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Engaging Reading Strategies for Language Learners

Learn effective reading strategies to improve language learning and comprehension. Explore group activities, teacher-led discussions, and post-reading exercises.

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Engaging Reading Strategies for Language Learners

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  1. 英語越讀 “閱”有趣 主講講師:桃園市文昌國中 黃毓芬 共備教師:桃園市青溪國中 許綉敏

  2. Go Back to Be Students!

  3. Grouping • Four persons • Different roles

  4. Running Dictation • Rules: • One is the writer and the others are runners. • Runner: Go to read the sentences on the wall/window, and come back to tell the writer. • Writer: Listen and write down what you hear. • Every runner has 30 seconds, and take turns.

  5. Correction Let students be teachers!

  6. Q&A • What club is it? • Where can you see the poster? • Who may want to join it? • When do the players play it? • Where do the players play it? • What can a coach do? • Do you play sports? • Can you play basketball? • Are you an excellent basketball player? • What sports can you play?

  7. B2L2 Reading Teaching Strategies The more times students read, the better they learn.

  8. Who learned most?

  9. 3R How Students Can Learn

  10. Classroom Language

  11. Wild About Reading

  12. Read for What? • What do you expect students to learn through reading?

  13. What does it feel like to read a ‘foreign language’?

  14. Sight Words

  15. Bottom-up Processes decoding (word-level) focusing on vocabulary or grammar STRATEGY I

  16. Demonstration • Vocabulary is the key to success. • Words and Pictures - Transportation(翰林B3U5) • Word Association • Listen and Speak (Sticky Ball Game) – He Can Do a Lot of Things(康軒B2L1)

  17. Top-down Processes using knowledge of the genre (textual schema) using knowledge of language–Apostcard(康軒B1L8)PPT using prior content knowledge(Stand-up Game)-Sports (康軒B2L2) STRATEGY II

  18. Demonstration • What Does He Teach?康軒B2L3 1. Read the words on the wall 2. Stand-up Game (Team) 3. Decode the dialogue. (Discussion) 4.Listen to the CD. 5. Read aloud. 6. Q&A(Teacher-led or Students-generated)

  19. Reading activities Pre-reading:A task that helps learners tune into a text before reading it, which aids their understanding

  20. Reading activities While-reading: Activities that motivate learners to read a text • Skimming: read to look for main ideasin a passage. …we just need to get the general idea of the paragraph. • Activity: Choose the best title Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 1, p. 66. Independence, KY: Cengage Learning.

  21. Reading activities While-reading: • Scanning: read quickly and pause only to find the particular information • Activity: “Teacher, you’re wrong!” • Shout out ‘teacher you’re wrong’ when you hear your teacher make a mistake. • Teacher can use a list to check individuals’ participation. Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 2, p. 86. Independence, KY: Cengage Learning.

  22. Reading activities While-reading: • Intensive reading: read for details • Activity: • Color the text • Student-generated questions

  23. Reading activities Post-reading :Activities that encourages learners to use information they gained from reading a text • Activity: • Comprehension question review • Cartoon stripTraffic Rules(翰林B5U5) • Mind Map School Club (翰林B5U7) • Running dictation Ss’papers (康軒B2L2) • Board games(翰林B1U7)

  24. Super Six comprehension strategieshttp://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf

  25. Think Big. Start Small. Find out the missing information (A) Find out the missing information (B) Who was having a meeting with all animals somewhere above the clouds? What would the Jade Emperor do to make the Chinese Zodiac?  What was Cat’s problem?  Why did Cat and Rat ask Ox for help?  How was the race when Cat swam to the river bank? • What do Chinese people like to talk about during Chinese New Year? • What had trouble Jade Emperor for weeks? • Who came up with the idea of asking Ox for help? • What was Rat thinking about when the finish line was in sight? • What happened to Cat? 翰林B6U1

  26. Start Small. Think Big. • Why does Meg ask the Thinker “Are you OK?” • How does John feel when he sees the dinosaur? • How do you know? • Is this a real story? State your reason(s). • Why do people go to museums? What can we do in museums? 翰林B1U7-Don’t Run in the Museum.

  27. Tips for Teaching Reading Strategies-1 • Systematically plan strategies into instruction. • Model new strategies and “think aloud” as you use them. • Make connections between new strategies and what the children already know. • Apply strategies to different genres, across different subject areas. • Start with one or two strategies, then gradually build your repertoire. • Use the correct terms for strategies, even with emerging readers.

  28. Tips for Teaching Reading Strategies-2 • Provide extended chunks of time each day for independent practice. • Keep strategy groups flexible. • Use a variety of grouping formats, including whole- and small-group instruction. • Use complete, authentic pieces of text for modeling and independent practice. • Keep records of individual student’s strategy use. • Provide opportunities for students to reread familiar texts to build fluency and automaticity. • Integrate strategies throughout instruction, across the day. (Adopted from Bette S. Bergeron and Melody Bradbury-Wolff,2002,Teaching Reading Strategies in the Primary Grades)

  29. Useful Resources • 英語分組合作學習(https://www.facebook.com/groups/323968651094121/) • Teacher Leo – Carousel旋轉木馬(http://teacherleo.pixnet.net/blog/post/109757570) • ETChere Lin(http://www.chere.idv.tw/) • Fortuna的英語教學 (http://blog.roodo.com/jenwenwu) • 翻轉教育 (http://flipedu.parenting.com.tw/index) • Phat Piggy (http://blog.yam.com/jojo6005)

  30. References • Bette S. Bergeron & Melody Bradbury-Wolff(2002).Teaching Reading Strategies in the Primary Grades, Scholastic. • Brown, H.D. (2004), Language Assessment: Principles and Classroom Practices. • Brown, H. D. (2007). Teaching by Principle. NY: Pearson Education. • Brown, H.D. & Abeywickrama, P. (2010).Language Assessment: Principles and • Classroom Practices, 2nd Ed. White Plains, NY: Pearson Education, Inc. White Plains, NY:Longman. • Cohen, A.D. (1994). Assessing Language Ability in the Classroom, 2nd Ed. Boston, MA: Heinle & Heinle. • Raimes, A. (1983). Techniques in Teaching Writing. Oxford University Press. • VanPatten, B.(2005). Processing instruction. Mind & Context in Adult Second Language Acquisition. Georgetown University Press.267-281. • Willis, J.(1996). A Framework for Task-Based Learning. Longman. • http://www.teachingenglish.org.uk/article/teens-reading-skills?utm_source=facebook&utm_medium=social&utm_campaign=bc-teachingenglish • http://www.teachingenglish.org.uk/sites/teacheng/files/B127c%20A1%20TE%20Staff%20Room%20Posters%204.pdf

  31. You bet. look at homework study science Read and Keep in mind. turtle difficult sentence help teach subject grade PE either animal history music get ask other give mean rabbit together

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