Reading and writing skills

The Toronto Ministry of Education uses different strategies to develop English language skills, the following tables are taken from the successful strategies applied by this Ministry of Education.

Engaging in Reading: Most/Least Important Idea(s) and Information

What students do

Before • Read the passage silently, thinking about the purpose for reading. • Listen to the passage being read, while thinking about their own choices for most important and least important idea(s).

During Record most important and least important ideas on a “T” chart in their note books, after the teacher has done the think-aloud through the passage.

After • Read the assigned text, conscious of the purpose for reading. • Reread and record the most important and least important ideas and information. • Reflect on choices with a partner, and make any changes necessary to the chart based on this discussion.

Reacting to Reading: Drawing Conclusions (I Read/I Think/Therefore)

What students do

Before Read the information provided and make inferences based on the information. • Make a conclusion. • Observe the teacher’s thinking process for drawing a conclusion. • Preview the text to get ready to read. • Clarify the purpose for reading (prompt or question).  • Observe how to complete the graphic organizer

During • Read the text, pausing to record important information, and make inferences.

After • Reread their graphic organizers. Identify similarities and differences among responses. • Draw a conclusion based on the information and inferences in the chart. • Compare own conclusion with those of others. • Apply their learning to a different reading task.

SOME TIPS FOR MAKING NOTES

TIP	WHY
Write down the date of your note-making.	• helps you remember context • if you have written the notes on a loose sheet of paper, date helps you organize notes later
Give the notes a title, listing the text the notes are about.	helps you quickly identify information you may be looking for later
Use paper that can be inserted later into a binder, or have a special notebook for note making, or use recipe cards. Use notepad, outlining, or annotation features of your word processing software.	• you need to be able to organize your notes for easy access for use in studying, or in research reports • loose-leaf paper, a single notebook, or small cards are convenient in library research
Use point form, your own shorthand or symbols, and organizers such as charts, webs, arrows. Use the draw and graphic functions of your software.	• point form and shorthand is faster, easier to read later, helps you summarize ideas • organizers help you see links and structures, organize your ideas
Use headings and subheading in the text as a guide for organizing your own notes.	this part of the organization is already done for you; provides a structure
Don’t copy text word for word. Choose only the key words, or put the sentences in your own words. If you want to use a direct quote, be sure to use quotation marks. Don’t write down words that you don’t know unless you intend to figure them out or look them up. Use software’s copy and paste function to select key words only.	• helps you understand what you have read • short form is much easier for studying and reading later • helps avoid plagiarism (using someone else’s writing or ideas as your own)
Write down any questions you have about the topic	• gives you ideas for further research • reminds you to ask others, clarify points • gives you practice in analyzing while reading
Review your notes when you are done.	• ensures that they’re legible • enables you to go back to anything you meant to look at again • helps you reflect on and remember what you’ve read