 Okay. Okay, good. We are, we are finally live here on YouTube or we should be. We should be live on the homepage. I'm going to give everyone just a second to get over here. I apologize. We were supposed to be live on a different stream, but it didn't seem to work. So we thought we'd just want to get it to you guys here as fast as we could. So I'm just trying to send all this out to everybody. So that everyone good. We are, we are fine. We should be live. Okay, sorry about that. Everyone. My apologies. Welcome to ESL 001 pre. The review. This is part two of our unit two review. If you haven't seen the other ones, feel free to go check them out later. And we'll put links in the descriptions below, but we've wasted enough time. I'll just hand it over. And so we can just get this started. Hey, welcome everyone to ESL 001 pre-reading and predicting this week. I'm happy to be able to work with you guys and get you going on that. So what is pre-reading? I remember this presentation is reflective of what we have in that wonderful course at Sailor. So if you haven't already joined, you may want to. And basically we learned that one way to learn from a reading is to make predictions. So we're going to start out by talking a little bit about what our prediction and that's basically making a guess as to what will happen in the reading. You start to read something and you're thinking about, okay, what, what is it that I'm going to be reading about? You start to ask those questions. You start to think about, you know, what you think it might be. And that starts to get you focused and ready for what comes next. So you're going to use the title. You're going to use subtitles and pictures. And then you can sort of get an idea of what the author is trying to present to you prior to the reading. Okay, then as you read, you see if you're right. And why would you do this? This is a way for you to become a better reader. Sometimes when we read something quickly and we're not paying attention or we're not practicing some of these strategies, we don't get as much out of the reading as we could. Take a look at the image entitled below. What do you think may be happening and why? So we have the title one car circles back. And of course we have the image here to take a moment and just think about what your first impression is or what may be happening should be actually thinking about is what the title might mean. And then we have, of course, the car here. We have the phrase one car, the title one car circles back. And we see the circles on the car. We see that it looks like an older car. It looks like a taxi. And then we start to put it together and ask the questions like, what does that mean? Is it about a taxi? Is it about, you know, the whole process of picking people up and going back and where is it something else? Is there something else happening here? So in the course we learned that there are some additional strategies summarizing where you identify the most important information in sentences. That's where you're reading a paragraph or a short article and you start to understand what it is that they're trying to tell you. And remember, writing is meant to give a message and have a purpose in most of the cases. And then you're going to be asking yourself, you know, what are the main points? You know, what are some of the things that we can pull out of that reading and use to better understand? So summarizing is taking that basic information and processing it to, you know, pull out the main points. The next thing that you should be thinking about is question generating. And that's where you ask questions about the information provided. That really helps you become an active reader. And some questions include, I wonder why? Does this mean? What about? So as you're kind of going through and reading each section or whatever it is that you will be reading, start to ask those questions. Because that's going to help you become more familiar with the material and help you dig a little bit deeper to better understand it. You want to also practice clarifying where you identify things in the text like vocabulary that you don't know and other difficult concepts, maybe phrases, maybe some of the questions in the text, things like that can help you. If you start to identify those, help you start to break it down so that you're able to process it better. You want to try to reread and restore meaning. And so you want to make sure that if you're unclear about something, you go back and you take another look at it. One of the things that I know we all experience as readers is when we read something quickly and we don't fully understand it, because maybe we skimmed it, maybe we didn't read every word. And sometimes we need to do that in order to fully understand and not get the wrong understanding or get a misconception or not fully understand what it is that the reading is trying to tell us. So examples of clarifying, maybe it's trying to say that or the author is trying to make us see that. So think about clarifying also as if you were explaining what you have read to a friend. And the friend says, I don't understand what you're telling me. What is it that the author was trying to say? And then you go and you clarify it by giving your friend that breakdown, those details that really help to show what the author was trying to do. And it's kind of like when you know something if you can explain it fully to someone, that's what you're trying to be able to do. So you're trying to pull out those important parts in order to be able to effectively communicate that idea to one way to make sure that you are understanding. So here's an example we'll take a look at. Review the following paragraph using pre-reading strategies. So this short paragraph, which is the two sentences, I'm going to ask you to think about the main point. Try to share or respond to the paragraph is about question generating, what about? So as you're reading it, what are you thinking in terms of what are some other questions that you feel you would like to have answered? And also clarifying the author is trying to make us see that. So we look first, of course, at the title, A Rumble in New Jersey. And it's about New Jersey because that's where I live. But take a look at the rest of the paragraph, just do the best that you can in summarizing generating questions and clarifying. And we'll just discuss that in just a moment or two. Okay. We'll start to just take a quick look at this and see what you guys are thinking about as you're reading through this. And remember, this is just an exercise to get you familiar with some of the strategies you can use when you're reading something new and unsure of, you know, what it may mean. So we start with the title, A Rumble in New Jersey. Now that can mean a number of things. Rumble can be something like the sound of thunder in the sky or it could be, you know, the occasion where there may be, you know, people fighting in the streets or it could mean simple, the sound of something that sounds like the earth is moving. Right? So you have a lot of different ways of kind of approaching or looking at a rumble in New Jersey. So the first question is, what does rumble mean? Right? So that's something to ask. And then when we read the actual paragraph, this is an interesting paragraph in that if you don't read it closely, you may miss what's happening. So it tells you one day in August in 2011, residents in half of New Jersey felt a trembling and rocking under their feet. In many towns, the residents went out in front of their homes. Many carried children and stood on the sidewalk. The rumbling continued for quite some time. So if we're not sure what rumbling means, we can start to ask the questions like, does it mean that something was happening in the earth? Does it mean that there was something happening in the streets? We can start to ask those kinds of questions. And then we have, further on in the paragraph, by the end of the day, there had been some damage to buildings and many roads. We remain blocked by rocks and huge traffic jams. So that sounds like there's something happening within nature itself. And then we look at, if we read back just one sentence, people driving recorded, there was a lot of commotion on the roads as people pulled over and waited for the earth to stop moving. So that gives us some of the key things for summarizing it. It gives us those details to better understand it. So we know just from reading that sentence closely that it's about, of course, an earthquake, right? Mike, do we have any questions posted or any students who wanted to share something in response to this quick example? I'll let you know. I'm keeping my eye on the chat, unfortunately, because our technical difficulties are, our delay is a bit longer than we'd like, but I'll let you know when stuff comes through. Feel free to leave stuff down in the chat there, anyone watching, we will see it. All right, so predicting. This is when students hypothesize, and that's kind of a big word, but hypothesize or guess what will happen next by focusing on the background knowledge they have already. So each one of us can start to say, I think I know what happens next because of our own experiences, because of our knowledge, because of our education. And what's great about that is even if you're wrong, you're going to find out as you go through and be able to adjust to that. So in other words, when you start to predict, know that you're taking clues, you're applying those clues, you're seeing that those clues fit. So it gives you a reason to confirm or disprove your ideas. Sometimes in order to do this effectively, you need to look closely at headings, subheadings, and questions. So some examples of predicting, this might be about, I think that what will happen is, and when you start to do this, you get a little bit deeper into the reading and can sort of start to pull out those details that help you better analyze the reading. What happens sometimes is when we read something and we get frustrated or we don't immediately understand, we may not participate in predicting or we may not start to think about, well, what clues are in the title or subtitle? And then we lease out, right? Because we kind of shut down and then we don't really get that information. So know that this is a way to get you over that hump just in case you start to read something and you're not sure what it means. So let's say you're going to practice a little bit of this, read this title and try to answer the questions below. So the title is, Great White Shark Circling New Jersey Beaches, A Rare Phenomenon. So try to answer these questions briefly. This is just kind of a quick predicting challenge to get you familiar with this process and how it can help you. And then we'll talk about this in just a few moments. Okay, so let's just take a quick look here. Hopefully some of you are able to pull out the information from the title and start to do a little bit of this predicting. So Great White Shark Circling New Jersey Beaches, A Rare Phenomenon. What information does it give you? It's a very brief amount of information. It's a very, it's a title. So it's not going to give you a lot of information. But we know for the first thing that it's about a shark, okay? A very special type of shark, the Great White Shark. And then we are given the information that this is rare. So it's something that doesn't happen all the time, right? So we know that this is something that stands out and is newsworthy because of it. So if you have something similar to that or if you have other information that you wrote down that actually helps us better understand that, then of course that would be something to please share in the chat. But the second part, what questions do you have about the title? You might have questions like, why is it a rare phenomenon? Why was there a Great White Shark Circling New Jersey Beaches? How did they see them? Was there, was the shark scaring people? Was there a time when the beaches had to be cleared or evacuated? So those are all questions that now prepare you to read the rest of the article. As you ask, you can then become more familiar with what it is that you're going to actually be focusing on. And then you have, what questions do you think this reading will answer? So some of the things that you may consider are, what exactly happened? What are some of the things that scientists are saying about the Great White Shark? What are some of the things that the people who live by the beach think about the Great White Shark? And what is the town trying to do to deal with this Great White Shark that's actually circling the New Jersey beaches? So if you had something similar to that, you're on the right track, you may have even come up with some more original ideas. You know, you know, where in New Jersey did this happen? Were other states affected? Things like that, those are all the different types of questions that you might ask to better understand what it is that you're reading. Here's more information. This is the first paragraph, basically. And we have in New Jersey, many people at the beaches report seeing a huge shark swimming in the waters near the beaches. It is easy to see the shark spin, and when the shark is spotted, the lifeguard makes everyone leave the water. There have been several attacks, and this makes everyone uncomfortable. So some of the questions that we were initially asking, you know, did they have to evacuate or leave the water? And we have that answered here. We have it described who was seeing the shark. Okay. And then we have what kind of impact or how this made everyone feel. Okay. So we, like in the slide before, we talked about those questions, and now we're getting some of those questions answered. So we're actively engaging with the reading. Okay. So it's active reading right now. So understand that these are just some of the strategies to kind of help you pull out those important bits of information that make up the whole. And what should you look at first to understand the reading? And we talked about that. We talked about the different things that you should be looking at. Just as a quick check, based on, of course, of course, material and what we've been talking about, using context clues, what does phenomenon mean? See if anyone can come up. So I guess we could narrow it down by taking a look at, we have the word rare in front of it. We just see phenomenon in the title. Okay. So by reading it, we get the idea that this was an incident. This was an occurrence. This was something that happened one day. So we might get the understanding from reading the paragraph and then looking at the title. That phenomenon means, you know, rare event or rare occurrence. Something that, you know, doesn't normally, normally happen. So based on this short paragraph, what do you predict will happen next? We have people at the beach who see this, the shark, and there's lifeguard sees it and says, everyone out of the world, we have a rare event. So based on this short paragraph, what do you predict will happen next? We have people at the beach who see this, the shark, and the lifeguard sees it and says, everyone out of the water, everyone has to leave the beach. There's been several attacks on several beaches and it's making everyone uncomfortable. What do you think happens next? What can we kind of judge or not judge, but what can we kind of say might happen next? Krista, we have a comment down here about a phenomenon meaning a situation. So I think maybe a little more context of how a phenomenon is more than just a regular situation. Right, thank you. Based on the context. Yeah, that's a very good breakdown. It does reflect like a situation, but phenomenons used to describe a very special situation, something that's not normally seen. Otherwise we would say like a rare event, a rare happening, something unexplainable is usually how we describe phenomenon in English. You know, like UFO phenomenon or things like that where we don't really understand what it might be. And so the question of course is perhaps, you know, the title gives the impression that the great white shark is something more than it actually is. And maybe it's being used to generate that interest and that intrigue in that title. So thanks, Mike. No problem. You know, look at this and you're reading it and you're saying, oh, I don't know what happens next. I wasn't there. This is a news report. What am I supposed to do with this? But if you're predicting, if you're saying like, I wonder, you know, if they had to send scientists out to try to determine why the great white shark was there. I wonder if they were able to chase the shark away from the beaches. I wonder if everyone's okay that may have been attacked by the shark. So those are all things that would help you kind of go down that path of what's happening next. And remember, it's not meant to make you imagine things, you know, without any sort of reason. It's meant to help you think about, okay, where's the author going next? And let's find out. So in this case, in this predicting challenge, you're being asked to answer the question, what can you predict the lifeguard will do if the shark swims near the shore all day? So I'm kind of following up in, you know, what we were just talking about. What do you think will happen? And this helps you read on to find out if that is what happens. It helps you start to ask the questions, you know, what do you think happened and why. So we've kind of answered this, I think, but basically what we're saying is the lifeguard, if we know that he's already made people leave the water, if the shark is there by the beach all day, he's not going to allow people in the water. So at some point, he's just going to have to say the beach has to be closed and no one can go in the water. So what I'd like you to take a look at as we are exploring this topic is read the passage and answer the questions below. So we have a short paragraph here. Well, I'd like you to think about what could be a title for this paragraph, right? So you're going to try to create your own title for this. What do you think infiltrating means? What do you think or predict will happen next? Give me just a few minutes to take a look at this and we'll talk about it. I will have to give a shout out to my favorite answer we've received on any of these so far from Anne. I don't think it's correct, but I love it. The lifeguard might have to kill the shark if it attacks people. Not usually what lifeguards do, but I like the jaws of it all. Very good. Yeah. I wonder if they could. That's an interesting question if they're able to. That would actually solve a good answer. When I was a lifeguard, they didn't pay me enough to go fight a shark. If you went through this, you should have picked up on some of the clues here. It's talking about high school teachers and college professors and students and spelling and grammar. So basically you have high school teachers and college professors are saying that many students do not follow spelling and grammar rules when they communicate. And we see this like texting language where we use numbers instead of actual letters or words to make their shortcuts. And then we read more over many teachers and professors lament that the misspelling and bad grammar in social networking communication are infiltrating and negatively affecting students writing. So I'm asking you to think about what could be a title for this paragraph. Some titles might be things like teachers see change in communication, teachers see students writing changing, teachers are concerned about students communication habits, things like that because we're going to take the teachers or the professors, we're going to use students and we're going to talk about, of course, the grammar or spelling. So any of those into a title would be helpful because that's kind of encompassing everything we're seeing in that paragraph. And then I ask you what infiltrating means. So we have to look at the clues. I remember we talked about that before where we look at the word in the sentence and we look at words around it and try to come to some understanding of what it could mean. Mike, does anyone have any ideas about infiltrating? I haven't seen one yet, but the chat also has to catch up sometimes. If you're thinking about what it could mean, it's kind of meaning it's impacting. Students are finding it and using bad grammar and the spelling. So it's kind of becoming a part or being used by, so infiltrating in this case, being used by, being a part of, because we can see that in the next part, negatively affecting students writing it's full, so we know it's become a part of their writing. And now what do you predict will happen next? So we know that the professors and teachers are very happy with the spelling of grammar, you know, changing in the communication that students do and that they blame social networking. So if they were to try to do something, they might address how not to write like you're writing on social networking or how to use different tools to check your writing so that you're not making these mistakes. My prediction would be that, you know, the professors and the teachers are irritated or angry that students are making these mistakes and will want to make a change. And so hopefully you guys have a better understanding of how to make some predictions, how to use summarizing and clarifying to help develop your ideas and understanding of what it is that you're reading. And of course, that you'll be able to do things like predict and pull information from titles and subtitles so that you can better understand what it is that you're reading. And I'd be happy to take any questions or, you know, go over anything that I've discussed today if anyone would like me to, you know, revisit some of the things that we talked about. Remember too that all of this information is found in the ESL course and that you can go in and complete the assignment, participate in the discussion and be a part of the course overall. Yeah, well, we'll give people a second if anyone has any questions they want to type in the chat. But yes, as you said, of course, go check out the ESL course at Sailor Academy. It's on sailor.org. You can also go to continue the conversations on our discourse discussion forums. All of that will be linked in the chats below. And of course, we'll be here we'll be back here next week to continue our review of ESL-001. And yeah, with that, thank you everyone for joining us. Sorry about the technical difficulties at the beginning. But we'll get those ironed out. And good to thank you again as always. Thank you everyone for joining us. Good job with your answers today. And we'll see you next week. Thank you guys.