{March 2, 2008}
Jigsaw reading and reading for information.
This first posting we were asked to write about writing comprehension. There are three things that that we have to find and do research on it. The three main things that we have to find are restructuring of text, maching and jigsaw reading and problem solving. Then we also have to find some example of text online to explain the list of type of the reading that have been given.My focus on this post is about jigsaw reading and reading for information. Here are some information on jigsaw reading and reading for information:
What is jigsaw reading?
Doing jigsaw reading is like playing with jigsaw puzzle. Each person in a group is given part of one story to read. The person has to read and comprehand it all by herself in order to report to other members of the group. After each members has reported the diffrents parts of the story, the group work together rearranging the parts to recover the original story.
Steps of jigsaw reading.
1) Each group should select one person to be the leader.
2) Divide the articles between the groups and assign each group member one segment to read.
3) Distribute recording sheets to group members so they can take notes.
4) Give the group members time to read their segments.
5) Form “expert groups” and have the “expert groups” discuss the main points of their segment.
6) Have participants move back into their jigsaw groups and present his or her segment.
7) Other group members should ask clarifying questions.
8) Reconvene as a whole group to discuss findings and clarify any questions.
How to work with jigsaw reading text
We can use any coherent passage to create a jigsaw reading text. But it is more interesting if we use short storiescan.We can divide the story up in between episodes. For example, having divided the story into 4 parts, we make copies so that each student is only allowed to read 1/4 of the story. To make the activity more exciting, we can turn it into a competition: Ask group members to form groups of four. Give each group Part 1 to Part 4 of the story. Tell them to read, to take notes it necessary, and to report orally to the group after reading. The group that can reconstruct the story back to its original is the winner.
What can we achive by doing jigsaw reading.
We can give students a feeling of satisfaction — the satisfaction gained at the completion of a task. In the above examples, students read with a purpose : to transfer information to their friends to reconstruct the story.We can also check comprehension by asking a group to re-tell the story to the class. We can then briefly analyse the text, e.g. quote connectives, cohesion markers, or flow of ideas to illustrate why Part II should follow Part I. We can throw in a bit of story grammar : the setting, the theme, the plot, characters, resolution,etc. By familiarizing students with story grammar, we can help them read more effectively as they have a better schema to rely on. Lets try this simple activity on jigsaw reading. Find two or three newspaper articles on serious issues—for instance, an article about the marked preference in some developed countries,Caesarian births, another arguing for capital punishment, a third about how most young people—if given a choice—opt for exceedingly unnourishing food. Ideally, each article should be somewhat longer than you ordinarily ask your students to read in class. Then follow the following steps that have been given on steps of jigsaw reading……Good Luck 🙂
Reading for information is the technic of note taking.Thats mean that we only take note of what the things that we want to know rather than copy of the whole encyclopedia for example. This will help us to save time and focus to the subject that we want.
Note-taking consists of three steps:
1) Identification of keyword and related words in the researchable questions.
2) Skimming and scanning and extracting needed information. constructed researchable questions.
3) Extracting needed information.
Dentification of Keyword and Related Words in the Researchable Questions
Once students have constructed researchable questions based on the information needed to complete the task or solve the information problem, they can transfer the questions to a data chart (McKenzie, 1979), other graphic organizer, or note cards. The students should then underline the keywords and generate a list of related words. Demonstrate, using the overhead projector, how students will identify keywords and related words. Then allow students to underline keywords and generate a short list of related words for the questions on their data charts as the library media specialist and the content-area teacher monitor.
Skimming and Scanning for Specific Information
Having organized the researchable questions on data charts or other organizer and identifying keywords and related words, students are ready to begin reading for information. This may be the most difficult task a student researcher faces. Teaching students to skim and scan a nonfiction or reference book will facilitate their search. Skimming and scanning “is to utilize text in as pragmatic a way as possible with a minimum of time and effort” (Cheek and Collins, 1985). Skimming requires the reader to read quickly and look for main ideas or supporting details in a paragraph (Phipps, 1983, 4-5). Skimming requires the reader to take in large chunks of text at one time. The reader is concerned with getting an idea of the whole passage. Comprehension does not depend on reading every word. Teach students to read the first and last paragraph of sections for summaries of the content and the first and last sentences of paragraphs to gain an impression of the topic (Cheek and Collins, 1985). Scanning requires the student to “move his or her eyes quickly over a piece of reading material looking for one specific point, the words they are looking for jump off the page at them. It is employed for pinpointing needed facts or ideas from the text or the index. It involves skipping words, but the emphasis is on recognition the reader knows what to look for and rapidly scans until words are found and closer reading can occur (Phipps, 1983. 4-5). Here is where students will look for keywords and related words. Extracting Needed Information
Note-taking consists of four types: citation, summary, paraphrase, and quotation. The citation technique involves exact copying of specific facts (Stripling & Pitts, 1988, 116). Students should learn to take notes by omitting all words or phrases not essential to the meaning. The most important considerations in note-taking are accuracy and honesty. The student must not distort the author”s words or views, and give full credit if copying or quoting the author”s ideas (Irving, 1985.) The trash-n-treasure method supports the citation technique and teaches students how to eliminate unnecessary words and phrases.
Summary
In conclusion we can see that jigsaw reading is a very effective way to encourage student to read. This is because they can do activities in group with their friends where they can share the things that they have done. In this way it also will create team work among them…
ear Ain,
You have included the slide show and that is a very good initiative. Well done !
But, you need to add more infor in your first posting about the reading comprehension text and computerized reading. Discuss what the blog is all about and what do you want the reader to know. Talk to us! make us feel welcomed.
Ain08's Weblog 
ear Ain,
You have included the slide show and that is a very good initiative. Well done !
But, you need to add more infor in your first posting about the reading comprehension text and computerized reading. Discuss what the blog is all about and what do you want the reader to know. Talk to us! make us feel welcomed.