| One of the many time thieves in our lives is slow | | | | we thought we were going to read about isn't what |
| reading. There are times for slow, no-rush, no-worries | | | | the book is about--and so we need to reframe our |
| reading. However, there are other times we are | | | | purpose. |
| reading as if we had all the time in the world--but only | | | | 7. Set a timer for one hour, go to an appropriately quiet |
| because we don't know how to read quickly. Follow | | | | reading spot and read *only* what you perceive to be |
| the ideas in this article (and share them with your | | | | the most valuable. Note: By the time you get to setting |
| students) to be able to read and retain only those | | | | a timer, you may have already decided that this book |
| portions of an informational (non-fiction) book that suit | | | | isn't for you, after all. |
| your needs. | | | | 8. Whichever parts you are reading, read fast! Just |
| | | | speed up your eyes! Your brain is perfectly capable of |
| 1. First, ask (and answer) 'What is my purpose for | | | | staying with you, I promise. |
| reading?' | | | | 9. Read with a pencil or pen in your hand. Post-it® |
| 2. Write down your purpose on a bookmark. An index | | | | notes are useful as well. |
| card works great for this. | | | | 10. Jot down key words or mind map as you go. |
| 3. Make sure the book is "broken in," i.e., that you gently | | | | When you finish, take a look at your notes and/or mind |
| open the book at the center and press it, open at the | | | | map. Add additional thoughts, words, ideas, or |
| ¼ and ¾ portions and press it, etc. Your | | | | sentences to what you have already written. Think |
| books will last longer and be easier to use if you do | | | | about what you have learned and how you will apply |
| this when you get the book. Note: People new to my | | | | this information. |
| workshops laugh and think I'm kidding when I hand out | | | | Dr. Joe Vaughn, one of my mentors in graduate school |
| books and then make sure that they "open their new | | | | (I have a Ph.D. in Reading Education & Linguistics) |
| books properly." My regular participants starting doing | | | | said, "Reading is an event of thinking cued by text." Let |
| so without my asking--and are very proud of | | | | this definition serve you. Let the text cue your thinking |
| themselves, may I say! | | | | about the topic. Imagine reading 5 - 10 or more books |
| 4. Read the introduction, if there is one. This helps you | | | | a week. You can. |
| get a general sense of the book. | | | | As a teacher, you need--and want--to stay current on |
| 5. Survey the table of contents, noticing what is of | | | | areas related to your content and expertise. Use |
| interest to you, given the purpose you have noted on | | | | these ideas to do that, without spending hours and |
| your bookmark. | | | | hours each week. |
| 6. Revise your purpose, as needed. Sometimes what | | | | |