Chris Turner
Reading Strategies Mini-Lesson:
Skimming
Overview:
����������� In this lesson, students will learn the value of skimming pieces of literature.� They will be able to distinguish the difference between efficiently skimming and simply scanning.� (17-24 minutes)
National Standards:
State Standards:
Materials Needed:
Procedure/Assignments:
����������� (4-5 minutes)� �How is everybody doing today?� Here�s what I want you to do right now.� I want you to skim this excerpt that I am about to put on the overhead.�� Place the one of the excerpts on the overhead and give about 15-20 seconds for the students to skim it.� Then turn the overhead off.� �Now, class, take out a piece of paper.� Answer the following questions.�� Ask several questions, between 7 and 10, concerning the text, including ones from all points in the story.� Then go over the answers.� �Ok class, raise your hand if you got 1 right.� Keep it raised if you got 2 right.�� Continue until you see how many students, if any, got all the questions right.� �Now why didn�t everyone get all the questions right?�� Wait for a response.� They will probably include such answers like, �You didn�t give us enough time,� or �I didn�t know how to skim.�
����������� (5-6 minutes)� Next you want to discuss skimming.� �Well, ok, it seems we are unclear on what skimming is.� What do you think it mean to �skim�?�� Wait for an answer.� �Ok, skimming means to read material quickly but still at a pace where the information can be comprehended.� To skim a work, completely read the first and last paragraphs.� Once you read the first paragraph, then read the first sentence of every other paragraph, and skim the rest of the section.� Don�t read the material, only focus on important words.� Reading this way is an effective strategy to read information quickly but you can still understand what you read.� There are appropriate and inappropriate times to skim.� It is an appropriate reading strategy to compliment reading, but not to be used as in substitution of reading.� Are there any questions?�
����������� (6-7 minutes)� Then prepare a closing assessment.� �Ok class, let�s see what we�ve learned about skimming.� I am going to place the following excerpt on the overhead, and let�s see how efficiently you can skim this.� Is everybody ready this time?� Are there any final questions?� (Wait for any questions.)� Ok, here we go.�� Place the other excerpt on the overhead and give the students the same amount of time.� When time is up, take the overhead off, and question the students again about what they just read.� Notice the difference when most of the students keep their hand in the air � some may even have all the questions right this time.� Chose one or two students you noticed had a significant change in the correctness of their answers for questions.� �What did you do differently this time?� Do you think skimming will be beneficial to use from now on?�
Conclusion:
����������� (2-3 minutes)� �Ok class, today we learned how to skim.� Remember, skimming should not be used instead of reading, but instead as a pre-reading activity.� Skimming the material before you read it will help you have a greater knowledge of what you read.� How many will use skimming in your classes?� (Wait for answer).� Remember, if you skim in your classes, it should not be the only reading you do.� It should be used as a compliment.� Do you think skimming will really help you read material?� Why or why not?� (Wait for answer).� Skimming can be a very beneficial strategy to use, and I suggest you practice every night so you can become a better and more effective reader.�
Example Selections:
from To Kill a Mockingbird
����������� �This was the second time I heard Atticus ask that question in two days, and it meant somebody�s man would get jumped.� This was too good to miss.� I broke away from Jem and Dill.� I pushed my way through dark smelly bodies and burst into the circle of light.
����������� �He-ey, Atticus!�
����������� I thought he would have a fine surprise, but his face killed my joy.� A flash of plain fear was going out of his eyes, but returned when Dill and Jem wriggled into the light.
����������� There was a smell of stale whiskey and pigpen about, and when I glanced around I discovered that these men were strangers.� They were not the people I saw last night.� Hot embarrassment shot through me:� I had leaped triumphantly into a ring of people I had never seen before.
����������� Atticus got up from his chair, but he was moving slowly, like an old man.� He put the newspaper down very carefully, like an old man.� He put the newspaper down very carefully, adjusting its creases with lingering fingers.� They were trembling a little.
����������� �Go home Jem,� he said.� �Take Scout and Dill home.�� We were accustomed to prompt, if not always cheerful acquiescence to Atticus�s instructions, but from the way he stood, Jem was not thinking of budging.
����������� �Go home, I said.�
from The Darkangel
����������� �How many maidens have your stolen for brides?� Aeriel asked.
����������� �I think I have had twelve-and-one brides in as many years,� he said, then laughed.� �I am a young vampyre.�
����������� Aeriel gripped the haft of her long-blade tighter and started toward him.
����������� �Stop, he cried, his voice of sudden commanding and stern.� �You have not the power, nor the will.�
����������� The he opened his wings, and Aeriel found she could not move for wonder.� Before her stood the most beautiful youth she had ever seen.� His skin was pale and white as lightning, with a radiance that faintly lit the air.� His eyes were clear and colorless as ice.� His hair was long and silver, and about his throat he wore a chain:� on fourteen of the links hung little vials of lead.
����������� He was smiling at her lightly, a cruel smile that even in its cruelty was beautiful.� Aeriel felt her knees buckling.� The vampyre caught her as she fell and seized the knife from her.� He clasped her to him.� She felt his great wings buffeting around her suddenly, and realized they must be flying.