why should you always read with a purpose
Preferably Yes, most licensing departments in various countries do make questions that are from the manual. That is in fact why you get the manual in the first place. At times
it is good that you have read the driver's manual since usually it will assist you when in times of need. Of those who are not willing of reading the manual it is still possible to still pass; though it would be good just to skim read the manual in brevitiy just to give you back-up knowledge. The last time you read, you had a purpose, even if you didn t realize it. Maybe you were reading to figure out how to implement a teaching strategy, to learn how to cook a dish, or to find out what happens next in a novel. Whatever the reason, every time we read it s purposeful. That applies to our students too.
Though, their reason to read may not be the one that we d want too often, our students read to complete an assignment, to find an answer to a question, or to get it done. Reading with a clear, meaningful purpose helps students gain more from text. They re able to monitor their reading, figure out what information is most important, and be confident that their reading was successful. In, in particular, setting a purpose also encourages students to return to the text, which builds understanding. One way to set a purpose for reading is through questioning. Create a series of questions that shape students reading so that, as students read they see the text through different lenses, and peel away layers to reveal deeper meaning each time they read. Use this structure to craft questions that will have students delving deep into text.
Create Text-Based Essential Questions Essential questions are the big-picture questions that inspire inquiry and discussion. They re large enough to cover entire units, so when you re choosing a text for close reading, consider how that text connects to the essential question. Then, create a more targeted text-based essential question that helps students connect the passage to the larger context. Once you have text-based essential questions, set up a series of questions that drive students interaction with the text and build towards work with the text-based essential question. Reading 1: Comprehension Seeking During this reading, students read to understand what the passage is about, or to get the gist.
Reading 2: Identifying the Focus In the second read, students will start uncovering meaning about one aspect of the text. Reading 3: Digging Deeper During the third reading, students will work with a question that helps them delve deeper into the author s craft, or to identify evidence to support the claim they re going to make based on the text. While close reading often incorporates a three-reading structure, students may read the passage more times if that s what it takes for them to comprehend it. The idea isn t to read three times (then students may read to complete their checklist for the day), but to gain as much insight as possible by reading for various purposes. We re curious, how do you set a purpose for close reading in your class?
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