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Engaging Reading Strategies in Language Classroom

Explore effective pre-, during, and post-reading techniques to enhance students' reading skills in a second language. Encourage prediction, discussion, vocabulary acquisition, and post-reading activities for comprehensive learning.

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Engaging Reading Strategies in 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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