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\n\"Scan\n\n
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\nLearning Station\n
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\nScan It\n

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\n\nFor Students\n\n3rd - 4th\n
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\nIn this reading strategies worksheet, students will learn how to scan for information. Then students will scan a non-fiction passage about weather and complete 4 short answer questions.\n
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Worksheet
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\n\"Skimming\n\n
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\nCurated OER\n
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\nSkimming and Scanning Information\n

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\n\nFor Students\n\nHigher Ed\n
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\nIn this career worksheet, students practice the real life application of reading skills. They specifically cover the tasks of skimming and scanning a text.\n
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Lesson Plan
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\n\"Skimming\n\n
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\nCurated OER\n
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\nSkimming and Scanning\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents 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.\n
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\n\"Skimming\n\n
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\nCurated OER\n
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\nSkimming\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents 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.\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Print Media in the LCTL Classroom\n

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\n\nFor Teachers\n\n7th - 11th\n
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\nExplore 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...\n
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Lesson Plan
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\n\"Research\n\n
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\nCurated OER\n
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\nResearch Skills: Evaluating Information and Sources\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nWhile this focuses on Ancient Rome, the objectives are improved research and information evaluation skills. In one class period, class members narrow their topic, research it, select the best information, log useful sources, and discuss...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Comprehension - Scanning\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nLearners 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.\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Information Resources: Lesson 5\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders follow along with a teacher lead instructional activity 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...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading - Identifying Skill Requirement\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents discuss the different types of reading styles. They are then given situations in which they are to assign it a reading style.\n
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Printables
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\n\"Preview\n\n
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\nPolk Bros Foundation\n
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\nPreview Reading\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nScanning a text before getting started is a reading strategy that your pupils can use to get a general idea about a text before diving in. Give some direction to their scanning with a worksheet that includes items to check for and space...\n
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Unit Plan
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\n\"Newspaper\n\n
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\nUniversity of Kansas\n
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\nNewspaper in the Classroom\n

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\n\nFor Teachers\n\n1st - 12th\n
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\nNewspapers aren't only for reading—they're for learning skills, too! A journalism unit provides three lessons each for primary, intermediate, and secondary grades. Lessons include objectives, materials, vocabulary, and procedure, and...\n
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Lesson Plan
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's Wrong - Intensive Reading\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nThere are different types of reading meant for different texts. Discuss four of these with your emerging readers. When does one perform an extensive or intensive reading? When does one skim or scan a text? How are these all different? \n
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Worksheet
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\n\"News\n\n
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\nCurated OER\n
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\nNews Quiz: October 21, 2011\n

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\n\nFor Students\n\n7th - 9th\n
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\nWhat does your class know about the events occurring on October 21, 2011? Have them skim this issue of the New York Times to answer each of the five related multiple choice questions. A perfect task for early finishers.\n
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Lesson Plan
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\n\"Laurence\n\n
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\nCurated OER\n
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\nLaurence Yep's Dragonwings\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners read independently the novel, \"Dragonwings,\" by Laurence Yep and make connections between a text and the world. They summarize, paraphrase, analyze and evaluate skimming and scanning techniques when reading a novel. Each student...\n
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\n\"Mississippi\n\n
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\nCurated OER\n
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\nMississippi River\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers study scanning and skimming techniques. In this research skills lesson, students use the research techniques on print literature about the Mississippi River. Middle schoolers prepare book talks on the literature they read.\n
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Lesson Plan
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading and Responding -- Lesson 16\n

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\n\nFor Teachers\n\n4th\n
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\nFourth 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...\n
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\n\"Reorganizing\n\n
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\nUniversity of North Carolina\n
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\nReorganizing Drafts\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nPoor organization often destroys an otherwise good paper. After writing a first draft, individuals consider the organization of ideas, a topic discussed in the 16th handout in the 24-part Writing the Paper series. The resource covers...\n
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\n\"Understanding\n\n
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\nUniversity of North Carolina\n
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\nUnderstanding Assignments\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\n\"What do we have to do again?\" Chances are you hear this question all the time. Here's a handout that offers scholars tips on how to understand college writing assignments. Class members learn strategies to help them decode assignments...\n
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\n\"Writing\n\n
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\nUniversity of North Carolina\n
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\nWriting Anxiety\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nOh, the dreaded writer's block! As part of a larger paper-writing series, an invaluable resource discusses obstacles and stresses writers face. Individuals learn to identify feelings associated with anxiety, as well as strategies for...\n
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\n\"Conciseness\n\n
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\nUniversity of North Carolina\n
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\nConciseness\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nTwitter has helped people learn to express their ideas in as few words as possible, but away from the 280-character limit, writers still struggle with keeping their writing short and to the point. Conciseness is the focus of a writing...\n
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\n\"Sentence\n\n
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\nUniversity of North Carolina\n
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\nSentence Patterns\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nIn an ideal world, sentences in a college-level essay should feature a variety of sentence types. In reality, most papers stick to simple and compound sentences, two of the types a handout on sentence patterns discusses. Part of a larger...\n
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\n\"College\n\n
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\nUniversity of North Carolina\n
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\nCollege Writing\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNo matter how difficult high school writing may seem, college writing presents challenges of its own. The fourth in a series of 24 handouts from The Writing Center at UNC breaks down the expectations for college writing. Scholars learn...\n
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\n\"Evaluating\n\n
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\nUniversity of North Carolina\n
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\nEvaluating Print Sources\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNot all sources are created equal, so how do you evaluate them? Writers learn how to evaluate print sources based on elements such as audience, tone, and argument in the sixth handout of 24 in the Writing the Paper series from the...\n
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\n\"Paragraph\n\n
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\nUniversity of North Carolina\n
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\nParagraph Development\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nThere's no set length for a good paragraph, but the short block of text should contain key components. A handout on paragraphs, the 12th in a series of 24, outlines a five-step process for paragraph development. Additionally, the handout...\n
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