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Teaching Reading in the Language Classroom

Teaching Reading in the Language Classroom. Reading in the ELL Classroom. What are some things you have done or seen others do, or have heard about, that help students to become stronger readers in a second language?. Reading. Pre-reading Reading Post-reading. Pre-Reading. Prediction

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Teaching Reading in the Language Classroom

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  1. Teaching Reading in the Language Classroom

  2. Reading in the ELL Classroom • What are some things you have done or seen others do, or have heard about, that help students to become stronger readers in a second language?

  3. Reading • Pre-reading • Reading • Post-reading

  4. Pre-Reading • Prediction • Educated Guessing • Discussion • Skimming • General • Scanning • Specific

  5. Reading • With direction, a purpose • For specific information • Students keep track of their thinking as they read • Taking notes, annotating • Noting important ideas, concepts, points • Asking Questions • To themselves and in writing

  6. Reading • Semantic Mapping • An outline of the reading • Can be done while reading • Or, after reading with partners • Read more than once, in different ways • Read Aloud to Students

  7. Vocabulary • Not necessary to know every word • Choosing readings that are level appropriate • Meaning through Context • Use of word form clues • suffixes, prefixes, parts of speech • Ask students to choose one or two words to learn • Ask students to teach their words to their peers in groups • Multiplier effect • Cooperative group learning

  8. Post-reading • Writing a summary, response • Write answers to their pre-reading questions • Discuss reading with classmates • Double entry notebook

  9. Direct Quote or Paraphrase from a reading assignment A brief response to the quote or paraphrase Might be only one or two lines of response Double Entry NotebookAllows students to begin to respond on a small scale to a text

  10. Reading is Neither Silent Nor Isolated • Students discuss what they are going to read • Students discuss what they have read • Students write while reading • Students write after they have read

  11. Integration of Four Skills • Write about what has been read • A journal as you read • Write questions for classmates to answer • Summary or reaction • Double entry note-book

  12. Integration of Four Skills • Discuss (and listen to others discuss) the Reading • Guided or Free Discussion • Questions generated by students and teacher

  13. Selection of Reading Material • Authentic Language • Intrinsically Motivating • Differing Lengths • Differing Rhetorical Modes

  14. Real Reading from the World • Manuals • Directions • Labels • Letters, Emails • Advertisements • Items off the www

  15. Reading • Move Beyond Traditional Paradigms • Reading is silent and isolated • When reading is aloud it is one student after another • Students answer questions provided by teacher or textbook after reading • Reading not typically meaningful, interesting connected to students lives

  16. KSQ3RW • Knowledge • Skim/Scan/Survey • Question • Read • Recite • Review • Write

  17. Knowledge • Students discuss or brainstorm or freewrite on any prior knowledge they have on the topic • Whole class sharing of prior knowledge

  18. Skim/Scan/Survey • Students do quick, guided readings directed by themselves, or the teacher • Read first sentence (or last sentence) of every paragraph • Scan for all numbers/questions/proper nouns • Idea is to gain a preliminary understanding of the reading before reading

  19. Question • Students write questions that they want answered by the time they have finished the reading • What do they want to know/learn about the topic? • These questions are derived from their pre-reading activities • Place many students questions on the board

  20. Read • Students do directed readings: • They are reading to answer their questions—or the questions of their peers • Students are keeping tack of their thinking as they read—annotating, underlining

  21. Recite • After their first reading students discuss with their peers the answers to their questions • Students discuss what they learned from the reading • Students discuss what they didn’t understand • Students articulate ideas from the reading

  22. Review • Students review the reading and what they learned from the reading • This review can be oral or written • Students are encouraged to have free flowing conversation about the reading • This is the part I liked best . . . • This is where I was confused. . . • This was the saddest, most interesting, part. . . • This is the most important part . . .

  23. Write • Students write a brief summary or response to the reading— • String the answers to their questions together into a response • Ask students to write discussion questions that they and their peers will use in class • Have students make up quiz questions for their peers based on the reading

  24. Reading • Three Distinct Parts • Integrates Four Skills • Articulate/Discuss, Listen, Write • Encourages Skill Development • Autonomous/Independent learners • Is about something real and meaningful • Intrinsically motivating

  25. Websites for Additional Information: • http://slc.otago.ac.nz/studyskills/ch3sect6.asp • http://members.tripod.com/~emu1967/readstrat.htm • http://www.studygs.net/ • http://iteslj.org/

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