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TSL 3106 notes

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    TSL3106

    Reading Aloud Skills

    Enunciation - To pronounce; articulate

    Pronunciation - The act or manner of pronouncing words; utterance of speech Stress - The emphasis placed on the sound or syllable spoken most forcefully in a word orphrase

    Intonation - The use of changing pitch to convey syntactic information

    Rhythm - In phonetics, the sense of movement in speech, marked by the stress, timing,

    and quantity of syllables.

    Reading Comprehension Skills

    Reading for main ideas and Supporting details

    Inferencing, predicting and drawing conclusion

    Sequencing

    Cause and effect Synthesizing - To combine so as to form a new, complex product

    Evaluating

    Selecting, Adapting and Producing Activities and Materials for Developing Reading

    Aloud and Reading Comprehension Skills

    Readibility

    Context

    Techniques for Teaching Vocabulary

    Word attack skills

    Contextual clues

    Visuals Mimes, actions and gestures

    Dictionary

    Games

    Skimmingreading shorter texts to extract accurate detailed

    information

    Scanning quickly reading a text to get the gist of it

    Extensive

    reading

    quickly going through a text to find a particular piece

    of informationIntensive

    readingreading longer texts, usually for pleasure

    A top-down reading model

    This model states that readers begin with expectations and ideas about a text, based on its

    title, format and style, before they begin to look for words that will substantiate or refute these

    expectations. It is an approach which begins with a picture of the whole and deals with the

    parts in terms of this.

    Reading is a guessing game because readers must infer meaning, decide what to retain

    or not, and read on. Relying on their experience and intelligence.emphasizes what the reader brings to the textreading is driven by meaning

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    proceeds from whole to part

    Features of top-down approach...(Gove 1983)

    readers can comprehend a selection even though they do not recognise each word

    readers should use meaning and grammatical cues to identify unrecognised words

    reading for meaning is the primary objective of reading rather than mastery of letters,

    letter/sound relationships and words

    reading requires the use of meaning activities rather than the mastery of a series ofword-recognition skills

    the primary focus of instruction should be the reading of sentences, paragraphs, and

    whole sentences

    the most important aspect about reading is the amount and kind of info gained through

    reading

    A bottom-up reading model.

    This process reflects the old models of reading as a simple process of decoding words into

    thoughts. However, it accepts that words must first be recognised and, having been decoded,

    the thoughts must then be remembered. It is an approach which works from the parts to the

    whole, building up gradually in a process of growth.

    Readers must first recognize multiple linguistic signalsletters, syllables, words,

    phrases, grammatical cues, discourse markersin order to understand their reading.

    emphasizes on the written or printed text

    reading is driven by a process that results in meaning (..or, reading is driven by text)

    proceeds from parts to whole

    Features of a bottom-up approach to reading.

    identify letter features

    link these features to recognise letterscombine letters to recognise spelling patterns

    link spelling patterns to recognise words, and

    then proceed to sentences, paragraph and text-level processing

    An Interactive reading model

    recognizes the interaction of bottom-up and top-down processes simultaneously

    throughout the reading process (combination of both)...a bit like "inductive'/"deductive"

    approach in grammar teaching.

    Features of interactive reading model

    the interactive model suggests that the reader constructs meaning by the selective use

    of info from all sources of meaning (graphemic, phonemic, morphemic, syntax,

    semantics)...ok?....without adherence to any one set order....an interactive model is one which uses print as input and has meaning as output. But the

    reader provides input too, and the reader, interacting with the text, in selective in using

    just as little of the cues from text as necessary to construct meaning. (Goodman, K.

    1981)

    Reading is at once a perceptual and a cognitive process. it is a process which bridgesand blurs these two traditional distinctions. Moreover, a skilled reader must be able to

    make use of the sensory, syntactic, semantic, and pragmatic info to accomplish the task.

    These various sources of info appear to interact in many complex ways during theprocess of reading (Rumelhart, D. 1985)

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    The Purpose of reading

    Read for understanding.

    Studying involves reading to comprehend concepts and details. These

    components depend on each other. Details help explain or support general

    concepts, and concepts provide a framework for remembering details.

    Read to evaluate critically.

    Critical evaluation involves understanding. It means approaching material with anopen mind, examining causes and effects, evaluating ideas, and asking questions

    that test the writer's argument and assumptions. Critical reading brings a level ofunderstanding that goes beyond basic information recall.

    Read for practical application.

    A third purpose for reading is to gather usable information that you can apply

    toward a specific goal. When you read a textbook preface or an instruction

    booklet for a new software package, your goal is to learn how to do or usesomething. Reading and action usually go hand in hand.

    Read for pleasure.

    Some materials you read for entertainment, such as Sports Illustrated magazine,the latest page-turner by DaVinci Code author Dan Brown, or even novels byCharles Dickens and Jane Austen. As Yale professor Harold Bloom points out,

    reading for pleasure gives you the opportunity to enlarge your life and to enter

    into "alternate realities." "Why read?" Bloom asks. "Because you can know,

    intimately, only a very few people, and perhaps you never know them at all. After

    reading [the Thomas Mann masterpiece] The Magic Mountain you know Hans

    Castorp thoroughly, and he is greatly worth knowing."

    Reading readiness

    To develop own knowledge of the English Language so he can understand what he

    reads

    Motivation to learn to read in English

    The ability to discriminate between shapes so that he can recognize letters and words

    when he begins to learn to read

    Recognition that print has meaning just as talk has meaning

    Extensive Reading

    Carried out "to achieve a general understanding of a text."Occurring when students read large amounts of high interest material, usually out of

    class, concentrating on meaning, "reading for gist" and skipping unknown words.

    The aims of extensive reading are to build reader confidence and enjoyment.

    Extensive reading is always done for the comprehension of main ideas, not for specific

    details.

    Characteristics:

    Students read as much as possible.

    A variety of materials on a range of topics is available.

    Students select what they want to read .

    The purposes of reading are usually related to pleasure, information and generalunderstanding.

    Reading is its own reward.

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    Reading materials are well within the linguistic competence of the students in terms of

    vocabulary and grammar.

    Reading is individual and silent.

    Reading speed is usually faster than slower.

    Teachers orient students to the goals of the program.

    The teacher is a role model of a reader for the students.

    Activities:

    Reading may be combined with a speaking component. For example, they may interview

    each other about their reading.

    Reading may be combined with a writing component. For example, after reading thenewspaper, students may be asked to write a newspaper report.

    Class time may be included for book exchange, if there is an in-class library.

    Students may set their own goals for their next session.

    Students may progress from reading graded reading material to authentic text . It

    should be expected that students will "slow down" in their reading then, it it becomes

    more challenging.

    In some Extensive Reading Programs, teachers will allow their students to report on

    their reading in their native language so as not to make the "proof" of reading more

    difficult than the reading itself. This, of course, only works if the teacher understands

    the student's first language.

    Extensive reading programs are often cited as being more "pleasurable" because thereare no "tedious" exercises to complete.

    Assessment:

    there are no reading comprehension exercises or formal assessments in Extensive

    Reading programs.

    Course grades for an Extensive Reading program may be determined by marks given forreading reports, reading journals, book reports and projects.

    Role of Teacher

    The teacher gives recommendations on reading materials, based on student's interests.

    The teacher guides students in choosing appropriate levels of material, beginningwith easy books.

    The teacher guides students in choosing a variety of materials of their interest.

    This may especially be necessary for students that choose the same type over

    and over.

    The teacher guides students in setting specific goals for amounts read.The teacher provides modeling. If class time is given for reading, the teacher reads at

    the same time.

    The teacher overlooks if students are not aware of the exact meaning of each word.

    The teacher should not jump in and explain.

    The teacher leads pre-reading activities to build interest in the text, such as in the

    characters, places, themes, and actions. The teacher must be careful to provide justenough to stimulate curiosity but not so much that the need to read is removed.

    Role of Student

    The student assumes total responsibility for developing reading ability .The student reads without the use of a dictionary.

    The student usually chooses their own material and moves along at their own pace but

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    must push themselves in order to show greater progress.

    Advantages

    The students may:

    develop a "reading habit"

    gain more confidence in reading

    improve their attitude towards reading and become more motivated to readfeel more autonomous over their own learning and more likely to take more

    initiative.

    become more " independent readers", being able to read for different purposes

    and being able to change reading strategies for different kinds of texts

    become more aware of what's available to them to read and how to access

    materialsexpand sight vocabulary

    acquire "incidental" grammatical competence - that is, it may be acquired even

    though it was not directly taught

    build background knowledge

    increase reading comprehension

    improve overall language competencebe more prepared for further academic courses because they have read large

    quantities

    An Extensive Reading program may be combined with writing or combined with

    speaking practice in a meaningful way (such as when students discuss with each other

    the books they have been reading.

    Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that

    the volume of practice necessary to achieve rapid and efficient reading can be

    achieved." (p.92)

    Krashen (1993a) suggested that the benefits of free voluntary reading included

    "enhanced language acquisition and literacy development, more ideas and information,

    greater success in life, loss of verbal memory, and more fun."

    Challenges:

    An Extensive Reading program may be costly and time-consuming to set up if materials

    are not already available. It may be difficult to get support from Administration.

    Students need to have easy access to texts within their language proficiency level. An

    Extensive Reading program is easiest to establish when the students have a high level of

    second language proficiency. For intermediate levels, students require a specializedlibrary within their language proficiency range. They need texts they can read without

    great use of a dictionary.It may be difficult to keep students challenged to read more difficult texts as the

    program continues. Some established programs use a "weighing scale" for students to

    record materials read, giving more "marks" for materials read at a higher level.

    Although this has proven to be a motivating or competitive factor in some cases, inothers it becomes counter-productive if students try to read texts that are more difficult

    than they can manage and consequently become discouraged.

    Reading each student's journals and reports can be very time-consuming for teachers.

    Students who come from a culture in which literacy is not valued may be unwilling to

    participate in pleasure reading or may not get support at home.

    Some teachers prefer a skills based program and do not feel comfortable with Extensive

    Reading.

    Some teachers are unaware of how to use Graded Readers and so, provide a limitedrange of activities for students, limiting their responses.

    Some teachers feel that time spent on Extensive Reading will take away from time that

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    could be spent on learning language skills. Others will argue that Extensive Reading

    provides a "richer context" for practice.

    Some people feel that if graded readers are used, they can give a false impression of

    the level of reading that has been achieved. They feel that some students may try

    "ungraded" materials too soon and may revert to using a dictionary to translate.

    Some people feel that students may place too much emphasis on the number of pages

    read instead of on the understanding achieved.

    Students that have only been exposed to Intensive Reading programs may not believe

    that Extensive Reading is a "proper" way to learn.Aeberscold (1997) reported that feedback from students in an Extensive Reading

    program indicated that they liked the "choice" but not the "load"

    Intensive reading

    Calls attention to grammatical forms, discourse markers, and other surface structure

    details for the purpose of understanding literal meaning, implications, rhetorical

    relationships, and the like. As a "zoom lens" strategy .

    Intensive Reading, sometimes called "Narrow Reading", may involve students reading

    selections by the same author or several texts about the same topic. When this occurs,

    content and grammatical structures repeat themselves and students get manyopportunities to understand the meanings of the text.

    Characteristics:

    usually classroom based

    reader is intensely involved in looking inside the textstudents focus on linguistic or semantic details of a reading

    students focus on surface structure details such as grammar and discourse markers

    students identify key vocabulary

    students may draw pictures to aid them (such as in problem solving)

    texts are read carefully and thoroughly, again and again

    aim is to build more language knowledge rather than simply practice the skill of readingseen more commonly than extensive reading in classrooms

    Materials:

    usually very short texts - not more than 500 words in length

    chosen for level of difficulty and usually, by the teacher

    chosen to provide the types of reading and skills that the teacher wants to cover in the

    course

    Skills developed:

    rapid reading practice

    Interpreting text by using:

    word attack skills

    text attack skillsnon-text information

    Activities:

    Intensive reading exercises may include:looking at main ideas versus details

    understanding what is implied versus stated

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    making inferences

    looking at the order of information and how it effects the message

    identifying words that connect one idea to another

    identifying words that indicate change from one section to another

    Assessment:

    Assessment of intensive reading will take the form of reading tests and quizzes.

    The most common systems of questioning are multiple-choice and free-response.Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the

    most important objective in the reading class should NOT be the testing of the student

    to see if they have understood. Teachers should, instead, be spending most of the time

    training the student to understand what they read.

    Role of the teacher

    The teacher chooses suitable text.

    The teacher chooses tasks and activities to develop skills.

    The teacher gives direction before, during and after reading.

    The teacher prepares students to workon their own. Often the most difficult part is forthe teacher to "get out of the way" .

    The teacher encourages students through prompts, without giving answers.

    Advantages

    It provides a base to study structure, vocabulary and idioms.

    It provides a base for students to develop a greater control of language

    It provides for a check on the degree of comprehension for individual students

    Disadvantages

    There is little actual practice of reading because of the small amount of text.In a class with multi-reading abilities, students may not be able to read at their own

    level because everyone in the class is reading the same material.The text may or may not interest the reader because it was chosen by the teacher.

    There is little chance to learn language patterns due to the small amount of text.

    Because exercises and assessment usually follow intensive reading, students may come

    to associate reading with testing and not pleasure.

    Skimming

    Skimming is a quick reading to get:

    to know the general meaning of a passageto know how the passage is organized, that is, the structure of the text

    to get an idea of the intention of the writer

    Skimming is a more complex task than scanning because it requires the reader to

    organize and remember some of the information given by the author, not just to locate

    it.

    Skimming is a tool in which the author's sequence can be observed, unlike scanning inwhich some predetermined information is sought after.

    When it is used

    Skimming is used when reading some some general question in mind.Skimming is used in making decisions on how to approach a text such as when

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    determining if a careful reading is deserving.

    Skimming is used to build student confidence and an understanding that it is possible to

    gain meaning without reading every word in a text.

    Skimming is a skill that a student may want to develop if they are planning to continue

    with academic studies. It is often used in reviewing for a test.

    Role of the teacher

    Before the students start reading, the teacher should guide students to ask themselves

    the following questions:

    What kind of audience was the text written for? Was it, for example, the general

    public, technical readers, or academic students?

    What type of text is it? Is it, for example, a formal letter, an advertisement, or a

    set of instructions?What was the author's purpose? Was it , for example, to persuade, to inform or

    to instruct?

    The teacher should make the following clear to students before assigning a skimming

    exercise:

    the purpose of the exercise

    how deeply the text is to be read

    Role of the student

    Students read through the text in the following manner:

    Read the title if any.

    Read the introduction or the first paragraph.

    Read the first sentence of each of the following paragraphs.

    Read any headings or sub-headings.

    Look at any pictures or phrases that are in boldface or italics

    Read the summary or last paragraph.

    Activities

    Students must locate facts that are expressed in sentences, not single words.Although speed is essential and the teacher often sets a time limit to the activity,

    skimming should not be done competitively. Students should be encouraged individually

    to better themselves.

    To improve skimming, readers should read more and more rapidly, to form appropriate

    questions and predictions and then read quicklyPugh (1978) suggests that to assess skimming, after the students have read and

    completed the assigned questions, further questions may be asked, "beyond the scopeof the purpose originally set" (p.70). If students can answer these questions correctly,

    it indicates they have read the text too closely.

    Scanning

    Scanning ia a quick reading, focusing on locating specific information.

    Scanning involves quick eye movements, not necessarily linear in fashion, in which the

    eyes wander until the reader finds the piece of information needed.

    Scanning is used when a specific piece of information is required, such as a name, date,

    symbol, formula, or phrase, is required. The reader knows what the item looks like and

    so, knows when he has located what he was searching for. It is assumed then, thatvery little information is processed into long-term memory or even for immediate

    understanding because the objective is simply matching.

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    When it is used

    Scanning is used often with technical, scientific or professional materials to locate

    specific information.

    Scanning is a valuable skill for second language learners to develop because often they

    do not require a detailed read of a text. There are many everyday uses for scanning,

    relevant to a purpose, such as reading a schedule.

    Role of Teacher

    The teacher selects passages that do include specific information.

    The teacher may use authentic materials that are commonly scanned in real life, suchas the telephone directory, menus, bus schedules.

    The teacher may ask students before they scan a text to note how the information is

    organized in the text.

    The teacher needs to remind students that as they read carefully to find the required

    information, they should pay particular attention to titles and keywords.

    Role of the Student

    The student forms questions before reading. What specific information are they looking

    for?

    The student looks for contextual clues. The student tries to anticipate what the answer

    might look like and what sorts of clues would be useful.

    The student is aware of the graphic form that the answer may take, such as a numeral,

    a written number, a capitalized word or a short phrase that includes key words.

    Activities

    Activities may include exercises that are devised by the teacher in which students scan

    for a single word or specific text .

    Activities may include exercises that are often carried on as a competition so studentswill work quickly.

    Students use skills of prediction and anticipation. Students may do any of the following:

    make predictions and guesses

    use titles and tables of contents to get an idea of what a passage is about

    activate prior knowledge about the topic of the passage by answering some

    questions or performing a quizanticipate what they want to learn about the top

    use titles, pictures, and prior knowledge to anticipate the contents of the textuse key words, that may have been given to them by the teacher, that do not

    appear in the text, that allude to the main idea

    It is an accepted view today that efficient readers are not passive. They react with a text

    by having expectations and ideas about the purposes of the text as well as possibleoutcomes. They reflect on expectations as they read, anticipate what will come next. In

    other words, they "interact with the text".

    Reading approaches

    Phonics approach most soundly supported by research for effective instruction in

    beginning readingMust be explicitly taught

    Must be systematically organized and sequenced

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    Must include learning how to blend sounds together

    Multi-Sensory Approach effective for special needs

    Uses all possible senses tracing, saying, listening, looking

    Typically called VAKT

    Visual, Auditory, Kinesthetic, Tactile

    Can be used with either Phonics or Whole Language

    Linguistic Method supported only by "qualitative research" instead of quantitativeresearch

    Teaches "whole words" in word families

    Students are not explicitly taught that there is a relationship between letters and

    sounds for most sounds

    Language Experience called "Whole Language"

    Expects child to learn reading as "naturally" as speech

    Uses childs oral language as content for reading

    Uses childs oral language as basis for spelling instruction

    Children learn to "read" by reading and re-reading "big books" together with the

    teacher and then the teacher gradually withdraws prompts so child appears to be

    reading that book

    Reading Comprehension Support

    Explicitly teaches strategies and techniques for studying texts and acquiring

    meaning

    Reading skills

    Reading skills enable readers to turn writing into meaning and achieve the goals of

    independence, comprehension, and fluency.

    Definition

    Reading skills are specific abilities which enable a reader

    to read the written form as meaningful language

    to read anything written with independence, comprehension and fluency, andto mentally interact with the message.

    Example

    Word attack skills let the reader figure out new words.

    Comprehension skills help the reader predict the next word, phrase, or sentence quickly

    enough to speed recognition.Fluency skills help the readers see larger segments, phrases, and groups of words as

    wholes.Critical reading skills help the reader see the relationship of ideas and use these in

    reading with meaning and fluency.

    Literacy hour

    Stages of Literacy Hour

    Whole class shared text work

    Whole class shared sentence/word work

    Guided reading

    Independent work Plenar

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    Technique of assessing reading

    The purpose and benefits of assessment

    To identify skills that need review. Assessment provides teachers with

    information on what skills students have and have not mastered. It is needed tohelp teachers know the skill levels of their students, since students have varying

    experiences and knowledge.

    To monitor student progress. A teacher can learn which students need review

    before covering additional content and which students are ready to move

    forward.

    To guide teacher instruction. Through consistent assessment, a teacher can

    make informed decisions about what instruction is appropriate for each student.

    To demonstrate the effectiveness of instruction. The information gained from

    assessment allows teachers to know if all students are mastering the content

    covered. It is important for teachers to use instructional time effectively, and this

    can be done when teachers are knowledgeable about what their students areready to learn and what they already know. Therefore, the information gained

    from assessment allows a teacher to create appropriate instruction for their

    students

    To provide teachers with information on how instruction can be improved.

    Assessment examples for specific areas of reading

    Letter knowledge The ability to associate sounds with letters

    Present a student with a list of letters and ask the student to name each letter.

    Another example is to have a student separate the letters from a pile of letters,

    numbers, and symbols. Students can also be asked to separate and categorizeletters by uppercase and lowercase

    Phonemic awareness The ability to hear and manipulate sounds in words

    These assessments examine a student's knowledge of how sounds make words.

    A student can be asked to break spoken words into parts, or to blend spoken

    parts of a word into one word. Additionally, a student can count the number of

    phonemes in a word to demonstrate understanding, or a student can delete or

    add a phoneme to make a new word

    Emerging practice

    The theory of multiple intelligences is one that many educators support and

    believe to be effective. Dr. Gardner developed this theory in 1983, and he

    suggests that eight different intelligences account for student potential

    (Armstrong, 1994; Gardner, 1983). They include:

    linguistic intelligence

    logical mathematical intelligence

    visual spatial intelligence

    bodily kinesthetic intelligencemusical intelligence

    interpersonal intelligence

    intrapersonal intelligence

    naturalist intelligence

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    Decoding The process of using lettersound correspondences to recognize words

    To have a student read a passage of text as clearly and correctly as possible.

    The teacher records any mistakes that the student makes and analyzes them to

    determine what instruction is needed.

    Fluency The automatic ability to read words in connected text

    To ask a student to read a passage aloud for one minute. Words that are skipped

    or pronounced incorrectly are not counted. The number of correct words read is

    counted and this total equals a student's oral reading fluency rate.

    Reading comprehension The process of understanding the meaning of text

    Involves a student reading a passage that is at an appropriate level for the

    student, and then having the student answer factual questions about the text.

    Considerations when selecting an assessment

    Every assessment will not be appropriate for all students.

    Different measures provide distinct information.

    Assessments should always be culturally and linguistically appropriate

    Planning for Teaching Reading

    Principles of Lesson Planning

    What is a Lesson Plan?

    Its the framework of my lesson.

    Its the map I follow during class.

    Its the product of my thoughts about the class and what I hope to achieve

    Why Plan ahead?

    reduces uncertainty or panic and gives you confidence and clarity.reminds you to prepare materials beforehand, and makes it easier for you

    to organize the time and activities flow in classes.

    For students, evidence of a plan shows them the teacher has devoted time

    to thinking about the class.

    It is a way to help gain the respect of your students.

    It suggests professionalism and commitment.

    ensures that the class you are teaching gets a balanced mixture of

    different materials, content and interaction types.

    Planning helps you to develop a personal style.

    Categories for Planning a LessonGoals

    Objectives

    Prerequisites

    Materials

    Lesson Description

    Lesson Procedure

    Assessment/Evaluation

    What to consider?

    Engage: get the students interested in the class and hopefully enjoying

    what they are doing.

    Study: it is a focus of language, such as grammar or vocabulary andpronunciation. It does not have to be NEW language input.

    Activate: the students do writing and/ or speaking activities which require

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    them to use not only the language they are studying that day, but also

    other language that they have learnt.

    Goals

    Goals determine:

    Purpose of the lesson

    How students will engage

    We need to think about:

    Previous plans and activitiesBroader objectives of the unit plan or curr iculum as well as the

    goals for this unit

    Future activities and new knowledge

    Central objective:

    What will students be able to do by the end of this lesson?

    Objectives

    Focus on what your students will do to acquire further knowledge and

    skills

    Questions to ask include:What will students be able to do during this lesson?

    Under what conditions will students' performance be accomplished?

    How will you determine if the objectives have been met?

    How will students demonstrate that they have learned and understood the

    objectives of the lesson?

    What do you want the student to learn as a result of the lessonIt should be observable and measurable.

    Categories of Objectives

    Knowledge - involves cognitive functions. Students categorize, analyze,

    recall, synthesize, recite, define.

    Skills - concerns performing an action. Students measure, sing, play.

    Creating Learning Objectives

    Create a stem

    Eg. After completing the lesson, the student will be able to

    After you create the stem, add a verbEg. analyze, recognize, compare, provide, list, etc

    Then, determine the actual product, process, or outcome

    Eg. generate ideas and plans for speech by using _____

    (brainstorming, clustering, etc.)

    Verbs to Use in Creating Educational Objectives (Blooms Taxonomy)

    Knowledge choose, collect, complete, copyComprehension arrange, categorize, change

    Application organize, predict, produce

    Analysis identify, illustrate, infer, outline

    Synthesis construct, create, deduce

    Evaluation explain, interpret, justify

    Prerequisites

    Make sure students are ready to meet the lessons objectives

    Check on their prior knowledge

    Questions include:

    What must students already be able to do before this lesson?What concepts have to be mastered in advance to accomplish the

    lesson objectives?

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    Materials

    Determine necessary:

    Preparation time

    Resources/materials

    Books, equipment, etc

    Helpful questions to ask are:

    What materials will be needed?

    What needs to be prepared in advance?

    Lesson Procedure

    Detailed, step-by-step description

    How to achieve your objectives

    How to proceed

    Lesson Plan Format (L&S)

    Class : Year 1 Amanah

    Subject : English language

    Time : 8.00 a.m -9.30 a.m.

    Date : 23rd of July 2012 (Monday)Enrolment : 34 students

    Focal skills : Reading

    Other skill : Listening

    Previous knowledge: Students have learnt to ask simple questions and making

    polite requests

    Learning outcomes: By the end of the lesson, students should be able to:sing song with guidance.

    use polite requests appropriately.

    respond to requests.

    Stage/Time Content Teaching/Learning Activities Notes/Resources

    Set InductionPresentation

    Practice

    Production

    Closure

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    NNNNoooo tttt eeee bbbbooooooookkkk:::: 2 PPG

    CCCCrrrreeee aaaatttt eeee dddd:::: 08 11 2012 9:31 PM UUUU ddddaaaatttt eeee dddd:::: 08 11 2012 11:40 PM

    AAAA uuuutttt hhhhoooo rrrr:::: Suhaimi Shaarani

    TSL3106

    Reading Aloud Skills

    Enunciation - To pronounce; articulate

    Pronunciation - The act or manner of pronouncing words; utterance of speech Stress - The emphasis placed on the sound or syllable spoken most forcefully in a word orphrase

    Intonation - The use of changing pitch to convey syntactic information

    Rhythm - In phonetics, the sense of movement in speech, marked by the stress, timing,

    and quantity of syllables.

    Reading Comprehension Skills

    Reading for main ideas and Supporting details

    Inferencing, predicting and drawing conclusion

    Sequencing

    Cause and effect Synthesizing - To combine so as to form a new, complex product

    Evaluating

    Selecting, Adapting and Producing Activities and Materials for Developing Reading

    Aloud and Reading Comprehension Skills

    Readibility

    Context

    Techniques for Teaching Vocabulary

    Word attack skills

    Contextual clues

    Visuals Mimes, actions and gestures

    Dictionary

    Games

    Skimmingreading shorter texts to extract accurate detailed

    information

    Scanning quickly reading a text to get the gist of it

    Extensive

    reading

    quickly going through a text to find a particular piece

    of informationIntensive

    readingreading longer texts, usually for pleasure

    A top-down reading model

    This model states that readers begin with expectations and ideas about a text, based on its

    title, format and style, before they begin to look for words that will substantiate or refute these

    expectations. It is an approach which begins with a picture of the whole and deals with the

    parts in terms of this.

    Reading is a guessing game because readers must infer meaning, decide what to retain

    or not, and read on. Relying on their experience and intelligence.emphasizes what the reader brings to the textreading is driven by meaning

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    proceeds from whole to part

    Features of top-down approach...(Gove 1983)

    readers can comprehend a selection even though they do not recognise each word

    readers should use meaning and grammatical cues to identify unrecognised words

    reading for meaning is the primary objective of reading rather than mastery of letters,

    letter/sound relationships and words

    reading requires the use of meaning activities rather than the mastery of a series ofword-recognition skills

    the primary focus of instruction should be the reading of sentences, paragraphs, and

    whole sentences

    the most important aspect about reading is the amount and kind of info gained through

    reading

    A bottom-up reading model.

    This process reflects the old models of reading as a simple process of decoding words into

    thoughts. However, it accepts that words must first be recognised and, having been decoded,

    the thoughts must then be remembered. It is an approach which works from the parts to the

    whole, building up gradually in a process of growth.

    Readers must first recognize multiple linguistic signalsletters, syllables, words,

    phrases, grammatical cues, discourse markersin order to understand their reading.

    emphasizes on the written or printed text

    reading is driven by a process that results in meaning (..or, reading is driven by text)

    proceeds from parts to whole

    Features of a bottom-up approach to reading.

    identify letter features

    link these features to recognise letterscombine letters to recognise spelling patterns

    link spelling patterns to recognise words, and

    then proceed to sentences, paragraph and text-level processing

    An Interactive reading model

    recognizes the interaction of bottom-up and top-down processes simultaneously

    throughout the reading process (combination of both)...a bit like "inductive'/"deductive"

    approach in grammar teaching.

    Features of interactive reading model

    the interactive model suggests that the reader constructs meaning by the selective use

    of info from all sources of meaning (graphemic, phonemic, morphemic, syntax,

    semantics)...ok?....without adherence to any one set order....an interactive model is one which uses print as input and has meaning as output. But the

    reader provides input too, and the reader, interacting with the text, in selective in using

    just as little of the cues from text as necessary to construct meaning. (Goodman, K.

    1981)

    Reading is at once a perceptual and a cognitive process. it is a process which bridgesand blurs these two traditional distinctions. Moreover, a skilled reader must be able to

    make use of the sensory, syntactic, semantic, and pragmatic info to accomplish the task.

    These various sources of info appear to interact in many complex ways during theprocess of reading (Rumelhart, D. 1985)

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    The Purpose of reading

    Read for understanding.

    Studying involves reading to comprehend concepts and details. These

    components depend on each other. Details help explain or support general

    concepts, and concepts provide a framework for remembering details.

    Read to evaluate critically.

    Critical evaluation involves understanding. It means approaching material with anopen mind, examining causes and effects, evaluating ideas, and asking questions

    that test the writer's argument and assumptions. Critical reading brings a level ofunderstanding that goes beyond basic information recall.

    Read for practical application.

    A third purpose for reading is to gather usable information that you can apply

    toward a specific goal. When you read a textbook preface or an instruction

    booklet for a new software package, your goal is to learn how to do or usesomething. Reading and action usually go hand in hand.

    Read for pleasure.

    Some materials you read for entertainment, such as Sports Illustrated magazine,the latest page-turner by DaVinci Code author Dan Brown, or even novels byCharles Dickens and Jane Austen. As Yale professor Harold Bloom points out,

    reading for pleasure gives you the opportunity to enlarge your life and to enter

    into "alternate realities." "Why read?" Bloom asks. "Because you can know,

    intimately, only a very few people, and perhaps you never know them at all. After

    reading [the Thomas Mann masterpiece] The Magic Mountain you know Hans

    Castorp thoroughly, and he is greatly worth knowing."

    Reading readiness

    To develop own knowledge of the English Language so he can understand what he

    reads

    Motivation to learn to read in English

    The ability to discriminate between shapes so that he can recognize letters and words

    when he begins to learn to read

    Recognition that print has meaning just as talk has meaning

    Extensive Reading

    Carried out "to achieve a general understanding of a text."Occurring when students read large amounts of high interest material, usually out of

    class, concentrating on meaning, "reading for gist" and skipping unknown words.

    The aims of extensive reading are to build reader confidence and enjoyment.

    Extensive reading is always done for the comprehension of main ideas, not for specific

    details.

    Characteristics:

    Students read as much as possible.

    A variety of materials on a range of topics is available.

    Students select what they want to read .

    The purposes of reading are usually related to pleasure, information and generalunderstanding.

    Reading is its own reward.

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    Reading materials are well within the linguistic competence of the students in terms of

    vocabulary and grammar.

    Reading is individual and silent.

    Reading speed is usually faster than slower.

    Teachers orient students to the goals of the program.

    The teacher is a role model of a reader for the students.

    Activities:

    Reading may be combined with a speaking component. For example, they may interview

    each other about their reading.

    Reading may be combined with a writing component. For example, after reading thenewspaper, students may be asked to write a newspaper report.

    Class time may be included for book exchange, if there is an in-class library.

    Students may set their own goals for their next session.

    Students may progress from reading graded reading material to authentic text . It

    should be expected that students will "slow down" in their reading then, it it becomes

    more challenging.

    In some Extensive Reading Programs, teachers will allow their students to report on

    their reading in their native language so as not to make the "proof" of reading more

    difficult than the reading itself. This, of course, only works if the teacher understands

    the student's first language.

    Extensive reading programs are often cited as being more "pleasurable" because thereare no "tedious" exercises to complete.

    Assessment:

    there are no reading comprehension exercises or formal assessments in Extensive

    Reading programs.

    Course grades for an Extensive Reading program may be determined by marks given forreading reports, reading journals, book reports and projects.

    Role of Teacher

    The teacher gives recommendations on reading materials, based on student's interests.

    The teacher guides students in choosing appropriate levels of material, beginningwith easy books.

    The teacher guides students in choosing a variety of materials of their interest.

    This may especially be necessary for students that choose the same type over

    and over.

    The teacher guides students in setting specific goals for amounts read.The teacher provides modeling. If class time is given for reading, the teacher reads at

    the same time.

    The teacher overlooks if students are not aware of the exact meaning of each word.

    The teacher should not jump in and explain.

    The teacher leads pre-reading activities to build interest in the text, such as in the

    characters, places, themes, and actions. The teacher must be careful to provide justenough to stimulate curiosity but not so much that the need to read is removed.

    Role of Student

    The student assumes total responsibility for developing reading ability .The student reads without the use of a dictionary.

    The student usually chooses their own material and moves along at their own pace but

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    must push themselves in order to show greater progress.

    Advantages

    The students may:

    develop a "reading habit"

    gain more confidence in reading

    improve their attitude towards reading and become more motivated to readfeel more autonomous over their own learning and more likely to take more

    initiative.

    become more " independent readers", being able to read for different purposes

    and being able to change reading strategies for different kinds of texts

    become more aware of what's available to them to read and how to access

    materialsexpand sight vocabulary

    acquire "incidental" grammatical competence - that is, it may be acquired even

    though it was not directly taught

    build background knowledge

    increase reading comprehension

    improve overall language competencebe more prepared for further academic courses because they have read large

    quantities

    An Extensive Reading program may be combined with writing or combined with

    speaking practice in a meaningful way (such as when students discuss with each other

    the books they have been reading.

    Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that

    the volume of practice necessary to achieve rapid and efficient reading can be

    achieved." (p.92)

    Krashen (1993a) suggested that the benefits of free voluntary reading included

    "enhanced language acquisition and literacy development, more ideas and information,

    greater success in life, loss of verbal memory, and more fun."

    Challenges:

    An Extensive Reading program may be costly and time-consuming to set up if materials

    are not already available. It may be difficult to get support from Administration.

    Students need to have easy access to texts within their language proficiency level. An

    Extensive Reading program is easiest to establish when the students have a high level of

    second language proficiency. For intermediate levels, students require a specializedlibrary within their language proficiency range. They need texts they can read without

    great use of a dictionary.It may be difficult to keep students challenged to read more difficult texts as the

    program continues. Some established programs use a "weighing scale" for students to

    record materials read, giving more "marks" for materials read at a higher level.

    Although this has proven to be a motivating or competitive factor in some cases, inothers it becomes counter-productive if students try to read texts that are more difficult

    than they can manage and consequently become discouraged.

    Reading each student's journals and reports can be very time-consuming for teachers.

    Students who come from a culture in which literacy is not valued may be unwilling to

    participate in pleasure reading or may not get support at home.

    Some teachers prefer a skills based program and do not feel comfortable with Extensive

    Reading.

    Some teachers are unaware of how to use Graded Readers and so, provide a limitedrange of activities for students, limiting their responses.

    Some teachers feel that time spent on Extensive Reading will take away from time that

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    could be spent on learning language skills. Others will argue that Extensive Reading

    provides a "richer context" for practice.

    Some people feel that if graded readers are used, they can give a false impression of

    the level of reading that has been achieved. They feel that some students may try

    "ungraded" materials too soon and may revert to using a dictionary to translate.

    Some people feel that students may place too much emphasis on the number of pages

    read instead of on the understanding achieved.

    Students that have only been exposed to Intensive Reading programs may not believe

    that Extensive Reading is a "proper" way to learn.Aeberscold (1997) reported that feedback from students in an Extensive Reading

    program indicated that they liked the "choice" but not the "load"

    Intensive reading

    Calls attention to grammatical forms, discourse markers, and other surface structure

    details for the purpose of understanding literal meaning, implications, rhetorical

    relationships, and the like. As a "zoom lens" strategy .

    Intensive Reading, sometimes called "Narrow Reading", may involve students reading

    selections by the same author or several texts about the same topic. When this occurs,

    content and grammatical structures repeat themselves and students get manyopportunities to understand the meanings of the text.

    Characteristics:

    usually classroom based

    reader is intensely involved in looking inside the textstudents focus on linguistic or semantic details of a reading

    students focus on surface structure details such as grammar and discourse markers

    students identify key vocabulary

    students may draw pictures to aid them (such as in problem solving)

    texts are read carefully and thoroughly, again and again

    aim is to build more language knowledge rather than simply practice the skill of readingseen more commonly than extensive reading in classrooms

    Materials:

    usually very short texts - not more than 500 words in length

    chosen for level of difficulty and usually, by the teacher

    chosen to provide the types of reading and skills that the teacher wants to cover in the

    course

    Skills developed:

    rapid reading practice

    Interpreting text by using:

    word attack skills

    text attack skillsnon-text information

    Activities:

    Intensive reading exercises may include:looking at main ideas versus details

    understanding what is implied versus stated

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    making inferences

    looking at the order of information and how it effects the message

    identifying words that connect one idea to another

    identifying words that indicate change from one section to another

    Assessment:

    Assessment of intensive reading will take the form of reading tests and quizzes.

    The most common systems of questioning are multiple-choice and free-response.Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the

    most important objective in the reading class should NOT be the testing of the student

    to see if they have understood. Teachers should, instead, be spending most of the time

    training the student to understand what they read.

    Role of the teacher

    The teacher chooses suitable text.

    The teacher chooses tasks and activities to develop skills.

    The teacher gives direction before, during and after reading.

    The teacher prepares students to workon their own. Often the most difficult part is forthe teacher to "get out of the way" .

    The teacher encourages students through prompts, without giving answers.

    Advantages

    It provides a base to study structure, vocabulary and idioms.

    It provides a base for students to develop a greater control of language

    It provides for a check on the degree of comprehension for individual students

    Disadvantages

    There is little actual practice of reading because of the small amount of text.In a class with multi-reading abilities, students may not be able to read at their own

    level because everyone in the class is reading the same material.The text may or may not interest the reader because it was chosen by the teacher.

    There is little chance to learn language patterns due to the small amount of text.

    Because exercises and assessment usually follow intensive reading, students may come

    to associate reading with testing and not pleasure.

    Skimming

    Skimming is a quick reading to get:

    to know the general meaning of a passageto know how the passage is organized, that is, the structure of the text

    to get an idea of the intention of the writer

    Skimming is a more complex task than scanning because it requires the reader to

    organize and remember some of the information given by the author, not just to locate

    it.

    Skimming is a tool in which the author's sequence can be observed, unlike scanning inwhich some predetermined information is sought after.

    When it is used

    Skimming is used when reading some some general question in mind.Skimming is used in making decisions on how to approach a text such as when

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    determining if a careful reading is deserving.

    Skimming is used to build student confidence and an understanding that it is possible to

    gain meaning without reading every word in a text.

    Skimming is a skill that a student may want to develop if they are planning to continue

    with academic studies. It is often used in reviewing for a test.

    Role of the teacher

    Before the students start reading, the teacher should guide students to ask themselves

    the following questions:

    What kind of audience was the text written for? Was it, for example, the general

    public, technical readers, or academic students?

    What type of text is it? Is it, for example, a formal letter, an advertisement, or a

    set of instructions?What was the author's purpose? Was it , for example, to persuade, to inform or

    to instruct?

    The teacher should make the following clear to students before assigning a skimming

    exercise:

    the purpose of the exercise

    how deeply the text is to be read

    Role of the student

    Students read through the text in the following manner:

    Read the title if any.

    Read the introduction or the first paragraph.

    Read the first sentence of each of the following paragraphs.

    Read any headings or sub-headings.

    Look at any pictures or phrases that are in boldface or italics

    Read the summary or last paragraph.

    Activities

    Students must locate facts that are expressed in sentences, not single words.Although speed is essential and the teacher often sets a time limit to the activity,

    skimming should not be done competitively. Students should be encouraged individually

    to better themselves.

    To improve skimming, readers should read more and more rapidly, to form appropriate

    questions and predictions and then read quicklyPugh (1978) suggests that to assess skimming, after the students have read and

    completed the assigned questions, further questions may be asked, "beyond the scopeof the purpose originally set" (p.70). If students can answer these questions correctly,

    it indicates they have read the text too closely.

    Scanning

    Scanning ia a quick reading, focusing on locating specific information.

    Scanning involves quick eye movements, not necessarily linear in fashion, in which the

    eyes wander until the reader finds the piece of information needed.

    Scanning is used when a specific piece of information is required, such as a name, date,

    symbol, formula, or phrase, is required. The reader knows what the item looks like and

    so, knows when he has located what he was searching for. It is assumed then, thatvery little information is processed into long-term memory or even for immediate

    understanding because the objective is simply matching.

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    When it is used

    Scanning is used often with technical, scientific or professional materials to locate

    specific information.

    Scanning is a valuable skill for second language learners to develop because often they

    do not require a detailed read of a text. There are many everyday uses for scanning,

    relevant to a purpose, such as reading a schedule.

    Role of Teacher

    The teacher selects passages that do include specific information.

    The teacher may use authentic materials that are commonly scanned in real life, suchas the telephone directory, menus, bus schedules.

    The teacher may ask students before they scan a text to note how the information is

    organized in the text.

    The teacher needs to remind students that as they read carefully to find the required

    information, they should pay particular attention to titles and keywords.

    Role of the Student

    The student forms questions before reading. What specific information are they looking

    for?

    The student looks for contextual clues. The student tries to anticipate what the answer

    might look like and what sorts of clues would be useful.

    The student is aware of the graphic form that the answer may take, such as a numeral,

    a written number, a capitalized word or a short phrase that includes key words.

    Activities

    Activities may include exercises that are devised by the teacher in which students scan

    for a single word or specific text .

    Activities may include exercises that are often carried on as a competition so studentswill work quickly.

    Students use skills of prediction and anticipation. Students may do any of the following:

    make predictions and guesses

    use titles and tables of contents to get an idea of what a passage is about

    activate prior knowledge about the topic of the passage by answering some

    questions or performing a quizanticipate what they want to learn about the top

    use titles, pictures, and prior knowledge to anticipate the contents of the textuse key words, that may have been given to them by the teacher, that do not

    appear in the text, that allude to the main idea

    It is an accepted view today that efficient readers are not passive. They react with a text

    by having expectations and ideas about the purposes of the text as well as possibleoutcomes. They reflect on expectations as they read, anticipate what will come next. In

    other words, they "interact with the text".

    Reading approaches

    Phonics approach most soundly supported by research for effective instruction in

    beginning readingMust be explicitly taught

    Must be systematically organized and sequenced

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    Must include learning how to blend sounds together

    Multi-Sensory Approach effective for special needs

    Uses all possible senses tracing, saying, listening, looking

    Typically called VAKT

    Visual, Auditory, Kinesthetic, Tactile

    Can be used with either Phonics or Whole Language

    Linguistic Method supported only by "qualitative research" instead of quantitativeresearch

    Teaches "whole words" in word families

    Students are not explicitly taught that there is a relationship between letters and

    sounds for most sounds

    Language Experience called "Whole Language"

    Expects child to learn reading as "naturally" as speech

    Uses childs oral language as content for reading

    Uses childs oral language as basis for spelling instruction

    Children learn to "read" by reading and re-reading "big books" together with the

    teacher and then the teacher gradually withdraws prompts so child appears to be

    reading that book

    Reading Comprehension Support

    Explicitly teaches strategies and techniques for studying texts and acquiring

    meaning

    Reading skills

    Reading skills enable readers to turn writing into meaning and achieve the goals of

    independence, comprehension, and fluency.

    Definition

    Reading skills are specific abilities which enable a reader

    to read the written form as meaningful language

    to read anything written with independence, comprehension and fluency, andto mentally interact with the message.

    Example

    Word attack skills let the reader figure out new words.

    Comprehension skills help the reader predict the next word, phrase, or sentence quickly

    enough to speed recognition.Fluency skills help the readers see larger segments, phrases, and groups of words as

    wholes.Critical reading skills help the reader see the relationship of ideas and use these in

    reading with meaning and fluency.

    Literacy hour

    Stages of Literacy Hour

    Whole class shared text work

    Whole class shared sentence/word work

    Guided reading

    Independent work Plenar

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    Technique of assessing reading

    The purpose and benefits of assessment

    To identify skills that need review. Assessment provides teachers with

    information on what skills students have and have not mastered. It is needed tohelp teachers know the skill levels of their students, since students have varying

    experiences and knowledge.

    To monitor student progress. A teacher can learn which students need review

    before covering additional content and which students are ready to move

    forward.

    To guide teacher instruction. Through consistent assessment, a teacher can

    make informed decisions about what instruction is appropriate for each student.

    To demonstrate the effectiveness of instruction. The information gained from

    assessment allows teachers to know if all students are mastering the content

    covered. It is important for teachers to use instructional time effectively, and this

    can be done when teachers are knowledgeable about what their students areready to learn and what they already know. Therefore, the information gained

    from assessment allows a teacher to create appropriate instruction for their

    students

    To provide teachers with information on how instruction can be improved.

    Assessment examples for specific areas of reading

    Letter knowledge The ability to associate sounds with letters

    Present a student with a list of letters and ask the student to name each letter.

    Another example is to have a student separate the letters from a pile of letters,

    numbers, and symbols. Students can also be asked to separate and categorizeletters by uppercase and lowercase

    Phonemic awareness The ability to hear and manipulate sounds in words

    These assessments examine a student's knowledge of how sounds make words.

    A student can be asked to break spoken words into parts, or to blend spoken

    parts of a word into one word. Additionally, a student can count the number of

    phonemes in a word to demonstrate understanding, or a student can delete or

    add a phoneme to make a new word

    Emerging practice

    The theory of multiple intelligences is one that many educators support and

    believe to be effective. Dr. Gardner developed this theory in 1983, and he

    suggests that eight different intelligences account for student potential

    (Armstrong, 1994; Gardner, 1983). They include:

    linguistic intelligence

    logical mathematical intelligence

    visual spatial intelligence

    bodily kinesthetic intelligencemusical intelligence

    interpersonal intelligence

    intrapersonal intelligence

    naturalist intelligence

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    Decoding The process of using lettersound correspondences to recognize words

    To have a student read a passage of text as clearly and correctly as possible.

    The teacher records any mistakes that the student makes and analyzes them to

    determine what instruction is needed.

    Fluency The automatic ability to read words in connected text

    To ask a student to read a passage aloud for one minute. Words that are skipped

    or pronounced incorrectly are not counted. The number of correct words read is

    counted and this total equals a student's oral reading fluency rate.

    Reading comprehension The process of understanding the meaning of text

    Involves a student reading a passage that is at an appropriate level for the

    student, and then having the student answer factual questions about the text.

    Considerations when selecting an assessment

    Every assessment will not be appropriate for all students.

    Different measures provide distinct information.

    Assessments should always be culturally and linguistically appropriate

    Planning for Teaching Reading

    Principles of Lesson Planning

    What is a Lesson Plan?

    Its the framework of my lesson.

    Its the map I follow during class.

    Its the product of my thoughts about the class and what I hope to achieve

    Why Plan ahead?

    reduces uncertainty or panic and gives you confidence and clarity.reminds you to prepare materials beforehand, and makes it easier for you

    to organize the time and activities flow in classes.

    For students, evidence of a plan shows them the teacher has devoted time

    to thinking about the class.

    It is a way to help gain the respect of your students.

    It suggests professionalism and commitment.

    ensures that the class you are teaching gets a balanced mixture of

    different materials, content and interaction types.

    Planning helps you to develop a personal style.

    Categories for Planning a LessonGoals

    Objectives

    Prerequisites

    Materials

    Lesson Description

    Lesson Procedure

    Assessment/Evaluation

    What to consider?

    Engage: get the students interested in the class and hopefully enjoying

    what they are doing.

    Study: it is a focus of language, such as grammar or vocabulary andpronunciation. It does not have to be NEW language input.

    Activate: the students do writing and/ or speaking activities which require

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    them to use not only the language they are studying that day, but also

    other language that they have learnt.

    Goals

    Goals determine:

    Purpose of the lesson

    How students will engage

    We need to think about:

    Previous plans and activitiesBroader objectives of the unit plan or curr iculum as well as the

    goals for this unit

    Future activities and new knowledge

    Central objective:

    What will students be able to do by the end of this lesson?

    Objectives

    Focus on what your students will do to acquire further knowledge and

    skills

    Questions to ask include:What will students be able to do during this lesson?

    Under what conditions will students' performance be accomplished?

    How will you determine if the objectives have been met?

    How will students demonstrate that they have learned and understood the

    objectives of the lesson?

    What do you want the student to learn as a result of the lessonIt should be observable and measurable.

    Categories of Objectives

    Knowledge - involves cognitive functions. Students categorize, analyze,

    recall, synthesize, recite, define.

    Skills - concerns performing an action. Students measure, sing, play.

    Creating Learning Objectives

    Create a stem

    Eg. After completing the lesson, the student will be able to

    After you create the stem, add a verbEg. analyze, recognize, compare, provide, list, etc

    Then, determine the actual product, process, or outcome

    Eg. generate ideas and plans for speech by using _____

    (brainstorming, clustering, etc.)

    Verbs to Use in Creating Educational Objectives (Blooms Taxonomy)

    Knowledge choose, collect, complete, copyComprehension arrange, categorize, change

    Application organize, predict, produce

    Analysis identify, illustrate, infer, outline

    Synthesis construct, create, deduce

    Evaluation explain, interpret, justify

    Prerequisites

    Make sure students are ready to meet the lessons objectives

    Check on their prior knowledge

    Questions include:

    What must students already be able to do before this lesson?What concepts have to be mastered in advance to accomplish the

    lesson objectives?

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    Materials

    Determine necessary:

    Preparation time

    Resources/materials

    Books, equipment, etc

    Helpful questions to ask are:

    What materials will be needed?

    What needs to be prepared in advance?

    Lesson Procedure

    Detailed, step-by-step description

    How to achieve your objectives

    How to proceed

    Lesson Plan Format (L&S)

    Class : Year 1 Amanah

    Subject : English language

    Time : 8.00 a.m -9.30 a.m.

    Date : 23rd of July 2012 (Monday)Enrolment : 34 students

    Focal skills : Reading

    Other skill : Listening

    Previous knowledge: Students have learnt to ask simple questions and making

    polite requests

    Learning outcomes: By the end of the lesson, students should be able to:sing song with guidance.

    use polite requests appropriately.

    respond to requests.

    Stage/Time Content Teaching/Learning Activities Notes/Resources

    Set InductionPresentation

    Practice

    Production

    Closure


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