hey guys, the discussion this time I will explain about how to lern speed reading. The following discussion is important Circle words throughout the text ..... ok guys happy reading may be useful !!!!!

 Circle Important Words Throughout The Text

                 

. If you still wish to learn more, brush your eyes rapidly across the page rather than reading normally. Now that you know the gist of the section, you can pick out key words that mark important areas. Stop and circle the following words:

• Words that are repeated several times
• The main ideas – often including words from the title or section header
• Proper nouns
• Italics, bold text, or underline
• Words you don't recognize
• 
  1. Number the paragraphs
  The Common Core asks students to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin. When students refer to the text, I require them to state which paragraph they are referring to. The rest of the class will be able to quickly find the line being referred to. 
  
  
  2. Chunk the text.
  When faced with a full page of text, reading it can quickly become overwhelming for students. Breaking up the text into smaller sections (or chunks) makes the page much more manageable for students. Students do this by drawing a horizontal line between paragraphs to divide the page into smaller sections.
  At the beginning of the year, I group the paragraphs into chunks before I hand out the assignment. In the directions I will say, “Chunk paragraphs 1-3, 4-5, 6-8, 9-12.” I look at the paragraphs to see where natural chunks occur. Paragraphs 1-3 may be the hook and thesis statement, while 6-8 may be the paragraphs where the author addresses the opposition. It is important to understand that there is no right or wrong way to chunk the text, as long as you can justify why you grouped certain paragraphs together.
  By the end of the year, I begin to let go of that responsibility and ask my students to chunk the text on their own. They number the paragraphs then must make decisions about what paragraphs will be grouped together. Usually, most of the class is very similar in the way they chunked the text.
  
  3. Underline and circle… with a purpose.
  Telling students to simply underline “the important stuff” is too vague. “Stuff” is not a concrete thing that students can identify. Instead, direct students to underline and circle very specific things. Think about what information you want students to take from the text, and ask them to look for those elements. What you have students circle and underline may change depending on the text type.
  For example, when studying an argument, ask students to underline “claims”. We identify claims as belief statements that the author is making. Students will quickly discover that the author makes multiple claims throughout the argument.
  When studying poetry, students could underline the imagery they find throughout the poem.
  Circling specific items is also an effective close reading strategy. I often have my students circle “Key terms” in the text. I define key terms as words that: 1. Are defined. 2. Are repeated throughout the text. 3. If you only circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about.
  I have also asked students to circle the names of sources, power verbs, or figurative language.
  Providing students with a specific thing you want them to underline or circle will focus their attention on that area much better than “underlining important information”.
  
  4. Left margin: What is the author SAYING?
  It isn’t enough to ask students to “write in the margins”. We must be very specific and give students a game plan for what they will write. This is where the chunking comes into play.
  In the left margin, I ask my students to summarize each chunk. I demonstrate how to write summaries in 10-words or less. The chunking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.
  
  5. Right margin: Dig deeper into the text  
  In the right-hand margin, I again direct my students to complete a specific task for each chunk. This may include:
  ·     Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough for students to write “Comparing” and be done. What is the author comparing? A better answer might be: “Comparing the character of Montag to Captain Beatty”.
  ·     Represent the information with a picture. This is a good way for students to be creative to visually represent the chunk with a drawing.
  ·     Ask questions. I have found this to be a struggle for many students, as they often say they don’t have any questions to ask. When modeled, students can begin to learn how to ask questions that dig deeper into the text. I often use these questions as the conversation driver in Socratic Seminar.
  There are many other things students can write in the margins. However, we must model and teach these strategies so that students will have an idea of what to write when they are on their own.
  Here is what a completed Article of the Week might look like after a student has performed a close read of it .

SCANNING

 asalammulaikum........
hello friends, I will discuss about how to quickly read by scanning techniques !!!!!!


What is meant by scanning?
Scanning is ...how to find information quickly and accurately .with mastery of reading strategies and techniques appropriate to the purpose and type of reading material that you encounter.A reader can adjust the reading speed and also the strategies and techniques used in the most precise control of a reading material.With so a reader can quickly get the information you want from a reading material in a shorter time.


 we just talk about scanning techniques !!!!
Scanning is a technique to read at a glance to find a specific information in a fast and accurate readings.

In the act of reading daily scanning techniques may be used for the following things:

1. Looking for a phone number in the phone book

2. Look for the entry of certain words in the dictionary

3. Finding a page in the table of contents magazine / book

4. Looking for information on a term in encyclopedia

5. Search for entries or reference index or something on the books gloss

6. Finding data in a statistical publication or industry

7. Looking for broadcast TV, itinerary, schedule doctor, and so on.

In scanning you will be immediately read a certain part of a reading that contains the necessary information without regard to the other parts that are not considered relevant or irrelevant.Reading strategies with scanning techniques

A good strategy to use before scanning technique is to determine what specific information you need and to know in advance how an organized and structured information.

Reading material that we can scan usually prepared by:

1. Alafabet: material arranged in the order of A-Z (example: dictionary, phone book)

2. Chronological: material arranged in sequence numbers or time sequence (example: a list of the contents of books / magazines, tv broadcast schedule)

3. Category: materials are created based on a category (example: schedule doctor, manual vehicle)

Scanning is done by keeping the concentration and attention you would a keyword from the information we were looking for while doing a search quickly.You can also develop a variety of strategies and techniques to read a variety of different reading materials that you face every day.
One way to learn a variety of strategies and techniques of rapid reading is to learn a direct face-to-face with an expert.

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