Think about your textbook as a tool that helps you learn more about the world around you. It is an example of nonfiction writing—it describes real-life events, people, ideas, and places. Here is a menu of reading strategies that will help you become a better textbook reader. As you come to passages in your textbook that you don't understand, refer to these reading strategies for help.
Before You Read
Set a purpose
• Why are you reading the textbook?
• How doe ft the subject relate to your life?
• How might you be able to use what you learn in vour own lite?
* Read the chapter title to find what the topic will be.
* Read the subtides to see what you will learn about the topic.
* Skim the photon charts, graphs, or maps, How do ihev support the topic?
* Look for vocabulary words thai are boldfaced. How are Lhev defined?
Draw From Your Own Background
• What have you read or heard concerning new information on the topic?
• How is the new information different from what you already know?
• How will the information that you already know help you understand the new information?
As You Read
♦ How do the photos, charts, graphs, and maps support the main idea?
• Think about people, places, and events in your own lite. Are there any similarities with those in your textbook?
• Can you relate the textbook information to other areas of your life?
♦ Predict events or outcomes by using clues and information that you already know.
• Change your predictions as you read and gather new information.
# Pay careful attention to details and descriptions.
♦ Create graphic organizers lo show relationships lhat you find in iJhe information.
Look For Clues As You Read
Comparisons and Contrast Sentences
# Look for clue words and phrases that signal comparison^ such as similarly, just asf bothy in commonf also, and too.
# Look for clue words and phrases that signal contrast^ such as on the other handy in contrast to, however, different, instead of, rather tkany but, and unlike.
• Look for clue words and phrases such as because, as a result, therefore, that is why, since, so, for this reason, and consequently.
♦ Look for clue words and phrases such as aftery before, first, next, last, during, finally, earlier, later, since, and then.
• Describe the main idea and how the details support it.
# Use your own words to explain what you have read.
# What was the main idea?
* Did the text clearly support the main idea?
* Did you learn anything new irom the material?
* Can you use this new information in olJher school subjects or at home?
• What other sources could you use to find more information about the topic?
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