SHARE YOUR FAVOURITE READING STRATEGY
Reading strategies are....
Research shows us that…
There is a relationship between language proficiency and strategy use.
Successful learners use strategies more frequently.
Successful learners use a wider range of strategies.
How do the students work, individually, in pairs, in groups?
Depending on the programme activity, but we use to keep a daily routine.
First, we all talk about the text. I read the text slowly so they can pay attention to the correct pronunciation.
Second, each student choose his strategies and read it.
Third, we divided the text in paragraphs and they read in pairs. Whilst one reads, the other has to keep the reading and pay attention to the pronunciation. If he or she listens some errors on the pronunciation he or she corrects it.
Finally, individually they answer some questions about reading comprehension. Then, they review them with their partners.
How much preparation is necessary on the teacher´s part? (We all like to save time…)
On the teacher´s part is necessary so much preparation because there are many things to do:
- You have to prepare the SORS and poster.
- You have to analyze the strategies that they use and write down what strategies are used by each student.
- You have to register what strategies are the students using and how they use them.
- You have to think what kinds of texts are you going to use according to the UDI you are working on.
- You have to look for different types of texts.
- You have to read them to see if the vocabulary is proper for their age.
- You have to prepare them (download, edit, insert pictures, change the size and type of letters, etc...).
- You have to prepare the questions.
- You have to adapt these text for the students with difficulties on reading comprehension.
- You have to make photocopies.
- You have to use them in class.
- You have to correct them and register the strategies they used.
TYPES OF ACTIVITIES WE DO
2. Pre-reading phase
Pre-Reading Goals and Objectives
Establish reading purpose
Tap prior knowledge
Provide information needed for comprehension (e.g. vocabulary, background)
Set up expectations
Stimulate interest
Build confidence and motivation
Explain or support text organisation
Model common strategies used at this stage
Example Activities
Use key words to predict the content
Brainstorm ideas
Pre-teach vocabulary
Activate background knowledge through questions or discussions
Use pictures and diagrams to make predictions, elicit vocabulary
3. Whilst-reading phase
Whilst-Reading Goals and Objectives
Guide reading to facilitate comprehension.
Help students construct meaning and monitor comprehension.
Give students opportunities to connect what is read with what is known; to evaluate what is being read.
Provide opportunities for fluency development.
Support ongoing summarisation.
Model common strategies used at this stage.
Example Activities
After students have reached about the halfway point in a reading passage, or at another convenient point, the teacher asks students to do one or more of the following during-reading tasks:
List the three most important points from the text.
Consider whether predictions made during the pre-reading stage of the lesson have been met; make new predictions about the next part of text.
Fill in a partially completed outline of the first part of the text.
Complete a graphic organiser that is reflective of the first part of the text or some specific paragraph (e.g. a timeline for a chronological text, a Venn diagram for a compare and contrast passage).
Match statements that illustrate relationships introduced in the text (e.g. cause–effect, problem–solution, fact–opinion, pros–cons, stated–inferred).
Complete a true/false task about the text.
Write a summary to that point in the text.
Write two questions that you hope and /or expect will be answered in the next part of the text.
Identify five vocabulary items: two that you understand and perceive to be critical for text comprehension; three that you don’t understand but that you perceive as important for text comprehension.
Distinguish between main ideas and supporting details.
Compare what has been read with what is known.
Evaluate the value of text information.
Examine a difficult paragraph to extract more detailed information.
4. Post-reading phase
Post-Reading Goals and Objectives
Check comprehension.
Explore how text organisation supports comprehension.
Consolidate learning.
Provide opportunities for students to summarise, synthesise, evaluate, elaborate, integrate, extend and apply text information.
Give students the chance to critique the author and aspects of the text (e.g. writing, content).
Establish and recognise comprehension successes.
Model common strategies used at this stage.
Example Activities
Different types of post-reading questions:
Apply
How can the author’s solutions be used to solve our own community’s traffic problems?
Connect
How does this discussion of uranium mining connect to the video we saw on coal mining? and to the newspaper article we read on solar energy?
Critique author
Has the author persuaded you of her position? Do you agree or disagree with the author’s position? Why?
Evaluate/judge
In your opinion, what are the strengths and weaknesses of wind power?
Expand
What qualities do you want in a new president?
Explain
Why was the concert cancelled?
Identify a detail
Name two ways that you can recycle plastic bags.
Infer
What do you think the hitchhiker is carrying in his bag? Why?
Integrate
Based on what you’ve learned in Chapters 1 and 2, what is the ideal job?
Interpret
What is the worst thing about being a brain surgeon?
Personalise
What is the housing situation in your country?
Predict
What do you think is going to happen next?
Restate
What did the author say about flying on trans-Atlantic flights?
Revisit expectations
Were our original predictions about this reading pre-reading correct. Explain.
Summarise
What is the main idea of the passage?
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