POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (READING) ABILITY
IN NARRATIVE TEXT THROUGH GUESS AND ADJUST
AT SMP/SMA
2 THE
EFFECT OF GUESS AND ADJUST IN TEACHING
(READING) SKILL ON NARRATIVE TEXT AT
SMP/SMA
3 THE USE
OF GUESS AND ADJUST IN TEACHING
(READING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (READING) ABILITY BY
USING GUESS AND ADJUST IN NARRATIVE TEXT
AT THE SMP/SMA
This quick and easy activity (adapted from Poindexter,
1994) serves three important purposes: (1) building background knowledge for
reading, (2) using word parts to predict word meaning and (3) figuring out
words using context related to the title and author’s purpose.
Procedure
1.
Write
the title of a text to be studied on the board or, preferably, in a graphic
organizer. Also, hand out a copy to each
student to hand out while you fill out your own copy, you can turn yours into a
transparency if you choose.
2.
Write
any other clue words that are important to the text in the oval at the lower
left. You should have approximately 3 to
5 new words and 6 to 10 clue words.
3.
Have
students guess the meaning of the new words using the text’s title and their
knowledge or word parts. They should
write their guesses in the middle column.
4.
Have
students do a quick write that predicts the text content; write the predictions
in the triangle.
5.
Read
aloud the text while students follow along in their own books. Stop to allow students to look at the new
words in context and to mentally adjust their original guess. Stop at a point where you think students have
had enough text to compare it to their sheets.
6.
Have
students finish reading the text on their own, and the fill in adjusted meanings
in the right-hand column of the graphic organizer.
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