CRCB Ch.5 Main Ideas & EXERCISE

Summary:

The ability to locate an author's main idea is key to understanding your reading. In order to see the relationship between the main idea and the details that support it, you must first distinguish between general ideas and more specific ones. The topic is the most general idea. The main idea is the more specific controlling idea of a piece of writing. The details, which are the most specific, support and illustrate the main idea. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must infer their meaning from the reading and then restated them in your own words.

EXERCISE 5f (p.154)

General and Specific Statements

1. (B) The Catholic and Jewish religions have many followers.

2. (B) The black widow is a venomous spider with an hourglass-shaped red mark on the underside of its abdomen.

3. (A) The first two years of a child's life are known as the period of sensorimotor intelligence.

4. (B) The fatty tissue in our body supports organs, pads them from injury, and helps the body to retain heat.

5. (B) A hasty generalization occurs when a conclusion is reached based on a very limited sample of evidence.

6. (B) "Spider man" is a video game that can be played on Game Cube.

TFY Ch.5 Assumptions & EXERCISE

Summary:

Assumptions is something we take for granted, something we accept prematurely as being true, something we do not check out carefully. Assumptions can be conscious or unconscious, warranted or unwarranted. They can lead to faulty reasoning and can be useful tools for problem solving. One form of hidden assumptions is stereotypes. Another is value assumptions, or basic unexamined beliefs that unconsciously influence our thinking. Arguments are the use of reasoning to defend an idea or to persuade someone else to believe in the idea.

EXERCISE P. 145

Defining Assumption

1.) Assumption - something taken for granted

2.) Assumption - Recognized as such after circumstances revealed their errors

TFY Ch. 4 Inferences & EXERCISE

SUMMARY

Infer means to derive by reasoning, to conclude, and to guess. When we infer, we use our imagination or reasoning to provide explanation for situations in which all the facts are either not available or not yet determined.
Taking the time to find the right words to describe the obvious and abandoning inferences drawn too hastily that cannot be supported.
Reasonable inferences can be used in descriptive writing to tie facts together. Care must be taken to distinguish facts from inferences, nevertheless.
Inferences tend to build on inferences chains of association. Unless each inferences is tested for its support of evidence, a series of inferences can mislead us into flights of imagination, away from reliable knowledge.
Facts and inferences are linked together through generalizations. Facts have little significance in themselves until generalizations or laws can be derived from them.

EXERCISE P.107

Defining Infer

1.) Reasoning - That which is offered in argument; proofs or reasons when arranged and developed; course of argument.
2.) Conclusion - the last main division of a discourse, usually containing a summing up of the points and a statement of opinion or decisions reached.
3.) Guess - to estimate or conjecture correctly.
4.) Explanation - a statement made to clarify something and make it understandable
5.) Imagine - To picture the imagaes in our mind by information that was giving.
6.) Infer - to bring in, to carry.
7.) Inference - the process of deriving the strict logical consequences of assumed premises.
8.) Interpret - to translate into language.

CRCB CH.4 Manage Your Reading Time & EXERCISE

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 bases on when you are most alert, and determine the length of each study session using your reading averages for the subjected you are taking. Some classes will require more hours of study than others, and the amounts of time you need to aside can vary from week to week depending on the complexity of the material for a specific course.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plan for several weeks, you will find that that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing, or rereading, sub vocalizing, pacing.

Reflection:

I often read over and over again and making a mark on important subject or the part that I do not understand so when I skim through it again I'll know exactly what to focus on. It is good for a review as well. I don't like to read it too fast because it won't go in my head. I felt like it went thru and I don't really remember anything. I like to take time to make sure that I understand everything, because if I understand my reading very well, it will makes me enjoy and makes me want to read more!

EXERCISE ( POST TEST ) P.129 part 1

1.) EFFICIENT READING - (D) Comprehending text at an appropriate reading rate.
2.) SPEED-READING - (F) Reading groups of words instead of individual words.
3.) CRITICAL READING -(A) Thinking about what you are reading.
4.) SKIMMING - (G) Reading only some of the words.
5.) REGRESSING - (B) Rereading
6.) SUBVOCALIZING - (E) Reading aloud.
7.) PACING - (C) Using your finger to guide your reading.

CRCB Ch.3 Memory & EXERCISE

Remembering What You Read >CRCB Ch.3 Summary<

Memory is the process pf storing and retrieving information. You will have difficulty remembering what you read if you do not know the stages in the memory process, and purposely use strategies at each stage to ensure that newly learned information becomes permanently stored. The single most important aspect of memory is understanding what you are trying to remember. It is difficult, if not impossible, to remember concepts you do not understand.
The three primary stages in the memory process are sensory, shot-term, and long-term memory. Specific strategies you can use to enhance you sensory memory include the following: reading your text aloud, drawing from what you've learned, acting in front of mirror or class of what you've learned. chuncking is an effectiveness strategy for organizing and remembering new information so that it remains in your short-term memory long enough to transfer into your long-term memory. In order to permanently store new information you can use strategies such as organizing newly learned information, mastering difficult vocabulary, creating a memory matrix, connecting new information with information you already know.

Reflection:

I have a very short memory. I often forget things real fast especially if I didn't really pay attention. I have to make a notes for myself as I study or read all the time. I like to make a connection to it because it's really help with my memorization. The more I understand it, the more I can memorized it!

EXERCISE 3e SET 1 (P.82)

1.) Name a bird beginning with the letter B = Bluejay
2.) Name an animal beginning with the letter C = CAT
3.) Name a fruit beginning with the letter P = PINEAPPLE
4.) Name a metal beginning with the letter I = IRON
5.) Name a country beginning with the letter G = GERMANY
6.) Name a boy's name beginning with the letter M = MIKE
7.) Name a girl's name beginning with the letter J = JESSICA
8.) Name a weapon beginning with the letter S = SCISSOR
9.)Name a vegetable beginning with the letter P = Parsley
10.) Name a flower beginning with the letter P = Peony

TFY Ch.3 FACT & Exercise

By definition, a fact is something known with certainty through experience, observation, or measurement. A fact can be objectively demonstrated and verified. A fact is something that people agree corresponds to reality.
It is not easy for us to determine whether facts correspond to reality. This can only be determined over time with repeated feedback and testing.
The difference between facts and fiction does matter. Feelings are facts; they can distort or enhance our perceptions, depending on how conscious we are of their presence. Facts are not absolutes but statements of probability. Because we are dependent on confirmation from others in our search for facts, social pressures can lead us to distrust out own perceptions.

EXERCISE P. 76

DEFINITIONS FOR FACTS

1.) Know - Something that we've learned or familiar with our knowledge.
2.) Certain - Not to be doubted or denied; established as a fact.
3.) Verified - Something that can be tested and have a record of.
4.) Existence - Something that's already there.
5.) Real - Actually being or existing; not fictitious or imaginary; TRUE
6.) Fact - Something can identified as true, real, testimony, record with visual evidence that it is existing.

TFY Ch.1 & EXERCISE (Mango Observation) p.21

MANGO:
The mango is known as the king of
tropical fruit, and one of the most
commonly eaten fruits in tropical
countries around the world.
• Mangos are an excellent source
of vitamin A and C.
• Mango trees will grow up to 60
feet tall and may live up to 300
years.
• There are over a 1,000 different
varieties of mango.
• Mangos belong to the
Anachardiaceae which include
cashew and pistachio nuts.
• The Sanskrit word for mango
means ‘of the people’.
• The paisley motif is a design
from India based on the shape
of the mango.
• A mango is a clingstone fruit,
meaning the fl esh clings to the
stone.
To cut up a mango, slice off the cheeks on either side of the seed. With a small, sharp knife, score the inside of each cheek. Spoon out the scored pieces, or push the skin of the mango inwards to make the scored bits pop out, and bite them off directly. This is quite messy but effective; be sure to provide lots of napkins, or eat the fruit over a sink.

Resource:
http://www.hawthorne.k12.ca.us/ourpages/auto/2009/7/28/58830968/Color%20Me%20Insert%20Mango.pdf

TFY Ch. 2 Words Precision & EXERCISE

Sumarry:

Words give form to our thoughts so that we can make use of them. Words enable us to communicate with others and ourselves. Knowing words for things and experiences helps us see and perceive more. Clear thinking depends on a clear understanding of the words we use. Word confusion leads to less consciousness, or disequilibrium, which can only be restored through word clarification. Definitions set boundaries for words ideas and shows us their specific and general characterisitcs and how they are related to or distinguished from one another. Dictionary definitions shows us the agreements that society has made about a word's meaning. Also compose our own personal or stipulative definitions of experiencesor compose persuasive definitions to sway the opinions of others.

EXERCISE P.51

Word Boundaries

1.)
TERM: SCISSORS
CLASS: A cutting tools
CHARACTERISTICS: Has 2 blades, each with a loop handle, joined by a swivel pin.

2.)
TERM: MAILBAG
CLASS: A large bag used by mail carriers for carrying mail, usually
CHARACTERISTICS: A large canvas sack used for transporting mail.

3.)
TERM: MOPPET
CLASS: A doll girl
CHARACTERISTICS: Toy, dolls, represent a little girl

4.)
TERM: NOVEMBER
CLASS: A month in calendar year
CHARACTERISTICS: A month contains 30 days

5.)
TERM: PNEUMONIA
CLASS: A symptom, disease
CHARATERISTICS: An infection of one or both lungs which is usually caused by bacteria, viruses, or fungi.

6.)
TERM: CAT
CLASS: Animal
CHARACTERISTICS: Small animals with fur, long tails, and sounds "meow meow"

CRCB CH.1 READING & EXCERCISE

What is reading?

- Form of communication using written language.
- Two-way communication between an author and a reader.
- Interpretation and understanding.
- Reading is process (processes).
- Reading is thinking.


Reading- is an active process that depends on both an author's ability to convey meaning using words and your ability to create meaning from them.

Journal- Helps you to think on paper about what you have read, to identify what you do (and do not) understand, and to explore how you think.
- Your entries will help you determine what you have learned and what is still unclear to you.


I. CONCENTRATION

A. Skills than can be learned with patience and perserverance.
B. Ability to focus exclusively on a project and to ignore all else.


II. LEARNING STYLES

A. AUDITORY

1) Listening to tapes
2) Tape notes
3) Speak about your subject
4) Sound out words
5) Read aloud
6) Talking and listening with partners

B. VISUAL

1)Use guide imagery
2)Form pictures in your mind
3)Use notebook, Photograph, drawing, mind maps
4)Use study cards
5)Watch movies on subjests
6)Underlines or marks in colors

C. KINESTHETIC

1)Pace as you study
2)Role play
3)Practice by repeated motion
4)Stretch and move in your chair
5)Dance as you study




III. 7 Tips for creating a sucessful study environmental.

A. Do not read in your bed; you will fall asleep quickly.
B. Avoid reading in public; you will get distract, interupted, and annoying.
C. Be comfortable when you are reading, but not too comfortable.
D. Read in area with enough light; otherwise, you will get tired quickly.
E. Prepare enough material before reading so then you won't get distract by looking for it while reading it.
F. Turn off television.
G. Try not to answer any phone calls. Let them leave you a message.

EXCERCISE 1a (P.9)

Concentration Survey (yes/no)

1. YES --> I know that concentration is a skill that can be learned.
2. YES --> I have a study area, complete with study supplies, and this area is used only for studying.
3. YES --> I try to concentrate as I read, but my mind usually drifts to other things.
4. YES --> If i get angry, I am unable to concentrate on my reading.
5. NO --> I know how to minimize all distractions.
6. YES --> I cannot read unless my house, or study environment, is immaculate.
7. NO --> I have a system to let others know when I am reading and that I do not want to be disturbed.
8. YES --> I lose concentration easily when I am bored with what I'm reading.