· Developing a Reading Plan

Tuesday, February 19, 2013

Tuesday, February 12, 2013

Inst M - C4

table 4.1

Number of Pages Read

Inst M - CRCB C3

dIRECTIONS

dIRECTIONS

GRAPHING READING RATES

DAILY GOALS

First: Brainstorm

Second: Prioritize

Third: Identify

Fourth: Specify

Example: Attend reading class on time

CHAPTER FOUR: MANAGING YOUR READING TIME

Those in a hurry do not arrive.

Zen Saying

· Chapter Outline (for transparency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

· Chapter Summary (for transparency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

· Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

· Table 4.1 and Table 4.3 (to print hardcopies for use with exercise 4a, page 114 of text). . 62

· Supplemental Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

· Supplemental Vocabulary Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 66

OUTLINE

Chapter 4: MANAGING READING TIME

I. What is Efficient Reading?

II. Tips for Efficient Reading

· Know Reading Averages

· Track Your Reading Rates

· Understand Speed Reading

· Reading Quickly

· Regression

· Subvocalization

· Pacing

III. Test Taking and Time Management

IV. Practice with Reading

V. Chapter Summary

VI. Post-Test

SUMMARY

Chapter 4: MANAGING READING TIME

Comprehension should be your main reading goal, not how fast you read.

· Develop a general study schedule that shows specifically when you plan to study for each class and for how long.

· Choose the times you study based on when you are most alert, and determine the length of time of each study session using your reading averages for the subjects you are taking.

· Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week.

The following reading tips are presented in this chapter and will contribute to your becoming a more efficient reader:

· reading quickly, when it is appropriate

· skimming

· regressing or rereading

· subvocalizing

· pacing

CHAPTER OPENER: READING RATES

Goal

To emphasize that different reading rates are appropriate for different types of reading.

For this exercise print out the two, 535-word readings, A (p.57) and B (p.59) that follow. Make an equal number of copies of both, mix them together and distribute one reading to each student.

1. Pass out the readings face down and let students assume they all have the same selection.

Tell them not to turn the readings over until directed to do so.

2. Once all the readings have been distributed, tell students to turn the selections over and begin reading.

3. After one minute, tell students to stop and to circle the word they are reading at that moment.

4. Have students write down in their learning journals the number at the end of the sentence the circled word is in.

5. This number is their word-per-minute reading rate.

6. Engage students in a discussion about their reading rates. Were they pleased with their scores? What may have prevented them from reading faster? Do they think a test like this accurately reflects their reading rates? Why or Why not? Was the selection easy for them to read? (Due to the very different reading levels of the selections, half of the class will probably say yes, and half will say no. There may be some confused faces.)

7. Ask students if they had an "A" or "B" reading selection.

8. Ask those with the Bselection why they might not have been able to read it as fast as those with the A reading selection? Write the reasons down on the board.

9. Finally, write on the board or Smartboard: SLOWER IS SOMETIMES FASTER and ask students to discuss what they think this means, based on what was just discussed about the two different selections.

The goal of critical reading is to "slow down" and take time to digest what you are reading. It is a thinking process. Thinking takes time. Explain to students that although they should be aware of how fast they read so they can pace themselves, plan their study time accordingly, and improve their reading efficiency, speed is NOT the goal of critical reading. In this chapter they will learn that different rates are appropriate for different types of reading. Most speed-reading programs are neither too concerned with comprehension nor designed for textbook reading. Have students go back to their learning journals to write about what they just learned.

chapter four: Reading practice a

The difference in the way Britney Spears and Justin Timberlake, 10

both 21, have been living their post-breakup lives is no more apparent 22

than in the way they party. Recently linked on and off to actress Alyssa 36

Milano, 30, a confident Timberlake - whose Justified album has sold 2 47

million copies and is in Billboard's top 10 - has been tearing up New York 62

City and Los Angeles, taking in Kelly Osbourne's performance on December 29 71

at the Roxy in West Hollywood along with Courtney Love and the Osbourne 83

clan; clubbing with Milano, and, of course, enjoying the adoration of female 95

fans. Just last month, during a routine night out at a New York City lounge, 109

a source says, “Every woman in the place was trying to get to him. They 124

were lined up in front of him, trying to get his attention." 136

Meanwhile, Spears - - nearing the end of her six-month hiatus - - has been 147

opting for more low-key girls' nights out (her brother Bryan, 25, seems to 160

be the sole male in her posse.) "She's been hanging out with her family 174

and friends," says a source who spotted Spears at Suite 16, her favorite New 187

York City nightspot. "She always has a hat on, and it's always pulled down 201

real low. You probably wouldn't notice her if she didn't have all those body 215

guards." In fact, one regular at the New York City club Lotus mistook the 229

blonde for a Britney look-alike. "It didn't occur to me that it could have 243

been her because no one was making any fuss," says the source. "She's 256

very low-key." 258

No doubt, one possible reason for Spear's more subdued ways these days 270

grew apparent when, right after the new year, Timberlake - after months 281

of innuendo both in interviews and his hit "Cry Me a River" single and video 296

- made his most direct suggestion, on the record, that the reason for their 309

split was her alleged infidelity. (Sources have said that Spears had a fling 322

with choreographer Wade Robson.) Saying also that he had two prior 344

girlfriends before Spears who cheated on him, the pop heartthrob told 355

Rolling Stone. "I've had my heart broken plenty of times……It was the 367

same with Britney as with the first girl who broke my heart and the second. 382

They've all gone down the same way." However, the still-wounded star also 394

confessed about Britney, "When we were together it was bliss, like something 406

from a damn fairy tale..I really do still love that girl." 418

While some have argued that Timberlake has capitalized on their three-and-a- 331

half-year relationship (and its fallout) to further his career, Spears has remained 344

mum. But when reached in L.A., where she is writing songs for her next album, 359

Spears finally opted to break her silence. "I'm very touched that he still loves 373

me," she told Usexclusively. "There's a part of me that will always love Justin 388

too because he was my first love." And she's not the only member of the 403

Spears family with room in her heart for the "NSync hunk turned solo star. 417

Says Britney's mother, Lynne Spears, 47: "Britney will always care about 427

Justin, and so will I." 432

So what's with Timberlake's bitter public response to the split? "In the wake 445

of betrayal the first reaction is revenge. And that's what went on for Justin," 459

asserts New York psychotherapist Dr. Jane Greer. "The flip side is the loving 471

feelings that remain. That love doesn't disappear in one final explosive 482

moment." While a reconciliation isn't imminent, it's not impossible either. 492

"Once the rage simmers and the loving feelings start to emerge again, it 515

makes it possible to reconnect," adds Greer. 522

Weekly Us. January 20, 2003. Issue 414. Pgs. 46-47. Us Magazine:New York City

chapter four: Reading practice b

The NCREIF organization publishes a quarterly index of value-weighted 9

real estate returns. The NCRIEF Property Index (NPI) measures the 19

historical performance of income properties held by (or for) pension 29

funds and profit-sharing plans. The NPI includes both income (NOI) 39

and capital (value appreciation or depreciation) components which 47

are combined to generate quarterly total returns. The NPI is calculated 58

before management fees are deducted and is standardized with a value 69

of 100 representing the fourth quarter of 1977. 77

Properties included in the index may be wholly owned or joint ventures, 89

but they must be existing, investment-grade, income-producing properties 97

held by fiduciaries on behalf of tax-exempt institutions. Development 106

projects and agricultural properties are specifically excluded. The 114

universe of properties upon which the index is based changes each quarter 126

as new members join NCREIF and existing members alter their holdings 137

through sales and acquisitions. At the end of 1999, there were 2,469 149

properties in the NPI, with a combined market value of $77.4 billion. 161

The properties in the NPI are also used to calculate 37 subindexes, 173

including separate indexes for the five major property type in the aggregate. 185

One potential weakness with using NCREIF data is that the quarterly increase 197

or decrease in the market value of each property is determined by an 210

appraisal of the property, unless the property happens to sell during the quarter, 223

in which case the transaction price is used. This methodology for determining 235

the quarterly change in property value has received substantial criticism - 245

empirical evidence suggests that using appraisal estimates rather than transaction 255

prices may smooth the indicated changes in value and therefore bias estimates 267

of the return volatility downward. Nonetheless, the NCREIF Classic Property 277

Index remains a primary source for information on the risk-return characteristics 287

of income-producing property. 290

An alternative source of historic commercial real estate return information is the 302

National Association of real Estate Investment Trusts (NAREIT) Index. The 312

NAREIT Index is a value-weighted index that tracks the total return (income 324

plus capital) pattern of all exchange-traded REITs. 231

The NAREIT organization groups all qualified REITs into three main 241

categories for reporting purposes. First, and Equity REITs Index is calculated 252

for those REITs whose primary assets are direct property investments. 262

Second, a Mortgage Index is reported, based on the performance of those 274

companies whose primary assets are mortgages, mortgage-backed securities, 282

or both. Third, a Hybrid Index is calculated for those firms that hold a mixture 297

of direct property and mortgage investments. Detailed information regarding 306

the return performance of specific property types (apartments, warehouses, etc.) 316

also is available. NAREIT, which was established on December 31, 1971, 326

covered, as of year-end 1999, 203 publicly traded REITs with a total market 339

capitalization of $124.3 billion. Equity REITs account for nearly 95 percent of 351

this total market value. In the analysis presented below, we use the Equality 364

REIT Index to measure real estate returns. 371

It is important to realize that NAREIT return data are based on publicly 384

traded securities. To the extent that these security prices represent factors 395

not inherently attributable to the underlying property (such as the stock 406

market's opinion of the REIT manager's ability), observed performance patterns 416

may not be representative of the true risk and expected returns associated 428

with investing in the underlying real estate. 435

The NCREIF and NAREIT indexes described above provide useful information 445

on historical returns. Exhibit 5-5 presents the mean total returns for five 456

different asset classes over four different time periods. In addition to the 468

NCREIF Property Index NPI) and the NAREIT index, stock and bond returns 480

are derived from the S&P 500 Index, the Russell 2000 Index and an index of 495

returns on long-term government bonds. The S&P 500 is a value-weighted index 507

of the 500 largest U.S. stocks, which account for over 80 percent of the total 522

market capitalization of all firms listed on the New York Stock Exchange. 534

Corgel, Ling, Smith. (2001). Real Estate Perspectives, 4^thEdition. McGraw-Hill: Boston. Pgs. 138-139.

Subject: ___________________

Session Number	1	2	3	4	5	6	7	8	9	10	11	12	13	14
Date
Number of Pages Read

TABLE 4.2

Session	1	2	3	4	5	6	7	8	9	10	11	12	13	14
Date
60

55

50

45

40

35

30

25

20

15

10

5
Pages Per Hour

supplemental exercises

There are three supplemental exercises for this chapter. Information about each is provided on this page and the related material follows on separate pages that you can print out for use with your students.

Exercise 4-1: Academic Tracking Calendar. (Student material on page 63)

Have students get into the habit of marking down important dates (appointments, events, exams, and deadlines) for each month. This teaches them that it’s important to be aware of time. The more conscious they are of due dates and other important events, the more they will be in control of their time, and the more effective they will be in using it. This calendar is used to flag unusual dates, unlike a semester schedule that doesn’t vary.

Exercise 4-2: Goal Setting Exercise #1: Goals and Professional Commitment

Have students respond to the following four questions in their learning journals:

1. What do you intend to accomplish by the end of today?

2. What do you intend to accomplish by the end of the week?

3. What do you intend to accomplish in twelve months?

4. What do you intend to accomplish in five years?

Then ask them to answer questions five.

5. If you won a million dollars tomorrow, how would you rewrite goals 3 and 4?

(Give students five minutes to rewrite these goals.)

Explain to students that if they changed their goals as a result of winning money, especially #4, they probably don’t have a strong commitment to pursuing them. If they are planning on becoming a teacher, for example, but would not choose this career if they became rich, they may not have chosen goals that are sufficiently meaningful to them.

If their goals changed dramatically, have them discuss why in class. If they aren’t really committed to a profession, they may benefit from career counseling.

Exercise 4-3: Goal Setting Exercise #2: Defining Specific Goals (student material on page 64)

Have students complete this worksheet which is designed to help them clarify their goals.

chapter four: exercise 4-1

ACADEMIC TRACKING CALENDAR

Month _______________ Important Dates (Deadlines, Meetings, Exams, Events)

chapter four: exercise 4-3

GOAL SETTING WORKSHEET

In order to manage your time effectively, you need to be clear about your goals. The more clearly defined they are, the more likely it is that you will achieve them. The purpose of this worksheet is to have you think about and select a series of goals, and learn how to write clear objectives to help you attain them.

List five goals – things that you intend to accomplish today.

Number the goals, listing them in order of importance.

Identify each goal as “M” (mine) or “O” (someone else’s goal for you).

Detail how you will achieve the goals you have selected. Be specific – for example, indicate time, place, reason, method, and priority.

Priority	Goal	Identify	Place	Reason	Method
1	COLLS 053	M	MC-115	Keep grade up	Get up one hour earlier

Intermediate Term Goals:

Using the same method as you did for your five daily goals, select three goals you want to accomplish by this time next week.

Long Term Goals:

Finally, brainstorm two major goals that you want to accomplish by this date next year. For example, select a major, get your own apartment, apply to UM Law School. Prioritize your goals, identify them as “M” or “O”; and specify how you will accomplish each (when, how, where etc.).

supplemental vocabulary quiz

There is one supplemental vocabulary quiz for this chapter in the form of a crossword puzzle.

Answers

Chapter FOUR vocabulary QUIZ

Across

1 at fault, blame

5 compassion, feel how someone feels

9 thinking about what you are reading

12 comprehending text at an appropriate reading rate

Down

1 struggled

2 reading groups of words

3 using your finger to guide your reading

4 rest, relief

6 small amount

7 diagnose the reason for own demise

8 deep, wise, insightful

10 reading only some of the words

11 summon, call up

CHAPTER THREE: REMEMBERING WHAT YOU READ

Memories are the key not to the past, but to the future.

C. Boom

· Chapter Outline (for transparency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

· Chapter Summary (for transparency) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

· Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

· Supplemental Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

· Supplemental Vocabulary Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

OUTLINE

Chapter 3: REMEMBERING WHAT YOU READ

I. Chapter Objectives and Vocabulary

II. Memory Survey

· What is Memory?

· Sensory Memory

· Attention

· Intention

· Short-Term Memory

· Chunking

· Rehearsal

· Long-Term Memory

· Organizing Information

· Master Difficult Vocabulary

· Create a Memory Matrix

· Connect New Information with What You Already Know

· Note Comparisons

· Go Beyond Textbook Information

· Review

· Teach It!

III. Common Reasons Students Forget What They Read

· Attention

· Don't Understand the Information

· Poor Organization of Newly Learned Information

IV. Strategies for Recalling Information - Mnemonics

V. Test Taking and Memory

VI. Practice Reading Passages

VII. Summary

VIII. Post Test

SUMMARY

Chapter 3: REMEMBERING WHAT YOU READ

Memory is the process of storing and retrieving information. There are three primary stages in the memory process: sensory memory, short-term memory, and long-term memory. Knowing about these stages and purposely applying memory strategies during each stage will help you to remember what you read.

Sensory Memory

· Pay close attention and use all of your senses.

Short-Term Memory

· Organize information in meaningful ways. Use the memory technique, chunking. Chunkingreduces the number of isolated items that you have to remember.

Long-Term Memory

Use the following strategies to store information in your long-term memory:

· Organize newly learned information.

· Master difficult vocabulary.

· Create a memory matrix.

· Connect new information with information you already know.

· Note similarities

· Research new information.

· Review what you have learned on a regular basis.

· Teach new information.

· Use mnemonics to help you remember material.

· Master difficult vocabulary.

The single most important aspect of memory: understanding what you are trying to remember.

CHAPTER OPENER: KEYS TO MEMORY

Goal

To teach students that to remember new information effectively, material has to be organized and related to something they already know. (This exercise demonstrates the concept of chunking that is discussed in detail in the chapter.)

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Copy the THREE pages following these directions onto transparencies, or a disk (pages 45-47). Introduce the exercise by explaining that Chapter Three addresses memory and demonstrates how memory, learning, and reading are linked.

Show them the first overhead. It's important that you give them no more than 30 seconds to view it and provide no learning prompts. After 30 seconds, ask them to recall all the letters they are able to remember. (There are a total of 40.)

Next, show them the second overhead. Again, only allow them 30 seconds to view it and ask them to recall as many letters as they can. Chances are, they will remember more because the letters are now organized into words. Most students will remember at least two words. Total the number of letters in the words they remember, but still do not discuss the exercise. (There are a total of 40.)

Finally, show them the third overhead for 30 seconds and ask them to recall the letters they see. Most students will remember 100% of the letters because they are organized into words, and the words are organized into a meaningful sentence. (There are a total of 57 letters.)

Now, ask your students why they believe they couldn't remember the letters in overheads #1 and #2 as easily. Their responses might include the following:

· Not enough rep time

· No reason to remember it

· Not relevant

· Not concentrating

· Frustration with exercise

· Not intending to learn - "so what attitude" (This is a very important issue that will be addressed in the chapter. Students need to know that their desire or intent to learn significantly impacts their ability to remember what they read. Thinking, learning and remembering go hand-in-hand.)

Now ask them to discuss why they could remember more letters in overhead #3. Their responses might include the following:

· The letters were organized into words.

· The words were organized into a sentence.

· There were fewer separate items to remember.

· They could remember the words more easily than the individual letters.

After a few minutes of discussion, you can introduce the idea of organizing information - creating systems - to help with memory. The first overhead showed a number of isolated letters. They weren't related so it was hard to memorize them individually. The letters in the second overhead were "organized" into meaningful chunks, words, which made it easier to remember more of them, even though the group of words didn't make sense. Finally, the letters in the third overhead were organized into words, and the words were organized into a meaningful sentence. By remembering the words in the sentence, students could easily remember all of the letters.

Explain that many students study their course material as if what they are reading consists of isolated and unrelated pieces of information (overhead #1). Stress how important it is for them to become engaged, and actively involved, with new information, and to learn how to organize it so they can remember it more efficiently. The focus of Chapter 3 is to show that most people actually have good memories. The chapter explains the barriers to remembering information and provides many strategies for overcoming those barriers and remembering information more effectively.

chapter three: overhead # 1

B C D A G F B W G L M D W X Z T

P A D E C N V Q Y O R U E N T Z S

M X D T P H E

chapter three: overhead # 2

QUEEN HICCUP SNOW COURSE

TEETH RED MANUAL LOTUS

chapter three: overhead # 3

THE QUEEN COVERED HER

MOUTH SO THAT NO ONE COULD

SEE HER MISSING TEETH.

supplemental exercises

There are two supplemental exercises for this chapter. Information about each is provided on this page and the related material follows on separate pages that you can print out for use with your students.

Exercise 3-1: Remember by Making Associations

Purpose

The purpose of this exercise is to introduce the concept of memory, and to demonstrate that using strategies, such as creating associations, can help to increase your memory.

Directions

1. Ask students to get out a piece of paper, and a pencil. Tell them not to write anything down

until you ask them to do so.

2. Tell them you will be reading out the following list of words and want them to remember as many as they can:

· Hamburger

· Feather

· Gate

· Closet

· Tree

· Marshmallow

· Religion

· Fish

· Men

· Beaks

3. Now ask students to see how many words they can remember, in the order you read them, in one minute. Have students share their lists. Some will have used strategies they have developed to help them. Don't have them share their strategies at this point.

4. Ask them to turn their papers over, write the numbers 1 through 10, and then put their pencils down and listen as you read the list again.

5. Tell students to close their eyes and try to see the pictures you will create with for each word. As you read the list again, provide an association for each word. Use associations that are strange or silly or rhyme. (Yes, even silly…that’s the point. The stranger the connections are, the more likely students will be able to remember the list of words.) Below are possible descriptions you could use but feel free to create your own sentences.

· One - BUN - hamburger, one enormous hamburger on the largest bun I’ve ever seen. Hamburger.

· Two - SHOES with a feather. Two fun shoes dancing with feathers. Big shoes with blue feathers. Feather.

· Three - KEYS for a gate. Three keys to open the gate…don’t be late. Gate.

· Four - DOOR as a closet. At four the door to your closet opens. Closet.

· Five - HIVE in the tree. Five hives in the tree. Bzzzzzzzzzz Cut the tree. Tree.

· Six - STICKS for marshmallows. Pick up six sticks to roast marshmallows by the campfire. Marshmallows.

· Seven - HEAVENfor a religion. I see seven nuns flying to heaven; it’s my religion. Religion.

· Eight - BAIT for fish. Eight pieces of bait to catch fish. Big wiggly bait for big slippery fish. Fish.

· Nine - FINE men. My goodness! Nine fine men are here! Fine men are always welcome. Men.

· Ten - HENS beaks. Ten hens are loose and poking with their beaks. Red hens’ beaks. Beaks.

6. Have students open their eyes and try to recall as many of the words as they can, in order.

7. When students have finished writing, ask them if it was easier to remember the list the second

time? Most students find using the associations provided, and visualizing them, does improve

their ability to remember the words.

Connecting information to familiar items helps to facilitate the memory. Also, connecting words that rhyme helps to "trigger" memory. This exercise is a helpful tool for proving the point that doing something with information is sometimes necessary in order to remember it effectively. Learning about and using strategies can be useful. If any students used different memory strategies, invite them to share their strategies with the class.

Exercise 3-2: Using Rhyme to Remember

Purpose

To reinforce the mnemonic technique of using rhyme.

Directions

In groups of four, using one chapter you have studied from this textbook, create a song, jingle, or poem. Your composition should include they key points from the chapter. Get creative and have fun with it. You can choose to video your song, and use it as an example of learning outcomes if you are creating an electronic portfolio; you may perform live for the class; or you may submit it in paper format and have others in the class perform it.

(You can explain to students) that rhyming is a very effective way to remember information. For example, “In 1942, Columbus sailed the oceans blue....” “Listen my children and you shall hear about the midnight ride of Paul Revere….” Songs, stories, and poetry are ways that have been used for centuries to remember and share history. Allow students to provide examples, for example, hip hop music, etc.)