{"id":12186,"date":"2025-09-10T07:22:39","date_gmt":"2025-09-10T05:22:39","guid":{"rendered":"https:\/\/leselop.usn.no\/?page_id=12186"},"modified":"2025-09-10T08:51:47","modified_gmt":"2025-09-10T06:51:47","slug":"6-tekstoppgaver-i-matematikk-aktivitet-7-lesestrategier","status":"publish","type":"page","link":"https:\/\/leselop.usn.no\/?page_id=12186","title":{"rendered":"6. Tekstoppgaver i matematikk &#8211; Aktivitet 8 &#8211; Lesestrategier"},"content":{"rendered":"\n[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;#f4f4f4&#8243; custom_css_main_element=&#8221;min-height: 100vh;&#8221; da_disable_devices=&#8221;off|off|off&#8221; global_colors_info=&#8221;{}&#8221; da_is_popup=&#8221;off&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_is_singular=&#8221;off&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row column_structure=&#8221;1_4,3_4&#8243; use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; make_equal=&#8221;on&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;850px&#8221; custom_css_main_element=&#8221;width:75% !important;&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; custom_css_main_element=&#8221;width:12% !important;&#8221; global_colors_info=&#8221;{}&#8221; custom_css_main_element_last_edited=&#8221;on|phone&#8221; custom_css_main_element_tablet=&#8221;width:18% !important;&#8221; custom_css_main_element_phone=&#8221;width:30% !important;&#8221;][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; title_text=&#8221;Leselop-skrive-green&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][\/et_pb_column][et_pb_column type=&#8221;3_4&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; custom_css_main_element=&#8221;width:88% !important;||margin: auto;||padding-left: 30px;&#8221; global_colors_info=&#8221;{}&#8221; custom_css_main_element_last_edited=&#8221;on|phone&#8221; custom_css_main_element_tablet=&#8221;width:82% !important;||padding-left: 25px;||padding-top:35px&#8221; custom_css_main_element_phone=&#8221;width:70% !important;||padding-left: 15px;||padding-top:15px&#8221;][et_pb_text content_tablet=&#8221;<h1><span>Oversikt over lesestrategier<\/span><\/h1>&#8221; content_phone=&#8221;<h3>Oversikt over<\/h3>\n<h3>lesestrategier<\/h3>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<h1><span>Oversikt over lesestrategier<\/span><\/h1>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row custom_padding_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;#ffffff&#8221; max_width=&#8221;850px&#8221; max_width_tablet=&#8221;850px&#8221; max_width_phone=&#8221;850px&#8221; max_width_last_edited=&#8221;on|desktop&#8221; custom_padding=&#8221;60px|70px|60px|70px|false|false&#8221; custom_padding_tablet=&#8221;50px|45px|50px|45px|false|false&#8221; custom_padding_phone=&#8221;30px|30px|30px|30px|false|false&#8221; hover_enabled=&#8221;0&#8243; border_radii=&#8221;on|30px|30px|30px|30px&#8221; border_style_all=&#8221;dotted&#8221; global_colors_info=&#8221;{}&#8221; custom_margin=&#8221;||40px||false|false&#8221; sticky_enabled=&#8221;0&#8243;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_code disabled_on=&#8221;on|off|off&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<style><!-- [et_pb_line_break_holder] -->  \/* ====== Memoreringsstrategier \u2013 tabell (Divi Code Module) ====== *\/<!-- [et_pb_line_break_holder] -->  :root{<!-- [et_pb_line_break_holder] -->    --c-title:#8fb4d9; 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}<!-- [et_pb_line_break_holder] -->    .memo-title{ font-size:16px; }<!-- [et_pb_line_break_holder] -->    .memo-table thead .memo-desc{ font-size:13px !important; }<!-- [et_pb_line_break_holder] -->    .memo-head th{ font-size:13px; }<!-- [et_pb_line_break_holder] -->    .memo-table td.col-type{ font-size:13px; }<!-- [et_pb_line_break_holder] -->  }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->  \/* Nettbrett (768px\u20131024px) *\/<!-- [et_pb_line_break_holder] -->  @media (min-width: 768px) and (max-width: 1024px){<!-- [et_pb_line_break_holder] -->    .memo-table{ font-size:15px; }<!-- [et_pb_line_break_holder] -->    .memo-title{ font-size:18px; }<!-- [et_pb_line_break_holder] -->    .memo-table thead .memo-desc{ font-size:14px !important; }<!-- [et_pb_line_break_holder] -->    .memo-head th{ font-size:14px; }<!-- [et_pb_line_break_holder] -->    .memo-table td.col-type{ font-size:14px; }<!-- [et_pb_line_break_holder] -->  }<!-- [et_pb_line_break_holder] --><\/style><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><div class=\"memo-wrap\"><!-- [et_pb_line_break_holder] -->  <div class=\"memo-scroll\"><!-- [et_pb_line_break_holder] -->    <table class=\"memo-table\" role=\"table\" aria-label=\"Memoreringsstrategier\"><!-- [et_pb_line_break_holder] -->      <thead><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo-title\">Memoreringsstrategier<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo-desc\"><!-- [et_pb_line_break_holder] -->            Memoreringsstrategier er strategier med form\u00e5l \u00e5 hente ut og huske informasjon som er gitt i teksten.<!-- [et_pb_line_break_holder] -->          <\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr class=\"memo-head\"><!-- [et_pb_line_break_holder] -->          <th>Type strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Beskrivelse av strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Eksempel knyttet til tekstopgaver<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->      <\/thead><!-- [et_pb_line_break_holder] -->      <tbody><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Aktiv lytting<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 lytte aktivt inneb\u00e6rer \u00e5 lytte til at noen andre leser en tekst. Dette kan bidra til at elevene enklere kan hente ut informasjon og memorere tekstens handling.<\/td><!-- [et_pb_line_break_holder] -->          <td>Lytte til at noen leser deler av eller en del av en tekstopgave for \u00e5 huske innholdet.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Gjenfortelling<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 gjenfortelle inneb\u00e6rer \u00e5 repetere eller gjengi tekstinnhold for \u00e5 memorere og\/eller hente ut relevant informasjon. Om elevene derimot gjenforteller teksten uten \u00e5 ha teksten foran seg, er dette en form for oppsummering som kan bidra til \u00e5 skape mening. En slik gjenfortelling anses som en fordypningsstrategi.<\/td><!-- [et_pb_line_break_holder] -->          <td>Gjenforteller deler av eller hele tekstopgaven for \u00e5 huske hva den handler om.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Grafiske diagram<\/td><!-- [et_pb_line_break_holder] -->          <td>Organisering av informasjon i diagram for \u00e5 huske. Om organiseringen knytter informasjonen sammen og skaper mening, fungerer den ogs\u00e5 som fordypningsstrategi. Eksempler p\u00e5 diagram er tabeller, tankekart, rubrikker osv.<\/td><!-- [et_pb_line_break_holder] -->          <td>Setter inn informasjonen i tekstopgaven enten i et gitt diagram (for eksempel en gitt tabell) eller lager diagrammet eller tabellen selv.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">H\u00f8ytlesing<\/td><!-- [et_pb_line_break_holder] -->          <td>H\u00f8ytlesing handler om \u00e5 bruke stemmen til \u00e5 lydere ordene i verbalteksten. Ved \u00e5 lese h\u00f8yt kan elevene enklere huske innholdet i teksten, samt finne relevant informasjon. H\u00f8ytlesing kan ogs\u00e5 foreg\u00e5 uten stemme, \u00abindre tale\u00bb, men man leser da bevisst ord for ord og \u00absier de mentalt\u00bb.<\/td><!-- [et_pb_line_break_holder] -->          <td>Lese deler av eller en hel tekstopgave h\u00f8yt eller internt ord for ord for \u00e5 huske relevant innhold.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Ikke-line\u00e6r<\/br>lesing<\/td><!-- [et_pb_line_break_holder] -->          <td>Ikke-line\u00e6r lesing brukes ofte til lesing av sammensatte tekster. Ikke-line\u00e6r lesing handler om \u00e5 flytte \u00f8ynene mellom de ulike modalitetene i teksten og ikke kun lese verbalteksten i rett linje. Det kan ogs\u00e5 handle om \u00e5 gj\u00f8re lengre stopp i lesingen, for \u00e5 hoppe tilbake i teksten. Fungerer som fordypningsstrategi n\u00e5r informasjonen i de forskjellige modalitetene bindes sammen.<\/td><!-- [et_pb_line_break_holder] -->          <td>Flytter \u00f8ynene fram og tilbake n\u00e5r oppgaven leses. Leser deler flere ganger for \u00e5 memorere. Sjekker evt. andre modaliteter enn verbalteksten.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Lese p\u00e5 nytt<\/td><!-- [et_pb_line_break_holder] -->          <td>Leser hele eller deler av teksten p\u00e5 nytt.<\/td><!-- [et_pb_line_break_holder] -->          <td>Leser deler av eller hele verbaldelen av en tekstopgave p\u00e5 nytt.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Letelesing<\/td><!-- [et_pb_line_break_holder] -->          <td>Leiter i teksten etter noe man tenker er viktig \u00e5 huske.<\/td><!-- [et_pb_line_break_holder] -->          <td>Leiter i tekstopgaven etter tall og essensielle ord.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Notater<\/td><!-- [et_pb_line_break_holder] -->          <td>Noterer det som oppleves som viktig \u00e5 huske. Dersom det bevisst velges ut det som er viktig informasjon, ses dette p\u00e5 som fordypningsstrategi. Notater handler om avskrift for \u00e5 memorere.<\/td><!-- [et_pb_line_break_holder] -->          <td>Skriver ned det som oppleves som viktig \u00e5 huske i tekstopgaven. Handler ofte om \u00e5 skrive ned tall eller gj\u00f8re avskrift av deler av oppgaven.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Peking\/<\/br>understrekking<\/td><!-- [et_pb_line_break_holder] -->          <td>Peker p\u00e5 eller understreker deler av teksten for \u00e5 huske. Understreking handler om \u00e5 streke under ord, tall eller setninger uten \u00e5 endre tekstinnholdet. Understrekingen kan ogs\u00e5 skje mentalt (alts\u00e5 uten fysisk tegn) \u2013 man fester seg ved visse ord eller tegn. Understrekning kan bidra til at man enklere henter ut og memorerer innholdet i teksten.<\/td><!-- [et_pb_line_break_holder] -->          <td>Peker p\u00e5 eller streker under det som oppleves som viktig \u00e5 huskes i oppgaven. Det kan for eksempel v\u00e6re deler av en tegning eller ett ord i teksten.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Skumlesing\/<\/br>skape overblikk<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 skumlese en tekst handler om \u00e5 f\u00e5 et overblikk. Overblikket kan skaffes gjennom \u00e5 for eksempel raskt lese gjennom teksten for \u00e5 lete etter bestemte ord og temaer. F\u00f8r lesing kan elevene ogs\u00e5 se p\u00e5 eventuelle overskrifter og bilder.<\/td><!-- [et_pb_line_break_holder] -->          <td>Kikke raskt over tekstopgaven. Hvilke typer tall er det her. Er det noen andre modaliteter som kan fortelle noe om hva oppgaven handler om \u2013 for eksempel ett bilde. Har overskriften p\u00e5 oppgaven noen hint til hva den handler om?<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->      <\/tbody><!-- [et_pb_line_break_holder] -->    <\/table><!-- [et_pb_line_break_holder] -->  <\/div><!-- [et_pb_line_break_holder] --><\/div><!-- [et_pb_line_break_holder] -->[\/et_pb_code][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/tabell1.png&#8221; title_text=&#8221;tabell1&#8243; disabled_on=&#8221;off|on|on&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/tabell2.png&#8221; title_text=&#8221;tabell2&#8243; disabled_on=&#8221;off|on|on&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;-2px||0px||false|false&#8221; custom_padding=&#8221;||||false|false&#8221; 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hover_enabled=&#8221;0&#8243; border_radii=&#8221;on|30px|30px|30px|30px&#8221; border_style_all=&#8221;dotted&#8221; global_colors_info=&#8221;{}&#8221; custom_margin=&#8221;||40px||false|false&#8221; sticky_enabled=&#8221;0&#8243;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_code disabled_on=&#8221;on|off|off&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<style><!-- [et_pb_line_break_holder] -->  \/* ====== Fordypningsstrategier \u2013 tabell (egen fargepakke) ====== *\/<!-- [et_pb_line_break_holder] -->  :root{<!-- [et_pb_line_break_holder] -->    --c2-title:#69b56f;      \/* tittelrad (gr\u00f8nn) *\/<!-- [et_pb_line_break_holder] -->    --c2-desc:#cfe9cf;       \/* beskrivelserad (lys gr\u00f8nn) *\/<!-- [et_pb_line_break_holder] -->    --c2-head:#a8d5a8; 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-webkit-overflow-scrolling:touch; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->  @media (max-width: 767px){<!-- [et_pb_line_break_holder] -->    .memo2-table{ font-size:14px; }<!-- [et_pb_line_break_holder] -->    .memo2-title{ font-size:16px; }<!-- [et_pb_line_break_holder] -->    .memo2-table thead .memo2-desc{ font-size:13px !important; }<!-- [et_pb_line_break_holder] -->    .memo2-head th, .memo2-table td.col-type{ font-size:13px; }<!-- [et_pb_line_break_holder] -->  }<!-- [et_pb_line_break_holder] -->  @media (min-width: 768px) and (max-width: 1024px){<!-- [et_pb_line_break_holder] -->    .memo2-table{ font-size:15px; }<!-- [et_pb_line_break_holder] -->    .memo2-title{ font-size:18px; }<!-- [et_pb_line_break_holder] -->    .memo2-table thead .memo2-desc{ font-size:14px !important; }<!-- [et_pb_line_break_holder] -->    .memo2-head th, .memo2-table td.col-type{ font-size:14px; }<!-- [et_pb_line_break_holder] -->  }<!-- [et_pb_line_break_holder] --><\/style><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><div class=\"memo2-wrap\"><!-- [et_pb_line_break_holder] -->  <div class=\"memo2-scroll\"><!-- [et_pb_line_break_holder] -->    <table class=\"memo2-table\" role=\"table\" aria-label=\"Fordypningsstrategier\"><!-- [et_pb_line_break_holder] -->      <thead><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo2-title\">Fordypningsstrategier<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo2-desc\"><!-- [et_pb_line_break_holder] -->            Fordypningsstrategier er strategier som bidrar til \u00e5 skape mening fra en tekst ved \u00e5 relatere ny informasjon til tidligere kunnskap eller reflektere over hvordan informasjonen kan brukes i nye sammenhenger.<!-- [et_pb_line_break_holder] -->          <\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr class=\"memo2-head\"><!-- [et_pb_line_break_holder] -->          <th>Type strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Beskrivelse av strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Eksempel<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->      <\/thead><!-- [et_pb_line_break_holder] -->      <tbody><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Aktivere<\/br>forkunnskaper<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 aktivisere forkunnskaper handler om \u00e5 relatere til tidligere kunnskaper knyttet til innholdet i teksten eller konteksten teksten leses i. Strategien kan bidra til at elevene skaper mening med teksten. I tillegg kan de trekke slutninger som ikke eksplisitt st\u00e5r i teksten.<\/td><!-- [et_pb_line_break_holder] -->          <td>N\u00e5r man leser en tekstopppgave kan det handle om hva jeg vet om konteksten i oppgaven, men ogs\u00e5 hva enkeltord betyr i konteksten oppgaven handler om. Det kan ogs\u00e5 handle om konteksten slike oppgaver er skrevet i.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Forutsi\/stille<\/br>hypoteser<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 forutsi eller stille hypoteser handler om \u00e5 kvalifisert gjette p\u00e5 hva som kommer til \u00e5 skje videre i teksten de enn\u00e5 ikke har lest. De skaper mening underveis ved \u00e5 stille hypoteser til fortsettelsen. Dette kan ogs\u00e5 fungere som en kontrollstrategi dersom det benyttes til \u00e5 vurdere egen forst\u00e5else eller strategibruk.<\/td><!-- [et_pb_line_break_holder] -->          <td>For eksempel \u00e5, ut fra det man allerede har lest, gjette p\u00e5 hva tekstopppgaven vil sp\u00f8rre om \u2013 f\u00f8r man har lest selve sp\u00f8rsm\u00e5let.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Identifisere<\/br>tekststruktur<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 identifisere tekststruktur inneb\u00e6rer \u00e5 gjenkjenne en teksts struktur og oppbygging. Strategien kan gj\u00f8re det enklere \u00e5 hente ut relevant informasjon i en tekst.<\/td><!-- [et_pb_line_break_holder] -->          <td>En tekstopppgave har ofte et sp\u00f8rsm\u00e5l til slutt. Har man svaralternativer, kan ogs\u00e5 elementer som observeres p\u00e5virke lesingen. Det kan ogs\u00e5 handle om \u00e5 identifisere andre modaliteter som trengs for \u00e5 l\u00f8se oppgaven (f.eks. en tabell eller graf).<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Informasjons-<\/br>s\u00f8king<\/td><!-- [et_pb_line_break_holder] -->          <td>Informasjonss\u00f8king g\u00e5r ut p\u00e5 \u00e5 s\u00f8ke opp noe en lurer p\u00e5 eller ikke forst\u00e5r fra ulike kilder.<\/td><!-- [et_pb_line_break_holder] -->          <td>Under lesing av tekstopppgaver kan det inneb\u00e6re \u00e5 sp\u00f8rre noen om enkeltord eller deler av oppgaven, eller \u00e5 s\u00f8ke opp n\u00f8dvendig informasjon i bok eller p\u00e5 nett.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Kontekstlesing<\/td><!-- [et_pb_line_break_holder] -->          <td>Kontekstlesing handler om \u00e5 forst\u00e5 ukjente ord og uttrykk ved \u00e5 se p\u00e5 ordene rundt og sammenhengen de er i. Kan bidra til dypere mening med innholdet.<\/td><!-- [et_pb_line_break_holder] -->          <td>Tekstopppgaver er ofte s\u00e5 meningstette at strategien ikke fungerer fullt ut. Den kan brukes for \u00e5 forst\u00e5 konteksten dersom ord i konteksten er ukjente, men ofte krever tekstopppgaver forst\u00e5else av alle ord.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">N\u00e6rlesing<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 n\u00e6rlese g\u00e5r ut p\u00e5 \u00e5 lese grundig \u2013 ord for ord eller setning for setning \u2013 for bedre forst\u00e5else av innhold og detaljer. Motstykket til skumlesing. Som fordypningsstrategi handler det om \u00e5 sette informasjon sammen og skape mening.<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 stykke opp tekstopppgaven i mindre deler og lese disse n\u00f8ye (ord for ord, setning for setning; setning \u2013 bilde \u2013 ny setning osv.). Forbinder mindre deler av teksten med andre deler, f.eks. tall i teksten med tall i en figur.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Organisering<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 organisere handler om \u00e5 notere, tegne eller skrive p\u00e5 en m\u00e5te som forbinder viktig informasjon. Ligner notering, men her er informasjonen strategisk valgt og satt i sammenheng.<\/td><!-- [et_pb_line_break_holder] -->          <td>Notere tall i rekkef\u00f8lge som viser sammenheng, lage tabell eller annet diagram som strukturerer informasjonen i oppgaven.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Peking\/<\/br>understrekking<\/td><!-- [et_pb_line_break_holder] -->          <td>N\u00e5r peking\/understrekking brukes for \u00e5 peke ut viktige elementer, er det en fordypningsstrategi. Man noterer ofte samtidig som man sorterer eller plasserer informasjonen i forhold til hverandre \u2013 eller peker i gitt rekkef\u00f8lge\/med \u201cpeke-holder\u201d.<\/td><!-- [et_pb_line_break_holder] -->          <td>Streker under ord\/tall som er viktige for \u00e5 binde informasjon sammen. Peker og holder p\u00e5 ord\/tall som skal ses i sammenheng. Noterer viktige ord\/tall i organisert form.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Sammenligne<\/br> med andre tekster<\/td><!-- [et_pb_line_break_holder] -->          <td>Sammenligner teksten med andre tekster og bruker kunnskapen fra disse til \u00e5 skape mening i den nye.<\/td><!-- [et_pb_line_break_holder] -->          <td>I tekstopppgaver: kjenne igjen oppgavens struktur og knytte den til strukturer i andre tekstopppgaver, f.eks. additive og multiplikative strukturer.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Trekke<\/br> slutninger<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 trekke slutninger er \u00e5 skape mening mens man leser og konkludere samtidig \u2013 f.eks. bekrefte eller avkrefte tidligere hypoteser.<\/td><!-- [et_pb_line_break_holder] -->          <td>I tekstopppgaver: bekrefte\/avkrefte at oppgaven handler om det man tidligere har forutsagt at den skal handle om.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Visualisering<\/br> eller tegning<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 tegne\/visualisere ved siden av lesingen for \u00e5 skape mening i teksten og binde informasjon sammen.<\/td><!-- [et_pb_line_break_holder] -->          <td>Tegne en matematisk skisse som trekker ut viktig informasjon i oppgaven og hjelper med \u00e5 skape et mentalt bilde av situasjonen.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->      <\/tbody><!-- [et_pb_line_break_holder] -->    <\/table><!-- [et_pb_line_break_holder] -->  <\/div><!-- [et_pb_line_break_holder] --><\/div><!-- [et_pb_line_break_holder] -->[\/et_pb_code][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/tablett2-1.png&#8221; 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}<!-- [et_pb_line_break_holder] -->    .memo3-title{ font-size:18px; }<!-- [et_pb_line_break_holder] -->    .memo3-table thead .memo3-desc{ font-size:14px !important; }<!-- [et_pb_line_break_holder] -->    .memo3-head th, .memo3-table td.col-type{ font-size:14px; }<!-- [et_pb_line_break_holder] -->  }<!-- [et_pb_line_break_holder] --><\/style><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><div class=\"memo3-wrap\"><!-- [et_pb_line_break_holder] -->  <div class=\"memo3-scroll\"><!-- [et_pb_line_break_holder] -->    <table class=\"memo3-table\" role=\"table\" aria-label=\"Kontrollstrategier\"><!-- [et_pb_line_break_holder] -->      <thead><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo3-title\">Kontrollstrategier<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <th colspan=\"3\" class=\"memo3-desc\"><!-- [et_pb_line_break_holder] -->            Kontrollstrategier er strategier som hjelper med \u00e5 overv\u00e5ke egen leseprosess, kontrollere egen leseforst\u00e5else og egen bruk av lesestrategier.<!-- [et_pb_line_break_holder] -->          <\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->        <tr class=\"memo3-head\"><!-- [et_pb_line_break_holder] -->          <th>Type strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Beskrivelse av strategi<\/th><!-- [et_pb_line_break_holder] -->          <th>Eksempel<\/th><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] -->      <\/thead><!-- [et_pb_line_break_holder] -->      <tbody><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Lesebestillinger<\/br>\/ stille og besvare sp\u00f8rsm\u00e5l<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 stille sp\u00f8rsm\u00e5l inneb\u00e6rer \u00e5 formulere sp\u00f8rsm\u00e5l til teksten og lese med disse sp\u00f8rsm\u00e5lene i tankene. Sp\u00f8rsm\u00e5lene kan gjelde det en ikke forst\u00e5r underveis, og som en senere fors\u00f8ker \u00e5 finne svar p\u00e5. En lesebestilling er et sp\u00f8rsm\u00e5l man leser for \u00e5 finne svar p\u00e5 \u2013 ofte ved \u00e5 lese hele teksten eller deler p\u00e5 nytt.<\/td><!-- [et_pb_line_break_holder] -->          <td>Tekstoppgaver leses gjerne flere ganger med ulike lesebestillinger. Tidlig kan det handle om hva oppgaven gjelder og hva man skal gj\u00f8re; senere om viktige begreper\/tall; til slutt om \u00e5 dobbeltsjekke at alle relevante opplysninger er fanget og at svaret passer med teksten.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Klargj\u00f8re<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 klargj\u00f8re handler om \u00e5 velge \u00e5 lese noe p\u00e5 nytt eller ta i bruk en annen strategi n\u00e5r noe er uklart. Man klargj\u00f8r egen forst\u00e5else og velger en strategi som bidrar til meningsskaping.<\/td><!-- [et_pb_line_break_holder] -->          <td>I en tekstopgave: stopp opp n\u00e5r noe er uklart og velg strategi for \u00e5 l\u00f8se opp \u2013 f.eks. lese p\u00e5 nytt der du stoppet, tegne, eller notere.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Kontrollere<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 kontrollere er \u00e5 overv\u00e5ke egen lesing slik at man kan iverksette klargj\u00f8ring n\u00e5r man merker at noe ikke er forst\u00e5tt.<\/td><!-- [et_pb_line_break_holder] -->          <td>Underveis i lesingen: \u201cHar jeg forst\u00e5tt informasjonen riktig n\u00e5?\u201d<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">M\u00e5lsetting<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 sette m\u00e5l for lesingen og reflektere over hvorfor man skal lese. Det handler ogs\u00e5 om \u00e5 kontrollere om m\u00e5let n\u00e5s.<\/td><!-- [et_pb_line_break_holder] -->          <td>I arbeid med tekstopgaver leser man flere ganger med ulike m\u00e5l: f\u00f8rst for \u00e5 forst\u00e5 oppgaven, deretter for \u00e5 sjekke forst\u00e5elsen, og til slutt for \u00e5 kontrollere om oppgaven er riktig l\u00f8st. Henger tett sammen med lesebestillinger.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Selvregulering<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 kombinere kontrollere, klargj\u00f8re og m\u00e5lsetting. Man har et klart m\u00e5l, overv\u00e5ker lesingen, vurderer tiltak ved manglende forst\u00e5else, og reflekterer over m\u00e5loppn\u00e5else.<\/td><!-- [et_pb_line_break_holder] -->          <td>B\u00e5de setter m\u00e5l for lesingen av tekstopgaven, kontrollerer egen forst\u00e5else og iverksetter tiltak ved behov.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Vanskelige<\/br>deler<\/td><!-- [et_pb_line_break_holder] -->          <td>H\u00e5ndtering av vanskelige deler: identifisere hvilke deler som er vanskelige, planlegge egen lesing og iverksette strategier som er n\u00f8dvendige for \u00e5 skape mening.<\/td><!-- [et_pb_line_break_holder] -->          <td>Skille ut deler som er vanskelige \u00e5 forst\u00e5 \u2013 f.eks. begreper eller sammenhenger \u2013 og bruke strategier for \u00e5 oppklare, som \u00e5 sp\u00f8rre eller s\u00f8ke informasjon.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <tr><!-- [et_pb_line_break_holder] -->          <td class=\"col-type\">Viktige<\/br>deler<\/td><!-- [et_pb_line_break_holder] -->          <td>\u00c5 ha fokus p\u00e5 viktige deler inneb\u00e6rer metakognitiv bevissthet om hvilke deler som er viktige for leseoppgaven og mest meningsb\u00e6rende i teksten.<\/td><!-- [et_pb_line_break_holder] -->          <td>I en tekstopgave: skille mellom informasjon som er relevant for l\u00f8sningen og det som ikke er relevant.<\/td><!-- [et_pb_line_break_holder] -->        <\/tr><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->      <\/tbody><!-- [et_pb_line_break_holder] -->    <\/table><!-- [et_pb_line_break_holder] -->  <\/div><!-- [et_pb_line_break_holder] --><\/div><!-- [et_pb_line_break_holder] -->[\/et_pb_code][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/tabel3-1.png&#8221; 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