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.