reading

UNDERSTANDING LANGUAGE PATTERN

COMMUNICATION

 Communication is a removal process of information, opinion, idea, and mind from individual to an individual or another individuals. And also an interaction process that mean between life.
there are many kind of communication :

1.      Visually

2.      Linguistically

3.      Non linguistically 

PUNCTUATION, COMMA, COLON, SEMICOLON and DASH

Punctuation is an important aid to understanding sentence.it can be aggaide, or marker, for the location of sentence core parts. It may also separate the core parts of the sentence from other wordsand phrases in the sentences.

1.    Comma  ( , )

The Comma is a punctuation mark that is often used to separate clauses or list of things. There are many functions of comma :

                  The Introductory Use

       Beginning or opening parts of sentence.

                  Example :

³        To my surprise , most people attending the party were over thirty years.

³         If it rains , we will get wet.

³        By reading , someone can be relax and can improve knowledge.

³        Deni help her mother , before i come his house.

³        I study english , after i had watch TV.

 2.  The Parenthetical Use
                  separate addition information from the main parts of the sentence.

                 example :

·         My friend , Lina plans to go to Jakarta.

·         Dolphin , as matter of fact are very friendly creature.

·         In acts of communication , as was pointed out previously, we handle the formal aspect without paying attention to it.

·         My boyfriend, Ilham made a surprise for me last night.

·         It is probably true. However, that there is a positive.

.

2.   The Serial Use

Separate several item presented in a list or series.                                          

       Example :

v  My mother buy a lot of fishes, vegetables, fruits.

v  There are four skill in english, listening, reading, speaking, and writing.

v  Each state retained its sovereignity, freedom, indepedence, and peace.

v  After i saw a film, i was bored, tired and angry.

v  They bought a lot of apples, oranges, bananas, and pineapples.

3.   The Related Ideas

Use to join closely in a single sentence.

Example :

      The dinner was delicious, but we falt that it was over priced.

      My greed has tought those boys english two years, yet cannot speak it well.

      We walked two miles into the wood, but we did not see a single wild animal.

      During the ceremony, the graduates were quite, but afteword they become boisterous.

      I had to (step over him ) to reach  the chest, and my skriets (brushed his body ).

4. Colon ( :  )

The Colon is used to introduce a list of things, statements, explanations or example of previous material and quotation. The colon also serves as a marker indicating that the sentences core parts precede the colon.

Example:

1.      The ingredients are follows : eggs, sugar, flour, butter, salt and milk.

2.      I have a special rule for travel : never carry a map.

3.      Oscar wilde once side:” experience is the name everyone gives to his mistakes”.

4.       I have three colour : pink, red and blue.

5.      The air plane landed at 07: 15.

5. Semicolon ( ; )

The use of semicolon is similar to the use of the comma. It separates two closely related ideas .the difference is that a conjunction such as and or but must be used along with comma, but the semicolon can be used alone.

Example :

Ø  Call me tomorrow ; I will give you my answer.

Ø  I have paid my dues ; therefore, I expect all the privillages listed in the contract.

Ø  Students are given no grammatical rules ; grammatical point are tought trouhgt example and drills.

Ø  Some student choose to tap out simple commands ; others tap out more complex ones.

Ø  The teacher asks questions about the students ; student ask each other question.  

6.     Dash ( - )

The dash is most commonly used to separate unessential or parenthetical elements from the core parts from sentence. This usage also helps reader in separating core parts from supporting information.

Example :

o   Direct method of teaching embodied an approach ; so did – and does – grmmar translation teaching.

o   A medicine man –on the other hand – tells his patient to wear amulates, special, neklasess for bad spirit.

o   I left at halftime with the score stuck at 3-1.

o   We submitted chapters 10-19well after midnight.

o   At least three sports –basketball , footbal, tennis-are continually gaining television fans.

.

Using context clues ; Definition, Example, Contrast, Restatement, Modifier, Cause and Effect.

1.      Definition clues
many times the writer defines a word, directly or indirectly, immediately following its use. The writer may defines a word directly by giving a brief definition or providing a synonym.

The keywords :

Refer to, belong to, be relevan to, can be defined, is, are, can be called and means.

          Example :

Ø  Induction refer to the processe from the known to the unknown.

Ø  Police integration, or quetraining , can be a frightening experince.

Ø  Visual learners are learners who prefer to learn thans-on.

Ø  Lithium is so soft it can be cut with a knife.

Ø  Learning is an active process in translating knowledge, insights, and skill into behavior.

2.   Example

Writers often includes example that help to explain or clarify a word.

The keyword :

Such as, like, for example, so, than and including.

            Example :

·         Toxic materials, such as arsenic, pesticides, and lead, can cause badly demage.

·         The Biological base relates to physical characteristics, for the example the colour of the skin, shape of the eyes, nose, mustard and catsup are used to improve the flavor of food.

·         Unconditioned responses, including heartbmouth.

·         Most condiments, such as pepper,

·         eat, blinging, and breathing, occur naturally in all human.

·         Students can be divided according to many critteria, for example  random sample, ability levels, frienship and interest.

3.      Contrast
sometimes the writer expresses to different ideas in a sentences, or sentences. The writer use two words or expressions with opposite meanings. If the writer think that one of the words or expressions is unfamiliar to the readers.

The keywords :

But, although, however, eventhought, yet, and other hand.

Example :

Ø  During the ceremony, the graduates were quiet, but afterword they become boisterous.

Ø  I loathe snake eventhought most of my brother loves it.

Ø  I like reading, but he dislike it.

Ø  Some city dwellers are affluent; others live in or near poverty.

Ø  Althought the farm appeared derelict, we discovered that an elderly man live there.

4.      Restatement

The writer sometime repeats the unfamiliar words by using saome other words that are familiar to the reader.

The keywords :

Or, in the other word, and, that is, and that is to say.

Example :

§  Most oriented societies value discipline or self control.

§  The instructors also teach is the culture (the ideas and beliafs of society ).

§   Students memorize information ; they learn and remember basic rule and fact.

§  You should distinguish stempt issued as single stamp in blog is four, or in pane (a page of stamps as sold by post office)

§  Communicating-or getting our message across-is the concers only of the second languange teacher but also in our daily lives in whatever languange we happen to use.

5.      Modifier (general – specific )

The writer may explain an unknown word by using phrase or clause after it. The phrase or clause modifies the word.

The keyword :

Who, whom, whose, which, that.

Example :

      I was thinking about how nice it was to meet a guy who really was what he seemed to be.

      If you travel to Australia, you might find in difficult to find sovenir which are made in Australia.

      Among them are Suband and Nurhendra who believe that in the three month.

      A professor who is sitting in front of the class is my uncle, does not merry yet.

      Commonplace words, those most frequent in speech and print, come from Anglo-Saxon heritage.

6.   Cause and effect

The writer also uses cause and effect relationship to help his readers figure out the meaning of unknown word.

The keyword:

Because, cause, consequently, so, due to, as a result, and as such.

Example :

v  This skin type is difficult to tan because the precense of malamin is minimal.

v  Laptop is very expensive, so we cannot afford to buy it.

v  A number of us have tried to analyze what it is that cause us to have irrasional fears.

v  However, employes can practice talking with one another in the office.

v  Wish i could, but i had pastpone my classes.

Recognizing the structure of Words : Prefix, Root, Suffix.

1.     Prefix

Prefix is appear at the beginning of many English words ( beginning / in front of root ).

2.      Root

Root is appear at the middle between prefix and suffix.

3.      Suffix

Suffix is appear after root.

            Example :

v  Dissimilarity

Dis =not ( prefix )  similar =like, but not exactly the same (root )  ity=quality,state (suffix).

The meaning ”not the same”.

v  Antiterorrism

Anti=opposite ( prefix )  terror=thing or situation that make your affraid (root )  ism=action (suffix ).

The meaning “ the action opposite if thing or situation that make your affraid.”

v  Inequality

In=not ( prefix )  equal=same (root )  ity=state (suffix ).

The meaning “not to same or unfair difference between groups of in society.

v  Miscommunication

Mis=bad ( prefix )  communicate=relation or contact between people,or something  (root )  ion=condition (suffix ).

The meaning “the condition of bad relation or contact between people, or something”.

v  Disagreement

Dis=opposite ( prefix )  agree=think say the as or same (root)  ment=result or condition (suffix ).

The meaning “difference of opinion”.

Understanding sentence

Understanding sentence patterns : identifying key ideas, locating details, reading sentence that combine ideas, reading sentence that relate ideas

Two kinds of clauses:

1.      Independent clause

5 basic sentence pattern :

a.       S + V

b.      S + V + C

c.       S + V + O

d.      S + V + O + C

e.       S + V + O +O

2.      Dependent clause

a.       Adjective clause / relative clause

Who, whom, which, that.

Example :

I am confused which all people angry to me.

b.      Adverb clause => adverbial phrases

Before. Because, after, although.

Example :

Because of you, I can do everything

c.       Noun clause

What, when, where, why, how, who.

Example :

They come to my house when my brother go to office.

A.    Identifying key ideas => the basic massage
key ideas made up two parties :

1.      Subject : is identifies person / object the sentence is about

2.      Verb : identifies what the person or object is done or has done.

Example:

The student speaks english

So that,’the student’ is the subject and ‘speaks’ is the verb.

B.     Sentence that combine ideas : equal importance
the charateristic are :

1.      The sentence use semi colon

2.      Using conjunction word : and, or, but, however etc.

Example :

example that help to exlain or clarify a word by using ; such as, for example and like.

C.     Sentence that relates ideas
the character are :

1.      Most important : independent clause

2.      Less important : dependent clause

Example :

I am very happy, because he bring me a cake.

 I am very happy is most important and because he bring me a cake is less important.

Understanding paragraph

Understanding Paragraph : General and specific paragraph, Identifying topics, finding the main ideas, Recognizing Supporting Details

Paragraph is a group of related sentences about a single topic. It has four essential parts.

1.      Topic : what the paragraph talking about

2.      Main idea ( non sentence ) : the important part in paragraph.

3.      Topic sentence

4.      Details : the sentence that explaine the main idea.

5.      Transitions : conector within paragraph and between paragraph

                                            (in)                      (e.g : firstly, in addition, in fact, suddenly)

Understanding paragraph :

1.      To know what is the paragraph about

2.      Understanding each of sentence

3.      What they are saying

4.      How the sentence relate to one another

5.      Understand the main point of the paragraph.

Idea : 

1.      General idea

2.      Specific idea

Topic : Main idea ( most general )

General : Movie

Spesific : Horror
                Romantic
                Comedy
The way to arrange : Most general, General, spesifik.

There are many ways to find the topic sentence :

1.      Topic sentence first

2.      Topic sentence last

3.      Topic sentence in the middle

4.      Topic sentence first and last.

Finding the main ideas
Use the following steps as a guide to finding unstated main ideas.

1.      Find the topic. : “what is the one thing the author is discussing throughout the paragraph.

2.      Decide what the writer wants you know about the topic. Look at each detail and decide what larger idea each explain.

3.      Express this idea in your own words.

Recognizing supporting details
supporting details are those facts that proved or explain the main idea of paragraph. The key details directly explain the main idea. Other details may provide additional information, offer an example, or further explain one of the key details.

Details => Main idea

The diagram :
       More important diagram details are placed toward the left, less important details are closer to the right.

Most important ----------à  least important

Main idea
          Detail
          Detail
               Detail

Example :

                                                            Air pollution

Of course, the air around us have never been entirely pure. In fact, it has always contained some natueal pollution, or impurities. For example, it contains dust carried by the wind and smoke from forest fires caused by lighting. Also, it has always contained fine salt particles from the sea and gases from decaying plant life. Similiarly, it has gases and dust from volcanic eruption.

Topic => air pollution

Main idea and topic sentence are allied=> of course, the air around us have never been entirely pure.

Detail =>in fact, it has always untill volcanic eruption.

Transition =>in fact, for example, also, similiarly.

                                    Reading technique

Reading is a skill that is used in all subject areas and can greatly increase or decrease a student’s success in the classroom. Reading strategies can be used to vary the approach students are given of any given text. Some reading strategies are summarized below. Activating prior knowledge Activating prior knowledge is a reading strategy that occurs before the student is introduced to reading material. The teacher uses a prereading activity, which can be done in the form of a journal or class discussion. This enables the reader to make connections between something they already have knowledge of and the new knowledge from the text. Clarifying Clarifying is making the meaning of the text clear to the reader. This reading strategy is used throughout reading. Students can be taught to ask questions, reread, restate, and visualize making the text more comprehendible. Context Clues Context clues is using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary. Students should be encouraged to use context clues for an unfamiliar word while reading before immediately reaching for the dictionary. Drawing Conclusions Drawing conclusions is a reading strategy that is done after reading. To draw conclusions means the student uses written or visual clues to figure out something that is not directly stated in the reading. Teachers can facilitate this reading strategy by creating leading questions that relate to a reading. Students then respond with their own opinions, thoughts, or ideas that is based on information from their reading material. Evaluating Evaluating is a reading strategy that is conducted during and after reading. This involves encouraging the reader to form opinions, make judgments, and develop ideas from reading. Teachers can create evaluative questions that will lead the student to make generalizations about and critically evaluate a text. Inferring Inferring is giving a logical guess based on facts or evidence presented using prior knowledge to help the reader understand the deeper meaning of a text. This reading strategy is conducted during reading. An activity to practice inferring with students is to take a sentence from a text. Then, have students state the explicit meaning of the sentence as well as the inferential meaning. Predicting Predicting is using the text to guess what will happen next. Then the reader confirms or rejects their prediction as they read. Predicting is a reading strategy that done before and during reading. A technique to apply to this reading strategy is to use the Think, Pair, Share method. Have the students form predictions, share with a partner, and then participate in class discussion. Rereading Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text. For practice, have students reread a passage to check for understanding and model when rereading can be helpful. Restating Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a passage or chapter, either orally or in written form. This reading strategy can be performed during reading. Setting a Purpose This reading strategy is started before reading. Setting a purpose provides focus for the reader. You can introduce this reading strategy by having students read directions for a reading task and list the requirements. Students then need to determine why they are being asked to read. Eventually, you can start to encourage students to set their purpose when reading independently. Skimming and Scanning Skimming and scanning are reading strategies that can assist a reader in getting specific information from the text. Students should be taught appropriate times to skim or scan, such as looking for a specific answer, and inappropriate times to use scanning or skimming, such as when reading to comprehend. Skimming is a reading technique that is used to get a quick “gist” of a section or chapter. Scanning is a reading technique that is reading quickly to locate specific information. You can first introduce skimming and scanning by brainstorming a list of textual clues that will help students, such as bold-face type, capital letters, dates, key words, etc. Practice skimming and scanning can be practiced with short passages to gain mastery. Visualizing Visualizing is a reading strategy that encourages students to use mental images that emerge from reading the text. This is done during reading to aid in understanding. This reading strategy can be introduced by reading aloud a descriptive passage while students close their eyes and imagine how it looks. Students then draw or write what they see and justify how the text supports their image. This is in no way an exhaustive list of all reading strategies. It is up to you, the teacher, to choose appropriate techniques for your student. Varying these reading strategies will increase the student’s comprehension, retention, and command over the subject matter.

                                    ,,,,,,,,,Thank you,,,,,,,