Language Skills - Reading

9710004M Jeffrey9710009M Carl9710010M Joyce

Teaching Children Literacy Skills in a Second Language

IntroductionIntroduction

1. Reading has been increased focusThe most important skills for L2 learners

2. The teaching of writing and oral skillsIntegrated with reading instruction for

NES and ELLs.

NES: Native English SpeakersELLs: English Language Learners

3. Integrate expectationThe development of four languages

Reading as a Complex Interactive ProcessReading as a Complex Interactive Process

1. Reading is interactive, sociocognitive process A text, a reader, and a social context

2. Six areas have been identified:

A. Automatic recognition skills

B. Vocabulary and structural knowledge

C. Formal discourse structure knowledge

D. Content/world background knowledge

E. Synthesis and evaluation skills/strategies

F. Meta-cognitive knowledge and skill monitoring

Becoming Literate in a Second LanguageBecoming Literate in a Second Language

1.Similarities in the process of learning

a)Read for ELL and NES children

b)Been used to native and non-native readers

2.Differences in the process of learning

a)L2 learners shouldn’t be segregated from L1learners

b)Teachers of ESL students need to be prepared and need to adjust the instructional strategies

Oral Language Skills and Oral Language Skills and

Academic Literacy SkillsAcademic Literacy Skills

1.NES and ELL children’s difference

A.For NES children

a)Acquire their mother tongue naturally

B.For ELL children

a)Completely new language

b)Learn quickly on informal oral language

2. The importance of accessing students

A.Oral and written language abilities independently

B.For knowing students’ overall language proficiency level

3. The research suggests that

A.ELLs can learn to read and write without oral fluency

a)e.g., NES acquire English.

4. ELL Children prefer written language input first

However,

5. Mutual support on four skills when practicing

A.Provide abundant exposure to

a)Functional, meaningful uses

b)Oral and written language for all learners

The Role of the First Language The Role of the First Language

in Literacy Developmentin Literacy Development

1. Children can learn L2 even though the teacher can’t speak the L1s

A.NES bring oral language to read and write

a)ELL may bring the literacy background to learn L2

2. A strong relationship

A.Between children’s prior native language literacy and their development of English literacy

Varied Experiences, Background Knowledge,Varied Experiences, Background Knowledge,

and Cultures of ESL Studentsand Cultures of ESL Students

1. Teacher must be cautious about

A.Making any assumption about

a)Cultural or language background of ELLs

2. Implications for teachers of ESL literacy

A.ELLs bring the differences

a)Background knowledge

b)Degrees of topic familiarity

Different background knowledge and topic affect ESL student’s comprehension

3. Variability affect comprehension

A.Incorporate “responsive teaching”

B.Ss’ cultural background and experiences

C.Various method to activate the ss’s schemata

D.Choosing reading material on familiar topics

First Language LiteracyFirst Language Literacy

1. Younger children is easy to fit a new environment

A.With younger ESL children

a)NES peers are developing literacy as well

= ESL can catch up NES peer’s level

2. For older beginning ELLs

A.Important to provide reading material

a)Appeal to their age level and interest

3. Some assumptions we make about print

• Pictures with text

• Read from left to right, front to back, top to bottom

• Words written separately

• Quotation marks

• Punctuation

• Different rules and convention from oral language

Is There An Optimal Way to Teach ReadingIs There An Optimal Way to Teach Reading

and Writing?and Writing?

1.Part-Centered Approaches

(Code-Emphasis; Bottom-up)

A.Phonics approaches

a)Sound-symbol patterns and conscious learning of rules

Students can decode new words

b)Phonemic AwarenessSpeech consists of individual sounds

B. Linguistic approach

a) Regular spelling patterns Infer the letter-sound relationships

b) Special alphabet (about 44 phonemes) Children learn to read easily

C. Sight word or look-say method

a) Recognize about half of the words they encounter in most texts

b) Rapid recognition or “decoding”

D. Basal reader approach

a) Children learn to read Careful control, sequencing, and the sounds

b) Graded, sequenced skills at increasing levels

c) “Eclectic” Phonics Regularly patterned words Basic sight words View reading as the mastery of individual

reading skills

2. Socio-Psycholinguistic Approaches

(Meaning-Emphasis; Top-down)

A.LEA (Language Experience Approach)

a)From the familiar to the unknown

b)Reader’s knowledge and schemata similar to the text they are reading

c)A series of stepsDictateTeacher and class read the storyEngage in various extended activitiesRead other’s writing

d) Useful for beginning readers and writers Only dictate the story, and even done

collaboratively

e) “Writing to read” Match between children’s knowledge or

experience and the texts they read

B. Literature-based approach

a) Intention of focusing on Meaning, interest, and enjoyment

b) Satisfy individual children’s needs

c) Have access to a collection of books

d) Books either slight above their reading level or best fit students’ interest

If their interest is held by the books they’ve selected, they will want to continue reading.

C. Whole Language approach

a) Teaching reading, guiding and assisting students

b) Developmental stages

① Scribbling

② Seeing print and drawing

③ Using letters of the alphabet

④ Using one or two letters

⑤ Using letters to represent the sounds

⑥ Using transitional spellings

⑦ Using Conventional spelling

c) Incorporate all of the language skills

d) “Authentic” texts with function of literacy

The Phonics/Whole Language DebateThe Phonics/Whole Language Debate

1.Inconclusive result of numerous studies

A.Don’t address issues of comprehension

B.Children care about the right pronunciationLess comprehension of what they read

C.Some sounds and patterns don’t follow basic sound-symbol correspondence

ELLs children may have been taught

D.Basal readers have been criticized

2. Conclusion Bond and Dykstra reached

A. Systematic emphasis and teaching of word study skills are necessary

B. Eclectic programs produced better results

C. Not all reading program work equally in all situations

D. Children are able to learn to read by various methods and materials

E. A writing component is likely to be an effective addition

F. Improvements would result from adopting certain element from each methods

3. Balanced Approach (whole-to-part-to-whole)

A. Skills and meaning always be kept together

B. Systematically predetermined instruction that is identical

C. Intensive instruction on individual skills or strategies

D. Regular documentation and assessment of students’ learning

E. Language arts instruction must be integrated

Standards and Second Language LiteracyStandards and Second Language Literacy

DevelopmentDevelopment

1.Standards dealing with the various areas• Diversity may not the key role of influencing

the language acquisition

2.Complex curriculum and instruction design

3.The TESOL standards is a bridge

Strategies to Facilitate Second LanguageStrategies to Facilitate Second Language

Literacy Development and Help StudentsLiteracy Development and Help Students

Achieve StandardsAchieve Standards

1.Expose Students to the Many Uses of Print around Them

• Label items in the room• Focus attention on the print• Manage aspects of classroom business• Establish a regular place to post messages• Record class discussion on chart paper• Create areas for specific literacy purpose• Display different genres of material

2. Provide Opportunities for Children to Read More Extensively on a Subject

• Effectively extensive reading• Excellent resources from Internet

3. Provide Authentic Purpose for Reading and Writing

• Natural urge to communicate• Real communication contexts

4. Provide Scaffolding for Learning• Temporary support• Decrease or remove support

5. Use Oral Skills to Support Reading and Writing Development

• Van den Branden (2000) found that the discussion of teacher and peers with facilitation is better than just simplified the text for comprehension.

• Encourage cooperative groups• Explain orally what they will write• Report back the class what they accomplish

6. Focus Students’ Attention on Reading and Writing Strategies

• Thinking about what topic they know

• Asking whether the similar words I know

• Looking backward and forward (context)

• Monitoring whether understand the content

SUMMARYSUMMARYThree elements involved in readingThe text, the reader, the context

Children also need to master their L2

Teachers need to be familiar with various approaches to teaching reading

• Make wise choices about how to teach

Developing Adult Literacies

Developing Adult Literacies

ForwardExamine the role of language and

literacies in learners’ lives

Examines critical contexts for ESL literacy instruction.

Provide a synthesis of orientations to curriculum and teaching.

IntroductionProfiles in Diversity and StrengthAdults like these have different histories,

circumstances, and purposes for wanting to develop and improve language and literacy skills.

Understand the possibilities for language and literacy instruction.

It is important to know something about learners----resources, needs, goals for learning English.

What is English as a Second Language (ESL) Literacy?

Non-literate

Pre-literate

Bi-literate

Many Learners, Many Literacies

National Adult Literacy Survey (NALS):

Prose literacy

news stories, poemsDocument literacy

job application, transportation schedulesQuantitative literacy

order forms

Contexts For Literacy Instruction

Four themes or purposes for language and literacy learning emerged:

Access: information

Voice: express ideas and opinions

Independent: solve problems and make decision

Bridge to the future: learning how to learn

Basic Adult ESL/Literacy and Lifelong Learning

Adults pursued their desire to improve language and literacy skill for :

Personal

Professional

Academic reason

Family or Intergenerational Literacy

Describe how literacy is valued and use in the lives of children and adults.

Describe educational programs designed to strengthen literacy resources by involving at least two generations for a variety of stated goals.

Family Literacy Program Goals and Models

Support parents in promoting children’s school achievement

Foster a love of reading among both adults and children

Provide literacy to support adults in addressing family concerns

Aim to reconnect the generations in positive ways

Issues and Agendas in Family LiteracyIllustrate tensions when the culture of

schooling violates the norms of family values.

Majority of family literacy programs are designed to foster participation of children and their mothers.

Family literacy programs often grow from sources in early childhood education.

Goals of Pre-employment and Workplace Programs

To get a job

To survive on a job

To thrive on a job (and have job mobility)

Issues and Agendas in Literacy for Workers: Workplace or Workforce Education

Workplace education:

Improve productivity in a given job

Workforce education:

More oriented toward education of the whole person in his or her roles as a parent, community member, and even as a union member.

Civic ESL/Literacy Education

Created to assist immigrants in assimilating to life in the United States.

Evaluate the applicant’s knowledge of U.S. history and government by quizzing applicants from a list of 100 questions, as well as testing basic knowledge of spoken and written English.

Goals of Civic ESL/Literacy Education

Assist learners in preparing to take the naturalization exam.

Question Division

Information gap activities

Flash cards

Goals of Civic ESL/Literacy Education

Encourage learners who have been naturalized to exercise their newly earned franchise with the vote.

Mock election

Voting basics

How and where to find information

Goals of Civic ESL/Literacy Education

Focus more broadly on many forms of civic participation.

Examine their beliefs

Identify and analyze issues

Build skills and strategies

Issues in Civic ESL Literacy Education

The schism illuminates the irony that the citizenship exam, as it’s currently conceived and administered, does little to promote engagement for learners in the life of their communities.

A challenge for concerned ESL teachers to prepare learners for a test that has grave consequences for their lives, while also encouraging them to develop a voice and become informed and active members of their communities.

Orientations to Curriculum and Instruction

Mastery or Transmission of Knowledge

Mastery-based orientation:focus on linguistic structures, language

skills, specific content, and competencies.

Mastery or Transmission of KnowledgeLanguage structures: grammar translation

to contemporary textbook organized by verb tense and language form, mastery of language structures.

Language skills: with varying degrees of attention to the four skills of listening, speaking, reading and writing.

Mastery or Transmission of Knowledge

Content-based approach:

language and literacy curriculum focus on specific subject matter.

Competency-based education:

an instructional objective describe in task-based terms

teach learners about language and grammar.

enable learners to use language to accomplish a

non-linguistic end

Meaning-Making or Constructivism

Participatory or “Freirian” approach:

Help people recognize and liberate themselves from the social conditions that oppress them.

1. Use of generative words and themes

2. The notion of teachers as facilitators rather than transmitters of knowledge

3. Use of “problem-posing”

Meaning-Making or Constructivism

The Whole Language Approach:Language is seen as social, and is learned in

interaction with other speakers, readers, and writers.

Ex: In the whole-language classroom, learners

work together to read and write for and with each other and evaluate products together.

Meaning-Making or Constructivism

The Language Experience Approach (LEA):Technique related to the whole language

tradition, enables adult ESL literacy learners to engage with print from the outset by drawing on stories.

Stories dictate to a teacher or more able classmate, and in the native language or in English

Meaning-Making or Constructivism

Learners’ Lives as Curriculum (LLC): Learner texts (story, interview) are used as

catalysts for discussing themes of interest or concern to learners.

• Four thematic units:1. Narratives with a contextualized focus on themes

and hot topics2. Language skills, structures, and competencies.3. Opportunities to document current language use

and monitor progress.4. Opportunities to build a classroom community.

Meaning-Making or Constructivism

Project-Based Learning:

Learners investigate a question, solve a problem, plan an event, or develop a product.

not only receive knowledge from a teacher or book, but also collectively share and create knowledge.

What Works? Continua for Observation and Inquiry

These questions can guide our own inquiry, as we observe “what works” for different learners in different situations.

What is the relative emphasis on reading, writing, speaking and listening?

How much emphasis is given to linguistic versus non-linguistic outcomes?

What Works? Continua for Observation and Inquiry

What is the extent of focus on structure versus meaning-making?

What is the extent of “language practice” versus authentic communication?

For how much time in the class do learners actually use language and literacy?

What Works? Continua for Observation and Inquiry

Is curriculum predetermined or does it reflect evolving learner interests?

To what extent do learners know the objective of the lesson and have an opportunity for input?

Setting Goals, Monitoring Progress

In general, there are two board categories of assessment:

General assessments: allow comparison across programs

Standardized test:

1. CASAS

2. BEST2

Setting Goals, Monitoring Progress

The advantages of standardized general assessment:

Have construct validity and scoring reliabilityAre cost effective and relatively easy to

administerAre accepted by funders for program

accountabilityAllow for comparisons of learner progress

within and across programs

Setting Goals, Monitoring Progress

The disadvantages of standardized general assessment:

Don’t reflect what has been taught, or capture what has been learned.

Don’t capture changes in language use and literacy practices beyond the classroom.

Don’t discriminate well at the lower end of literacy achievement

May be inappropriate used for “gate-keeping” purposes, especially in the workplace.

Setting Goals, Monitoring Progress

Program-Based assessment: reflect the approach of the program and the content of the curriculum.

Based on commercial materials used in the program

May be developed by teachers through checklists of skills and competencies.

Setting Goals, Monitoring Progress

The advantages of program-based assessments:

Reflect a program’s underlying philosophy of instruction

Are learner centered, reflecting strengths and goals of individual learner

Are done “with” not “to” learnersInvolve a variety of tools, giving a more

complete picture of each learner and his or her needs and progress

Promising Directions in Adult ESL Literacy Instruction

• Take an inquiring stance:Practitioners who learn about learners are in

the best position to help them address their evolving needs.

• Balance skills and structures with meaning-making and knowledge creation:

Good at teaching language structures and functions but less practiced at staring conversations

Promising Directions in Adult ESL Literacy InstructionDevelop “vision-making” muscles:

What is our purpose?

What are we hoping to make happen for learners who enter our classrooms when they come in and after they’ve left?

Promising Directions in Adult ESL Literacy InstructionDemand mutual accountability:

It’s important for practitioners to have their own vision of what they are trying to accomplish through their literacy work and to seek ways of assessing the degree

Teachers and learners would be

responsible for each other.

Promising Directions in Adult ESL Literacy InstructionCreate communities of learners and

communities of teachers:

Communities of teacher-learners, whether in person or on-line, can provide support in one of the most challenging but rewarding endeavors imaginable.

Reading for Academic Purposes(EAP)Guidelines for the ESL/EFL Teacher

Purposes for Reading

Search for information

For general comprehension

Learn new information

Synthesize and evaluate information

A Definition of Reading

The reader draw information from a text and combine it with old information and expectations.

What fluent readers usually do?

1. Read rapidly

2. Recognize words rapidly and automatically

3. Use large vocabulary store

4. Integrate text information with their own

knowledge

5. Recognize the purposes

What fluent readers usually do?

6. Comprehension is necessary

7. Read strategically

8. Use strategies to monitor

9. Recognize and repair miscomprehension

10. Read critically and evaluate

General Implication from Research for Reading Instruction

1. Build a recognition vocabulary

2. Provide a clear instruction to help Ss build a

reasonable foundation in L2

3. Address the range of skills

4. Introduce Ss to discourse-organizing through some

practices5. Help Ss become strategic readers by focus on meta-

cognitive awareness and strategy learning

General Implication from Research for Reading Instruction

6. Give Ss many opportunities to read

7. Make extensive reading and exposure to L2 text

8. Motivate Ss to read

9. Integrate Reading and writing

10. Develop effective content-based instruction

L2 Readers and Sociocultural L2 Readers and Sociocultural Factors in Learning to ReadFactors in Learning to Read

L2 readers generally have weaker linguistic skills and a more limited vocabulary than do L1 readers.

L2 students are able to rely on their L1 knowledge and reading abilities when such abilities are useful.

Goals for an Effective Reading Curriculum

1. Conduct needs analyses to interpret

institutional goals and expectations

2. Fine-tune reading curricula in relation to

specific goals

3. Select appropriate materials and support

resources

Goals for an Effective Reading Curriculum

4. Diversify Ss’ reading experiences

5. Work with texts by means of pre-, during-,

and postreading framework

6. Recognize the complex nature of reading

through meaningful instruction

Conducting Needs Analyses

It is especially important to examine Ss’

motivations and attitudes toward reading in

general.

Teachers have a responsibility to gather

information about Ss’ goals, prior reading

experiences, and attitudes

Diversifying Ss’ Reading Experiences

Reading can develop successfully only if

students read a large amount of material.

Silent reading should be one part of every

reading lesson.

Working with Texts by Means of a pre-, During-, and Postreading framework

Teachers’ choices should be guided by

instructional goals, student readiness, text

resources, and implications from research

and theory.

Prereading Instruction

1. Previewing the text

2. Skimming the text or portions of the text

3. Answering questions

4. Exploring key vocabulary

5. Reflecting on or reviewing information

During-reading Instruction

1. Outlining or summarizing

2. Examining emotions and attitudes

3. Determining sources

4. Looking for answers

5. Writing down predictions

Postreading Instruction

1. Completing a graphic organizer

2. Expanding or changing a semantic map created

earlier

3. Listening to a lecture and comparing information

4. Ranking the importance of information

5. Answering questions

Addressing the Complex Nature of Reading through Meaningful Instruction1. Vocabulary Development

2. Careful Reading of Texts

3. Awareness of text structure and discourse organization

4. The use of graphic organizers to support comprehension

5. Strategic reading

Addressing the Complex Nature of Reading through Meaningful Instruction

6. Fluency development

7. Extensive reading

8. Student motivation

9. Integrated-skills tasks

Vocabulary Development

Students need to recognize a large

number of words automatically if they

want to be fluent readers.

Key words should be the most important

part for a text

Careful Reading of Texts

The careful reading requires readers to

demonstrate a good understanding of details

in the text.

1. Filling in blanks

2. Determining the attitude of the writer

3. Listing examples

4. Matching information

Awareness of Text Structure and Discourse Organization

A consistent effort to guide students to see the ways

that texts are structured will help them build

stronger comprehension skills.

1. Identifying the sentences

2. Examining headings and subheadings

3. Adding information

4. Underlining transition phrases

Awareness of Text Structure and Discourse Organization

5. Explaining pronouns

6. Examining an inaccurate outline and adjusting

it

7. Reorganizing a scrambled paragraph

8. Creating heading

9. Identifying clues

Use of Graphic Organizers to Support Comprehension and Discourse Organization Awareness

The main goal of graphic representations is

to assist students in comprehending

difficult texts.

Not all graphics representations are helpful.

Strategic Reading

Major goal for academic reading instruction- the

development of strategic readers

Strategic readers understand the goals of a

reading activity, have a range of well-practiced

reading strategies at their disposal.

Strategic ReadingCommon Strategies:1. Previewing2. Predicting3. Summarizing4. Learning new words through analysis5. Using context to maintain comprehension6. Recognizing text organization7. Generating appropriate questions8. Clarifying meaning9. Repairing miscomprehension

Fluency Development

Fluency involves :

a. Rapid and automatic word recognition

b. The ability to recognize basic grammatical

information

c. The rapid combination of word meanings and

structural information to create larger meaning

units

Fluency Development

Reasons:

1. Reading fluency depends on knowing a fairly large

number of words.

2. The development of words is an essential component .

3. Oral reading is a helpful support for reading

development.

4. Lots of ways to promote fluency without requiring a

significant investment in resources.

Fluency Development- Activities

“Extensive reading activity” can develop overall fluency,

rate, and word recognition.

Fluency- 1. Rereading practice 2.Rereading for other

purposes

Rate- 1. Timed reading 2. Paced reading

Rapid recognition skills- 1. word-recognition exercises

2. flashcard practice 3. rereading practice

Extensive Reading

Extensive reading should be a central

component of any course with the goal of

building academic reading abilities.

Students can engage in to improve their

reading abilities by the sustained silent

reading of level-appropriate texts.

Extensive Reading- Ideal Conditions

1. Provide time for extended silent reading

2. Create opportunities

3. Find out what and why Ss like to read

4. Make materials interesting, attractive, and level-

appropriate

5. Build a well-stocked, diverse class library

6. Allow Ss to take texts home to read

7. Create incentives

Extensive Reading- Ideal Conditions

8. Have Ss share and recommend materials

9. Keep records

10. Seek out class sets of texts

11. Make use of graded readers

12. Read interesting materials aloud

13. Visit the school library regularly

14. Create a reading lab and designate time for lab

activities

Student Motivation

Motivation is another key to successful

reading, but it is typically ignored in the

reading instruction easily.

Student Motivation- Development Ways

1. Discuss the importance of reading and reasons for

different activities

2. T need to talk about what interests them as readers

and why

3. All activities should be related to course goals

which Ss have been introduced

4. All readings tasks should have lead-ins

Student Motivation- Development Ways

5. T need to build Ss’ knowledge base

6. Teachers need to select texts and adapt activities

with Ss’ reading abilities

7. T should nurture “a community of learners” among

Ss

Integrated-Skills Instruction

Reading is used to carry out further language- and

content-learning tasks.

The goal for EAP curricula should be the use of

reading as a resource for integrated-skills tasks

The Practice of English Language Teaching

Reading

Extensive and intensive reading

A. Get maximum benefit from reading

1. Both extensive and intensive reading

B. Extensive reading

1. For pleasure

2. For language improvement

C. Intensive reading

1. For developing specific receptive skills

Extensive readingA. Importance

1. Development of word recognition

2. Improvement as readers

B. Offer a program

1. appropriate materials

2. guidance

3. tasks

4. facilities

a. portable libraries of book

Extensive reading materials

A. Understandable reading materials

1. reading for pleasure

B. Comprehensible written texts

C. Appropriate level

1. read with ease and confidence

Setting up a library A. Build up a library of suitable books

B. Organize static libraries 1. Keep the books around with us

C. Make awareness 1. what kind of books 2. what library contains 3. what classification system

D. Keep track of the books 1. signing-out system

E. Administrate the scheme

The role of the teacher in extensivereading programs

A. Encourage the students

1. promote reading

2. assist of reading as a valid occupation

3. persuade students of its benefits

e.g.,

> show how exciting books can be

F. How to persuade students of the benefits

1. Organize reading program

a. indicate teacher’s expectation to students

2. Explain how to choose from what to read

3. Suggest what genres with proper level

Extensive reading tasks

A. Reading different texts

1. Choose own reading texts

a. their own likes and interest

B. Purpose:

1. To encourage students keep reading

C. Method:

1. To Encourage students report back

2. Various ways of reporting back: a. Ask question b. Tell classmates the enjoyable content c. Keep a weekly reading diary d. Write short book review e. Vote on the most popular book f. Fill in reading record chart g. Keep a reading notebook h. Engage in oral interviews i. Write comment

Purpose:

Reading as much as often as possible

Intensive reading: the roles of theteacherA. Create interest in the topic and tasksB. Four kinds of roles: 1. Organizer a. What their reading purpose is b. How to achieve it c. How long they have to do

2. Observer a. Without interrupting reading b. Observing their progress 3. Feedback organizer a. Lead the feedback session b. Check answers c. Be supportive > restrain negative feeling > sustain motivation

4. Prompter a. Notice language features b. Being controllers also > direct to the text construction > clarify ambiguities > make aware of text structure

Intensive reading: the vocabularyquestion

A. Common paradox 1. Reading for general understanding 2. Looking up every words

B. Accommodation between 1. Teachers’ desire 2. Students’ natural urge

C. Limit time spent on vocabulary checking:

1. Time limit

2. Word/phrase limit

3. Meaning consensus

a. check word meaning together

> Intervening process

1. encouraged students search meaning

> Understand each word

1. changed into cooperative learning

Intensive reading: letting the students inA. Like to engage in a text

1. Bring feelings and knowledge

B. Allow affective response to the content

1. Feelings about what they have read

a. “Do you like the text?”

b. Provoke “cuddle factor”

> emotional attachment to the word

C. Create students’ own comprehension task

1. Provide a perfect lead-in

a. Activate schemata

2. End up with a good reason to read

a. Knowing what to read

> what they’ve written in the chart

D. Jigsaw reading (Example 7)

1. Read different texts

2. Share the gathered information

3. Piece together the whole story

Reading lesson sequences

A. Intensive reading sequences

1. Practice specific skills

a. general understanding

> skimming

> gist

b. Specific information

> scanning

> detail

2. Identify specific uses of language

a. read texts for communicative purposes

B. Many other reading skills

1. The first type

a. read for gist

b. read the text again for detailed

2. The second type

a. identify the topic of a text

b. scan the text to recover detail

3. The last type

a. read for specific information

b. identify features of text construction

Example 1: AKA DiazFocus: reading to confirm expectationsSkills: predicting; reading for gist; reading for

detailed comprehensionAge: adultLevel: intermediate

Pre predict the content of the text from the clues that teacher gave.

During students work as a group to discuss then predict the text

Post read the text for themselves then answer the comprehension questions.

Example 2: Going homeActivity: general readingSkills: reading for gist; reading for detailed

comprehensionAge: anyLevel: upper intermediate

Pre ask students questions about the reading texts

During discuss the answers with each otherPost talk about their personal experience

related to the text

Example 3: Village of SnakesActivity: modified cloze textSkills: reading for gist; reading for detailed

comprehensionAge: teenageLevel: elementary

Pre asking students questionsDuring work with colleague and try to fill

the blanks Post check the answers of the blank then

read the complete text again

Example 4: The Right FilmActivity: researching a topicSkills: scanning; reading for gistAge: anyLevel: intermediate

Pre using computer to find a film that is suitable for their level and ability

During check the film on the internet for some information or summaries then make a choice

Post explain their decision

Example 5: Look behind youActivity: ordering sentencesSkill: reading for gist; reading for detailed

informationAge: anyLevel: elementary

Pre students do a reading puzzleDuring students make a storyPost work out the ending and discuss

Example 6: Plastic surgeryActivity: reading for discussionSkill: reading for gist; reading for more

detailed comprehensionAge: adultLevel: intermediate plus

Pre teachers ask questions and Ss discuss During read the article and discussPost Ss discuss topics about plastic surgery

Example 7: The cellistActivity: jigsaw readingSkill: reading for detailed comprehensionAge: young adult and aboveLevel: intermediate

Pre each Ss read the different text During ask other Ss to get the whole storyPost Ss discuss and study vocabulary for

music

Thank you for your listening!!