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	Reflective Reading Log Suggestions

			Reading Logs: � Two columns, I Saw/I Thought o I Saw has anything that is written in the book, anything you do that we ask you to do (except predictions) � Pictures/Diagrams: draw pictures/diagrams from the book in the I Saw column, then write in the I Thought column why you thought that picture was important. Why is the idea it shows important? � Key ideas or equations: � Make sure to show the equation, the name of the equation, what the variables are, and a written definition of the equation � For example: Boyle�s Law: As pressure increases, volume decreases, and vice versa. PV=k, where P=pressure, V=volume, and k=constant o I Thought has anything that comes from your head that is a thought about the text, about the problem, about the process. These should not be random thoughts, try to come up with questions or ideas that are interesting and hard to answer. � Make sure to include: o Page numbers o Correct Heading o All parts of the assignment (from the directions)

			Preview: Survey the major topics and sections. Write down the overview, objectives, the section headings and subheadings, the summary. (LC) These activities help activate your prior knowledge and formulate your own purpose for reading each section. Write questions for each major section that are related to the section headings. (RC) Read: Read a section to locate answers to the questions that have been formulated. Adjust your reading speed to suit the difficulty of the material and your purpose in reading. Science text are notoriously cryptic do not be surprised if reading a paragraph takes five or ten minutes. Reflect: While you are reading, try to think of examples or create images of the material. Make connections between what you are reading and what you already know. The following prompts are good for reflection. �While I was reading: I felt confused when � I got stuck when � A word/ some words I did not know .. I figured out that � I first thought � but then realized that � I finally understood � I remember that earlier in the book � I have a question about ... I think it could be answered by ... I've seen this before .... (and how the new reading interacted with the previous knowledge) I think I can make my own drawing of the text like ... Review: Try to answer focus questions without referring to the book. Focus questions can be found at the end of certain sections. Re-reading is a second way to review.

Strategies For Scholarly Reading

		Investors have strategies for increasing their wealth. Politicians have strategies for winning elections. Athletes have strategies for maximizing their performance and wining. Readers have strategies for reading to learn. The following strategies are invaluable. Use them often. �Click or Clunk� At the end of each section of reading, ask yourself if the meaning of the text �clicks� for you or if it goes �clunk.� If it clunks, ask yourself what you can do to make sense of it. Repair Strategies The following strategies are useful when you get stuck and are not understanding what you read. � Look up word in dictionary or glossary � reread the confusing sentence � reread preceding section for context hints and clarification � look at figures, charts, photos, illustrations � read ahead to see if following sections clarify the questions � Adjust rate of reading - slow down � Ask for help SCAN & RUN Before reading use the four SCAN cues while previewing the text. S = Survey headings and turn them into questions to be answered during the reading. C = Capture the captions and visuals. A = Attack boldface words N = Note and read the chapter questions While reading the chapter, use the three RUN cues: R = Read and adjust speed U = Use word identification skills such as sounding it out, looking for other word cues in the sentence, or breaking the words into parts for unknown words. N = Notice and check the parts of speech you don�t understand and reread or read on, placing a check mark next to the part you don�t understand. Return to the section later. Insert While reading mark paragraphs (us post-it notes if you don�t own the book), according to your comprehension to the text X = I thought differently + = New information ! = WOW ?? = I don�t understand * = very important IT FITS (Vocabulary strategy) Write the vocabulary word on an index card. I = Identify the term T = Tell the definition on the index card F = Find a key word that helps you and write it on the IT = Imagine and Think about a connection between the vocabulary word and the keyword S = Study the card until you have memorized the definition H-I-A H = Make a Hypothesis about the content of the chapters and subsections from the chapter title and subheadings in the chapter. I = Imagine or make a mental picture of what you are reading. A = Link new information with prior knowledge by making an Analogy. Chit-Chat: After reading the text, discuss it with classmates.

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