Enhancing reading


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Enhancing reading

  1. 1. Enhance the Teaching of Reading Using the IWB to ...
  2. 2. New equipment – New possibilities <ul><li>The computer, projector and interactive </li></ul><ul><li>whiteboard allow teachers and pupils to interact with the same copy of the text. </li></ul><ul><li>The multi-media options can be used to support a text with pictures, video clips, quotes and songs. </li></ul><ul><li>* The clickers encourage all students to respond to questions about the text. </li></ul>
  3. 3. What does ‘interacting with text’ involve? <ul><li>Annotating text - by highlighting/circling words, phrases and whole sentences, and writing notes ‘in the margins’. </li></ul><ul><li>Manipulating text - by moving words, phrases, sentences and whole paragraphs , hiding them , and substituting alternatives . </li></ul><ul><li>Adding to the text or deleting parts of the text. </li></ul>
  4. 4. At what stages of the reading process can the technology be used? <ul><li>Before reading </li></ul><ul><li>While reading </li></ul><ul><li>After reading </li></ul>Before While After
  5. 5. <ul><li>Before reading a text, the IWB and clickers can be used to: </li></ul><ul><li>introduce the topic of the text by showing </li></ul><ul><ul><li>a relevant picture or video clip </li></ul></ul><ul><ul><li>a short piece of the text </li></ul></ul><ul><li>introduce key vocabulary from the text </li></ul>Before reading
  6. 6. Why spend time on before reading activities? <ul><li>The goals of before reading activities are: </li></ul><ul><li>To activate the learner’s knowledge of the topic </li></ul><ul><li>To give the learner missing background information </li></ul><ul><li>To introduce vocabulary the learner will need </li></ul><ul><li>To motivate the learner to read the text </li></ul>Remember: Background knowledge, knowledge of vocabulary and motivation facilitate reading.
  7. 7. <ul><li>While reading a text, the IWB can be used to: </li></ul><ul><li>model relevant reading strategies for the text, e.g. </li></ul><ul><ul><li>predicting </li></ul></ul><ul><ul><li>locating main ideas </li></ul></ul><ul><ul><li>understanding new words from context </li></ul></ul><ul><ul><li>annotating the text </li></ul></ul><ul><ul><ul><li>highlighting main ideas, supporting details, connectors </li></ul></ul></ul><ul><ul><ul><li>writing in the margins </li></ul></ul></ul><ul><li>focus on the key vocabulary in the text </li></ul><ul><li>focus on the grammar needed for comprehension </li></ul>While reading
  8. 8. Why spend time on while reading activities? <ul><li>While reading activities can help pupils: </li></ul><ul><li>practice reading strategies ( e.g., predicting and monitoring comprehension) and see how they aid text comprehension </li></ul><ul><li>see how linguistic elements, such as verb tense and connectors , contribute to reading comprehension </li></ul><ul><li>reinforce vocabulary </li></ul>Remember: We need to teach reading, as well as test reading. Although some pupils learn to read by reading , most pupils benefit from explicit instruction .
  9. 9. <ul><li>After reading a text, the IWB and clickers can be used to: </li></ul><ul><li>stimulate discussion/writing </li></ul><ul><li>show task descriptions for group activities </li></ul><ul><li>reinforce language skills (grammar, vocabulary) </li></ul>After reading
  10. 10. Why spend time on after reading activities? <ul><li>The goals of after reading activities are: </li></ul><ul><li>To check the learner’s comprehension of the text, e.g., through questions </li></ul><ul><li>To go beyond the text, integrate the new knowledge with what was known before , and involve the learner in authentic performance tasks , requiring writing or speaking. </li></ul><ul><li>To review vocabulary and linguistic structures, i.e. to practice language </li></ul>Remember: Reading comprehension questions are not enough . In academic life, readers have other purposes for reading, e.g. studying for a test or writing a paper .
  11. 11. How much text fits on the IWB? <ul><li>One PowerPoint slide easily holds 150 words, with a 24-point font. </li></ul><ul><li>But, you can use as many screens as you want , to show as much text as you want. </li></ul><ul><li>You can put as little as one word on the screen - if that word is important. OR </li></ul><ul><li>You can work with a sentence, paragraph , or with a full text . </li></ul>
  12. 12. Sample IWB tasks/activities for a story <ul><li>Two activities that exploit the interactive capabilities of the IWB : </li></ul><ul><li>Activity 1: Identifying Who? Where? When </li></ul><ul><li>The first paragraph or two of the story are on the IWB. </li></ul><ul><li>Pupils highlight the answers to Who? Where? When ? in different colors . </li></ul><ul><li>Activity 2: Sequencing events in the story </li></ul><ul><li>Events in the story are scrambled on the IWB. </li></ul><ul><li>Pupils drag the events into the correct order. </li></ul>
  13. 13. Sample clicker activities for a story <ul><li>Two activities that implement the clickers : </li></ul><ul><li>Activity 1: Identifying Who? Where? When </li></ul><ul><li>Multiple choice questions related to who? where? and when? are on the IWB. </li></ul><ul><li>In small groups, pupils decide on the answers and then click what they choose. </li></ul><ul><li>Activity 2: Quick vocabulary review </li></ul><ul><li>The words with two possible meanings are on the IWB. </li></ul><ul><li>Pupils click on the number of the correct meaning. </li></ul>
  14. 14. Sample IWB tasks/activities for an informative text <ul><li>Two activities that exploit the interactive capabilities of the IWB : </li></ul><ul><li>Activity 1: Predicting </li></ul><ul><li>Only the title of the text is on the board . </li></ul><ul><li>Pupils predict the topic of the text and information they expect to find in the text. </li></ul><ul><li>The first and last paragraphs and the first sentences in the remaining paragraphs appear. </li></ul><ul><li>Pupils check their predictions . </li></ul><ul><li>Activity2: Distinguishing main idea from supporting detail </li></ul><ul><ul><li>The text is on the IWB . </li></ul></ul><ul><ul><li>Pupils highlight the main ideas in one color and supporting details </li></ul></ul><ul><ul><li>in another. </li></ul></ul>
  15. 15. The End
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