Scanning and Skimming Teacher Resources
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Students use scanning as a comprehension skill when reading certain types of publications. They compare the reading technique used when reading in their mother language to those used when reading English.
Students practice skimming and scanning an article to determine its main points. They develop their own questions about the article and shares them with the class. They complete a worksheet about the article to end the lesson.
Students skim an article to find the main points. They also formulate and answer questions by scanning for information.
In this career instructional activity, students practice the real life application of reading skills. They specifically cover the tasks of skimming and scanning a text.
Students examine how to skim textual material. They read an article, and identify the main ideas by reading first and last paragraphs, topic sentences, and other organizational clues.
Students study scanning and skimming techniques. In this research skills lesson, students use the research techniques on print literature about the Mississippi River. Students prepare book talks on the literature they read.
Fifth graders explore different sequence question types to locate information utilizing contents, indexes, sections, skimming, and text marketing.n They plan, compose, edit and refine a short non-chronological report focusing on wolves.
Learners determine the origin of everyday words. In this language and literacy lesson plan, the teacher identifies words that students use that have roots in another language, then learners work in pairs to determine the original languages of words. Then, students complete an activity finding the origins of English terms.
Students listen and scan for information and identify purpose in Transcendentalist writing. In this self-management lesson, students identify main and supporting details. Students evaluate whether or not the author achieved his purpose as they read Transcendentalist writings such as "Self-Reliance" by Ralph Waldo Emerson. Students create a personal mission statement and discuss their ideas of happiness.
Fourth graders observe and demonstrate skills for scanning and skimming for information using an Information Resources Booklet. As a class they scan for basic information, develop an outline to organize information, and complete a worksheet. This lesson includes a script to follow along with.
Eighth graders follow along with a teacher lead lesson to find information by skimming and scanning a resource booklet. They examine different types of resources that are available in a library. They practice skimming skills and complete associated worksheets.
Fourth graders work independently or in a small group to (1) read a nonfiction selection, (2) identify the author's purpose, (3) distinguish informational text from narrative text, (4) skim and scan for facts, and (5) complete a graphic organizer or purposes and materials for reading.
Explore newspapers as a form of print media. They examine headlines from newspapers and infer meanings of the headlines. They skim articles for information and exchange articles between groups. They complete charts while skimming the articles and read classified ads.
Students use a copy of the newspaper to explore the differences between fact and opinion. Headlines, Editorials, the Daily Living, Sports, and the Classified sections of the paper are summarized and skimmed for factual life experiences.
Fifth graders locate a biography about their president. They skim the table of contents, index, and opening paragraphs of chapters for any pre-reading clues that correspond to web topics.
Pupils examine several elements that would cue them into a newspaper article about community change without reading the main copy text. They discuss the details and write notes about the article. They first skim and then thoroughly read the article.
Fifth graders examine information regarding comets. In this test-taking strategies lesson, 5th graders read questions based on a passage, identify keywords, and scan the passage looking for the information they need to respond to the questions.
The eighth lesson in this series continues the focus on vocabulary and increasing young readers' awareness of academic language. Pairs of learners participate in a short vocabulary review activity called Interactive Words in which they explore the relationships between words from the Universal Declaration of Human Rights (UDHR) text. Then your class will compare a simple language version of the UDHR with the original text. Through discussion and writing, students should think about how the simple language version may be useful, as well as what is lost from the original version.
Here’s a reading strategy that can be used with any text. Class members examine portions of a novel, and make predictions about the theme or subject matter of the book. Although designed for Christopher Paul Curtis’s Newbery Medal winning children’s novel, Bud, Not Buddy, the strategy could be used with any narrative.
How did the ancient people of Egypt preserve their dead so well that their bodies are still recognizable today? Learn the painstakingly complex process they used for preservation. Young scholars read and summarize a narrative detailing ancient techniques for preservation of the dead, taking notes and drawing inferences and conclusions from the reading.