truck and landed on the dusty ground. The end of the loaf was in
a puddle. Katrina looked around and noticed that nobody was watching, then she…
Meeting 9

A. Organizational Patterns in text

1. Definition

The organizational pattern of a passage provides an outline for the ideas to flow.Perhaps

the most common organizational pattern used in fiction writing is chronological, where ideas
flow from one to the next in time order.  Nonfiction also can organize steps or information in
time order.

In nonfiction writing, an organizational pattern is selected in order to best communicate the main
idea and author's purpose.  Some examples of organizational patterns for nonfiction writing
include:

 Definition

 Compare/Contrast

 Classification

 Example

 Cause and Effect

 Process Analysis

The author supports his or her overall organizational pattern by connecting words and ideas in
relationship to one another.  Sometimes signal words alert the reader to the type of relationship
intended.  Other times the relationships are implied, and it is the responsibility of the reader to
notice them without the assistance of signal words.

Some signal words and the relationship they identify are shown below:
2. Exercise

Pessage 1

One of the earth's most spectacular activities is a volcanic eruption.  Volcanos erupt when
magma, hot liquid rock originating below the surface of the earth, is forced up through a fissure
to the earth's surface. Volcanos have been known to destroy entire islands and send out shock
waves in the form of seismic sea waves or tsunami for thousands of miles.  The devastation is
often widespread as molten lava, rocks, and gas are thrown out, forming cones.  After the
volcano has erupted, a crater forms where the magma once flowed to the surface.  A crater is a
hollow depression in the earth's surface and may be the site of another volcano months or years
later.  If the crater and top section of the volcano are missing, a caldera, much wider than the
crater, forms.  Calderas fill in the section where the cone once was.  Some small islands in the
middle of former islands destroyed by volcanic activity are really calderas.  Anyone can see that
the earth's surface is greatly changed by volcanic eruptions.

One such eruption occurred on August 27, 1883, when Krakatoa, an Indonesian island,
experienced the greatest volcanic explosion people have ever recorded.  More than 6,000 people
died when their villages were destroyed.  The volcanic rock was so fragmented when it exploded
that it reached the stratosphere and was carried by wind currents all around the world.  The dust
of these fragments caused beautiful red sunsets for several years.  Another result was the tsunami
which sped across the ocean, sinking many ships and damaging other islands.  The force of this
volcano was heard throughout an eighth of the world!

1.  Which sentence best states the main idea of this passage?

A)  Volcanos are a deadly force in nature.

B)  Krakatoa experienced the worst volcanic eruption in recorded history.
C)  Volcanos are spectacular natural disasters.
D)  We should try to note the early warning signs of volcanic eruptions.

2.  In developing the passage, the organizational pattern used by the author could be described as
--

A)  Provides a cause and effect relationship between volcanoes and their devastation.
B)  Numerous examples of volcanic activity.
C)  Classifies types of volcanic activity.
D)  Gives a simple listing of information on volcanoes.

Choose the word which best completes the sentence.

3.  Many people died in the volcanic eruption on Krakatoa; __________________, a few
survivors lived to tell what the explosion felt like.

A)  and
B)  consequently
C)  therefore
D)  however

Choose the word which best completes the sentence.

4.  Sometimes the magma boils within the earth to the point of making the surface bulge up;
_____________, it may find many small channels or fissures underground to leak through long
before a volcanic explosion occurs.
A)  but
B)  moreover
C)  nevertheless
D)  thus
Meeting 10

A. Skimming and Scanning an article

Definition

Skiming and scanning ar two specific speed reading technique, which enable you cover a vast
amount of material very rapidly. These technique are similar In process but di fferent in purpose.
Quickly ‘looking over’ an articles is neither skimming nor scanning. Both require steps to bre
allowed.

1. Skimming

Is a menthod rapidly moving the eyes over text over next text with the purpose of getting only
the main idea and a general overview of the content.

1. skimming is usefull in three different situatios.

 Pre reading skimming is more throught than simple previewing and can give a more
accourate picture of the text to be read later
 Reviewing skimming is useful for reviewing text already read
 Reading skimming is more often used for quickly reading material that, for any number
of reason, does not need more detailed attention
2. steps skimming an article.
 Read the title : it is the shortes possible summary of the content
 Read the introduction or lead in paragraph
 Read the first paragraph completely
 If there are subheadings, read each one, looking for relationship among them
 Read the first sentence of each remaining paragraph
o The main idea of most paragraph appears in the first sentence
o If the authors pattern is to begin with a question or anecdote, you may find the last
sentence more valuable
3. Dip into the text looking for:
a. Clue words that answer who, what, when, why, how
 b. Proper nouns
c. Unusual words, especially if capitalized
d. Enumerations
e. Qualifying adjectives (best, worst, most, etc)
f. Typographical ces-italies, boldface, underlining, asterisk, etc.

4. Read the final paragraph completely.

5. mastering the art of skimming effectively requires that you us it as frequency as possible
specific fact or piece of information

B. Scanning

 scanning is very useful for finding a specific name, date, statistic, or fact without reading
the entire article.
 keep in mind at all times what is you are searching for. If you hold the image of the word
or idea clearly in mind, it is likely to appear more clearly than the surrounding words.
 Anticipate in what from the information is likely to appear number, proper nouns, etc.
 Analyze the organization of the content before starting to scan.
o If material is familiar or fairly brief, you may be able to scan the entire article in a
single search
o If the material is lightly of difdicult, a preliminary skimming may be ne\cessary to
determine which part of the article to scan
 Let your eyes run rapidly over several lines of print at a time
 When you find the sentence that has the information you seek, read the entire sentence.

1. Practice

Read the article and then write the reading report covering the following information:

Introduction:
  Research justification

 Research objectives

Methodology:

 Research type

 Data collecting technique

 Instruments used in collecting the data

 Sample/research respondents

1. 7 Financial Planning Tips for Children’s Education

Each guardian would need to give the best for their youngsters, including training. Amplifying
the hobbies and gifts of the kid through the best instruction is a guardian’s fantasy. In this
manner, the expense of kids’ training is one of the things that ought not to disregard to plan. In
addition, the assessed expense of instruction ascends by 20 % every year which much more
noteworthy than the adjustment in swelling and pay increments.

With this expand, the most ideal approach to set up kids’ training stores is venture. The
accompanying tips underneath may help you more:

2. Get ready early

Ventures require some investment to create. The expense of instruction is generally a long haul
focuses on that take over 5 years to be accomplished. In this manner, the sooner you begin
putting aside cash and spare it as speculation, the better it will be.

3. Arrangement your youngster’s instruction

Arrangement your kid’s training, for example, the kind of school you need (state funded school,
private, or abroad), the sort of instruction as indicated by the hobbies and gifts of your tyke
(school of workmanship, or pharmaceutical, and so on.). After that, utilization the web to search
the data of the evaluated expense of your tyke’s instruction later on.

4. Ascertain the measure of speculation you have to do

Subsequent to getting the objective expense of training, you can compute the measure of venture
you have to do to accomplish those objectives. All out venture is likewise impacted by the kind
of speculation you are doing, for instance instruction reserve funds, common stores, and so forth.

5. Find some kind of purpose for existing Insurance

You additionally need to think about the most exceedingly bad conceivable. What might happen
in the event that you or your life partner as a family provider could no more back the family, for
example, disease or demise? Get ready for your tyke’s security, so when the most exceedingly
awful happens, your youngster can at present live fairly and get the best instruction.

6. Try not to Doubt to Ask

Information of monetary arranging you can get from books, the web, money related news, or ask
family or companions who were/are contributing. On the off chance that vital, you can likewise
counsel a money related organizer to make an arrangement to support the best instruction for
your youngster.

In the wake of having a decent arrangement for the planning of instructive trusts, you’ll require
next is the order to execute the arrangement. Reexamine your arrangement inside of a certain
period, for instance, once every year, change in accordance with the financial conditions, the
state of your funds, and so on. Do all so as to give the best for your youngster!
Meeting 11

A. Making inferences

1. What is references?

An references is an educated guess or prediction about something unknown based on available

facts and information.

Example :

Everyday references

1. Here you lecturer writes information on the You infer that it is important information that
write board during a lecture you may need later.

2. If your title brother or sister runs in the You infer that they have somehow hurt their
house holding their knee and crying knee

You may not always be concert in your refrences, but they are comsuntions that you make based
on the given clues.

2. Inferences have to thing :

1. Valid or Invalid

 Valid Inferences
o Based on evidence from the text
 o Combine textual evidience with your prior knowledge
 Invalid inferences
o Have no evidence to support the idea
o Are sometimes based only on your prior knowledge

2. Inferences facts and opinion

 Facts.
 statement that can be verified
 Opinions.
 Are based on fellings, attitudes, or beliefs that are either true or false

3. Inferences questions
Meeting 12

A. Summarizing

It teaches students how to discern the most important ideas in a text, how to ignore
irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching
students to summarize improves their memory for what is read. Summarization strategies can be
used in almost every content area.

1. Why use summarizing?

 It helps us learn to determine essential ideas and consolidate important details that
support them.

 It enables us to focus on key words and phrases of an assigned text that are worth noting
and remembering.

 It teaches us how to take a large selection of text and reduce it to the main points for
more concise understanding.

2. How to use summarizing

1. Begin by reading OR listening to the text selection.

2. Follow the framework questions:

1. What are the main ideas?

2. What are the crucial details necessary for supporting the ideas?

3. What information is irrelevant or unnecessary?

 3. Use key words or phrases to identify the main points from the text.

Meeting 13

A. Summarizing Active Reading Strategies.

Choose the strategies that work best for you or that best suit your purpose.

 Ask yourself pre-reading questions. For example: What is the topic, and what do you
already know about it? Why have you read this topic?

 Identify and define any unfamiliar terms.

 Bracket the main idea or thesis of the reading, and put an asterisk next to it. Pay
particular attention to the introduction or opening paragraphs to locate this information.

 Put down your highlighter. Make marginal notes or comments instead. Every time
you feel the urge to highlight something, write instead. You can summarize the text, ask
questions, give assent, protest vehemently. You can also write down key words to help
you recall where important points are discussed. Above all, strive to enter into a dialogue
with the author.

 Write questions in the margins, and then answer the questions in a reading journal
or on a separate piece of paper. If you’re reading a textbook, try changing all the titles,
subtitles, sections and paragraph headings into questions. For example, the section
heading “The Gas Laws of Boyle, Charles, and Avogadro” might become “What are the
gas laws of Boyle, Charles, and Avogadro?”
 Make outlines, flow charts, or diagrams that help you to map and to understand
ideas visually. 

 Read each paragraph carefully and then determine “what it says” and “what it
does.” Answer “what it says” in only one sentence. Represent the main idea of the
paragraph in your own words. To answer “what it does,” describe the paragraph’s
purpose within the text, such as “provides evidence for the author’s first main reason” or
“introduces an opposing view.”

 Write a summary of an essay or chapter in your own words. Do this in less than a
page. Capture the essential ideas and perhaps one or two key examples. This approach
offers a great way to be sure that you know what the reading really says or is about.

 Write your own exam question based on the reading.

 Teach what you have learned to someone else! Research clearly shows that teaching is
one of the most effective ways to learn. If you try to explain aloud what you have been
studying, (1) you’ll transfer the information from short-term to long-term memory, and
(2) you’ll quickly discover what you understand — and what you don’t.
Meeting 14

A. Spead Reading

1. Stop talking to yourself

Almost every reader subvocalizes or moves their throast as they imagine speaking the words.
This may help the reader remember concepts, but its also major barrier to speed. Here are few
ways to keep habit to minimum:

 Chew gum or while you read. This occupies mucles used to subvocalize.
 If you move your lips as you read hold a finger against them
 Cover word you have akready read

When reading your eyes more often move back earlier words. Most of the time these are short
movements that probably don’t improve understanding. Use an index card to cover words roght
after you read them, training yourself not to overuse this habbit. These regressions also happen
when you’ve failed to understand something, if you eyes jump several words or lines back. That
sign that you may need to slow down.

2. Understand eye movements

While reading your eyes move jerkily. Stoping on some words and skipping others. You can
only read while your eyes are stopped. If you learn to make fewer movement peer line, you’ll
read a lot faster. But be carefull research reverals limits to how much English readers can see at
once :
  You can read eight letters to the right of your eyes positions, but only four to the left.
This is roughly two or three words at a time
 Your notice letters 9-15 spaces to the right, but can’t read them clearly
 Normal readers don’t process words on the lines. Training yourself to skip lines and still
understand them would be very difficult

3. Set a pace faster than you can understand

Many programs claim to increase your reading speed by training your reflexs first, then
practicing until your brain cath up. This has not been troughtly studied. It certainly increases the
speed you move through the text, but you may understand little otr nothing. Try this if you want
to aim for extreme speed reading, and you might understand more after a few days of practice.
Here’s how :

 Move a pencil along the next. Time this you can say ‘one one thousand’ at a calm pace
and finish just as you reach the end of the line
 Speed two minutes trying to read at the pace of the pencil. Even if you can’t understand
anything, stya focused on the text and keep ypur eyes moving for the entire two minutes
 Rest for a minute, them go even faster. Spend three minutes trying to read at the pace of a
pen that moves across two lines every time you say ‘one one thousand ‘

4. Try RSVP software

If yuu can’t reach yur goals with the technique above, try RSVP or reading rapid serial
visual presentation. In this approach, the phone app or computer software flashes text a single
word at a tim. This lets you choose any reading speed you like, raise it too high, though, and
you won’t be able to remember a large percentage of the words. This may be useful to get a
rapid summary of a news article, but not when studying or reading or fun.
Meeting 15

A. Improving reading comperhesion

Good reading comprehension comes only with practice. The basic aspects of reading,

such as word recognition, phonetics and fluency, can be mastered in just a few years. However,
throughout this process reading comprehension must be emphasized. You may be able to
eloquently repeat the words that the see on a page all day, but without reading comprehension
skills, you're unable to fully understand the content, predict what will happen next, recognize
characters, gain insight or understanding to build upon, or relate what you're reading to your own
life's experience.

Reading comprehension is also imperative for a successful career and to excel academically. The
following tips will enhance your ability to understand complicated concepts detailed in textbooks
and improve your reading comprehension.

Pre-reading survey

Before reading a text, complete a pre-reading survey for a brief summary of it. This will give you
an idea of what to expect in the text, so your reading will be more productive. The first thing you
should do in a pre-reading survey is read the introduction and review the table of contents. Next,
read section and chapter headings and text highlighted with bold print. Throughout the process,
be sure to focus on general information, not specifics.

The following is a bullet list of specific things you should look over and/or read when
performing a pre-reading survey of a textbook chapter.
 Chapter title and subtitles. – Reading the chapter title and subtitles will provide you
with the overall topic of the chapter, and will provide your reading direction and focus.

 Focus questions at the beginning of each chapter. – Many (not all) textbooks include
focus questions at the beginning of each chapter. Reviewing these questions
before reading the text will help provide focus and indicate what to look for
while reading the chapter.

 Chapter introductions and first paragraphs. – The first paragraph of a chapter usually
provides an introduction to what the chapter will be about.

 Boldface subheadings. – Many sections will begin with boldface subheadings.

Reviewing these subheadings before reading the chapter will provide you an idea of what
major topics to focus on as you read each chapter section.

 First sentence of each paragraph. – The first sentence of a paragraph usually introduces
the central thought of the paragraph. It tells you what the paragraph is about. However, in
some texts, the first sentence is more of an attention getter. In this case, you'll need to
read the first and second sentence of each paragraph. This exercise alone will provide you
a very good idea of what the entire chapter is about and the major themes to look for as
you read.

 Visual aids – Look for any material that is presented in list form (ie., 1,2,3, lettered a,b,c,
etc.). Bulleted list of information, pictures, diagrams, maps and pictures can all help you
identify the most important points of the chapter.

 Last paragraph or chapter summary. – The last paragraph or summary provides a

condensed explanation of what the chapter was about – including the most important
takeaways.

 End-of-chapter material. – Sometimes textbooks will provide study questions, or other

study materials, at the end of each chapter. If present, review these materials to get a
better idea of the important ideas and concepts to look for as you read.
B. Define your purpose

Many texts contain information and details that are unrelated to the most important
concepts and ideas. Identifying a purpose or objective when reading will keep you focused on
what's important. Defining your purpose ahead of time will also help you classify information
that is relevant to the main concepts, as well as that which is nonessential, so you can maximize
the time spent studying what's most important.

Read the text

Now that you've completed your pre-reading survey and identified a purpose, it's time to actually
sit down and read the text. If you have a difficult time concentrating when you read, we
recommend reading out loud. Many people comprehend material better if they read it out loud –
especially if you're an auditory learner.

Take notes or highlight important concepts

Writing something down is one of the most effective memory techniques. As you come across
key concepts, facts and ideas, use a highlighter, write them down on a piece of paper, or make a
note in the margin. This will help you remember what you've read and be able to quickly access
important sections for future reference.

Post-reading review

After reading a text, take time to identify what you've learned and important takeaways. This will
help you internalize what you've learned and help you retain it for future reference. Identifying
what you've learned will also help you identify what you still do not fully comprehend, so you
can spend more time reviewing unclear concepts.