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ESCP (S1) Guided Reading

ESCP (S1) Guided Reading. Ms El-Hendi. Lecture Outline . What are we going to do today? Finish Unit 3 Mik Unit 4 Patterns of Organization Mik Unit 5 Reading Longer Passages Effectively Practice Activities. Finish up Unit 3 . Identifying the Topic.

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ESCP (S1) Guided Reading

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  1. ESCP (S1)Guided Reading Ms El-Hendi

  2. Lecture Outline What are we going to do today? • Finish Unit 3 • Mik Unit 4 • Patterns of Organization • Mik Unit 5 • Reading Longer Passages Effectively • Practice Activities

  3. Finish up Unit 3

  4. Identifying the Topic English is a topic-centered language • A paragraph, or longer text, has a single main topic • Usually mentioned in the beginning Topic: • A word or phrase that best describes what all of the sentences in the paragraph are about. • Repeated words are usually related to the topic Practice with identifying the topic, Exercise 1 on Pgs. 106-107

  5. Topic Sentences Paragraphs in English usually contain a topic sentence • Usually mentioned in the beginning • Sometimes it’s in the middle or end Practice with choosing the missing topic sentence, Exercise 2 on Pgs. 107-108

  6. Main Ideas In addition to stating the topic, most topic sentences also tell the writer’s main idea. • Main Idea: the idea the writer wants to express about the topic • To explain the idea, the writer includes supporting details Practice with the example in Pg. 109 In some paragraphs, the topic sentence may not state the complete idea. • The topic may be in one sentence • The writer’s idea about the topic may be in another

  7. Activities: Pg. 110-114 Practice Time with Activities

  8. Unit 4:Patterns of Organization Mikulecky and Jeffries Class Discussion

  9. Patterns of Organization Recognizing the pattern of organization is an important part of reading comprehension: • Writers use patterns to present their ideas • You must recognize these patterns to understand and follow • There are 6 common patterns: • Listing (Upton called it Enumeration) • Sequence (Upton called it Time Order) • Comparison/Contrast (no difference) • Cause/Effect (no difference) • Problem/Solution (new one) • Extended Definition (new one) Let’s look at examples of each on Pgs. 135-141

  10. Activities: Pg. 142-147 Practice Time with Activities

  11. Unit 5:Reading Longer Paragraphs Effectively Mikulecky and Jeffries Class Discussion

  12. The Topic A Longer Passage is like a paragraph, it has: • Single Topic • Expresses a general (main) idea about that topic • Pattern of Organization • Uses signal phrases and words to indicate supporting ideas Topic: • Usually repeated many times to focus attention • It’s mentioned in: • The Title • The topic sentence of each paragraph • At least one other sentence in each paragraph Practice with identifying the topic on Pg. 155

  13. The Thesis Statement In a longer passage, the “main idea” (writer’s idea about the topic) is stated in a thesis statement: • A sentence • Tells the writer’s overall idea about a topic • Recognizing the thesis statement is the key to understanding a long passage Identifying the Thesis Statement: • Includes the topic • Usually found in the first paragraph (or paragraphs) • Complete sentence • Often indicates how ideas will be developed in the passage • Is supported by the ideas and information found in all of the paragraphs Practice with identifying the topic on Pg. 158-159

  14. Activities: Pg. 160-161 Practice Time with Activities

  15. That’s All Folks… See you next week! Make sure to read: Mick/Un 7 & 8

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