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Reading Skills in a a Sustained Content-Based EAP Program

Reading Skills in a a Sustained Content-Based EAP Program. Saint Louis University EAP Faculty Meeting December 15, 2009. Why this model?. It develops reading skills AND content knowledge Students can apply the reading skills to authentic texts and tasks

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Reading Skills in a a Sustained Content-Based EAP Program

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  1. Reading Skills in aa Sustained Content-Based EAP Program Saint Louis University EAP Faculty Meeting December 15, 2009

  2. Why this model? • It develops reading skills AND content knowledge • Students can apply the reading skills to authentic texts and tasks • Students realize the demands of academic classes • More “real” for students

  3. Demands typical of content and academic classes… • Large reading load • Reading multiple texts from sources on one topic • Independently reading on their own in a short time • Reading to acquire and learn information • Demonstrating this learning in reports/papers and on quizzes/tests

  4. How? • Teach specific reading strategies/skills and apply them to the content text. Example Skill: “PREVIEWING” using Content Class: AWF Ch. 2 “Thematic Elements”

  5. Tasks • Turn titles/heading into questions “What are thematic elements?” “What is a theme?” • Make predictions • Look at the pictures, titles, charts SUBHEADINGS: • Focus on Plot • Focus on Emotional Effect • Focus on Character • Focus on Style/Texture • Focus on Ideas

  6. Comprehension of the material

  7. Using a reading journal to check reading comprehension-(Patricia’s BB assignment) • Using the information from your book and from our class discussion on journals, write a one page journal entry about the movie "The New World". • 1) Remember to give your emotional and intellectual reactions to the film. • 2) What is the films primary focus?(Review pages 20-31 if you are not sure what focus is.) Tell a little about it. • 3) What was the main theme? (Page 36 "identifying the theme" can help.) Talk about this. Use the information on page 37 under "On evaluating the theme" if you need help. • 4) What was the objective of the film (page 407)? • 5) Was it successful in achieving the objective?

  8. How ctd. Example Skill: “Word Parts” using Content Class: AWF Ch. 2 “Thematic Elements”

  9. Synopsis of New World: When 17th century explorer John Smith and a few men go up the river to trade with the Indians, he befriends the princess Pocahontas and they fall in love. While in love, Smith must obtain his duties as president of Jamestown fort and challenges to himself what is the better path for himself to take: stay with the fallen apart colony or go up the river and love Pocahontas in the wild. The Indians realize that the English do not mean to leave, so they attack. A few men at the fort decide to capture Pocahontas as a hostage so the Indians will not attack them. Smith is ordered to leave Jamestown by the King, and John Rolfe, a wealthy tobacco planter arrives at the fort. Pocahontas, now living there adapts to the English cultures and falls in love with Rolfe. She falls apart deciding who she is dedicated to, Smith or Rolfe. Written by Real_Country_DarkIn the beginning of the Seventeenth Century, along the English colonization of North America, Captain John Smith leaves the Jamestown fort to explore another area and trade with the Indians, but he is captured. The princess Pocahontas asks her father to spare Captain Smith's life and they fall in love for each other. When he returns to the colony, he becomes the president of Jamestown and finds people starving, but Pocahontas brings supplies, saves them and falls in disgrace with her people. When the Indians realize that the English will not leave their country, they attack and after a bloody battle, the English trade Pocahontas and lodge her in the fort to protect their families, and Captain Smith loses his position because he does not agree with the arrangement. With the return of Captain Newport, Captain Smith is promoted and sent back to England, and he asks a friend to tell Pocahontas that he drowned along the trip. Pocahontas is civilized and baptized by the English and John Rolfe proposes and marries her. Many years later, she hears that Captain Smith is alive, and she has to decide if she keeps her marriage or follows her heart. Written by Claudio Carvalho, Rio de Janeiro, Brazil, IMDB.com Students read individually in class Students work in groups to complete chart

  10. How ctd. Example Skill: “Collocations” using Content Class: AWF Ch. 15 “Film and Society”

  11. In pairs, find the following words in paragraphs 2-3 of “Does American Film Shape or Reflect Social and Cultural Values” (AWF pg. 516). Write down the collocate that is listed in the text and then think of other collocates that go with the word. #1. take _________________ Other collocates of take: #2. _________________ life Other collocates of life: #3. __________________ change Other collocates of change: #4. movie __________________ Other collocates of movie:

  12. Other reading strategies/skills • Finding the main idea * • Implied meanings* • Figuring out vocabulary in context* • Scanning for information* • Discovering relationships and patterns of organization * • Pronoun referents * • Making inferences* * Indicates TOEFL skill

  13. Scaffolding Using Graphic Organizers • Examples/Types: http://web000.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm

  14. Vocabulary- Challenges • Reading teachers focus on teaching general (AWL) words-Content teachers focus on content words (technical) words • Present vocabulary in context as much as possible • Design activities where students practice the target vocabulary as much as possible (BB, blogs, reflection, summaries, etc.)

  15. Help Students Become Independent Word Learners-According to Zimmerman… • Ask questions about words • Are there words that occur before or after (collocations) • Is it countable or uncountable (grammar) • Could this word be used to refer to people? Animals? Things? (meaning) • Does the word have any positive or negative connotations? (meaning) • Are there prepositions that often follow the word? (collocations)

  16. Using word parts • Using context • Selective use of the dictionary: • Do I need the word? Can I understand the text without it? Is it a word I may find valuable later? • Does the context help? • Do the word parts help? • Does it sound like a word I know?

  17. Extensive Reading • Read, read, read • Promote reading; discuss the rewards of being a reader; discuss the types of reading you do (be a role model) • Stress reading for pleasure • Caveat- choosing a book appropriate for their level (Nation says readers must know 95% of words)

  18. http://www.slureading.pbworks.com

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