Emil pulidoOnReadingcomprehension

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This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.

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  • Take five minutes to write down why you read and the strategies you use to read.
  • Some times we can know when a student has failed a test even before he has taken the test.
  • Student also needs help with 8. finding the main idea, 9. monitoring their own understanding
  • Dependent Reader: 4. is not aware of the processes that should be going on in her head as she reads.
  • Emil pulidoOnReadingcomprehension

    1. 1. Reading Comprehension<br />Sections I, II, III, IV of Paper 2<br />Paper I 60 M.C. items<br />1<br />
    2. 2. 2<br />
    3. 3. How do you read?<br />What strategies do you use?<br />3<br />
    4. 4. 4<br />Report from the National Research Council<br />U.S.A.,1998<br />
    5. 5. 5<br />U.S.A.: Report of the National Reading Panel, 2000<br />
    6. 6. 6<br />In 2005, <br />Australian<br />Government<br />
    7. 7. 7<br />In 2006, British Government<br />
    8. 8. 8<br />So…why do our <br />students <br />need to read?<br />
    9. 9. 9<br /> Some reasons for reading: 1. For Testing<br />
    10. 10. 10<br />2. For competency in other subject areas<br />
    11. 11. 11<br />3. For a broader base of knowledge<br />
    12. 12. 12<br />4. For usefulness in a world replete with non-fiction literature<br />
    13. 13. 13<br />5. For creation of a deeper understanding of self and others<br />
    14. 14. 14<br />6. For enjoyment and appreciation of literature (fiction)<br />Am reading. Go away.<br />
    15. 15. Key Beliefs to Teaching Reading Successfully<br />Teachers, not programs or strategies, are the critical element in a student’s success. Teachers must understand a student’s particular issues and choose teaching strategies that will push students forward.<br />The goal of reading is comprehension.<br />15<br />
    16. 16. Key beliefs to Teaching Reading (continued)<br />3. Comprehension is a complex, abstract activity. It can be taught. There are no “magically good” readers.<br />4. No matter what level of students we teach, no matter how weak or how strong, it is our responsibility to teach them.<br />16<br />
    17. 17. Diagnosing Students Reading Comprehension weaknesses. <br />You are the doctor here.<br />Open This Box/Student:<br />Student brings socio-economic complexes plus own reading experiences- good or bad<br />1. Your Teaching Experience<br />2. Education<br />3. Your training<br />4. Your compassion<br />17<br />
    18. 18. If you notice that a student can read aloud at an appropriate rate:<br />But<br />Consistently has difficulty answering questions<br />Difficulty discussing the text<br />Repeatedly says reading is boring<br />Has difficulty thinking beyond literal level<br />Then Student Needs Help With:<br /><ul><li>Vocabulary
    19. 19. Making predictions
    20. 20. Seeing causal relationships
    21. 21. Comparing and contrasting
    22. 22. Drawing conclusions
    23. 23. Questioning the text
    24. 24. Summarizing </li></ul>18<br />
    25. 25. Independent Reader versus Dependent Reader<br />Independent Reader:<br />Monitors her understanding of a text<br />Chooses appropriate strategies necessary to comprehend difficult text<br />Able to make the invisible process of reading mostly visible<br />Dependent Reader:<br />May be able to sound out/decode a passage, but not able to make sense of it<br />Appeals to teacher for help<br />Lacks interest to complete long or difficult texts<br />19<br />
    26. 26. Schema Connections<br />Schema: the combined knowledge that students already have; connecting reading to what you know.<br />Three types of schema connections: text to self, text to text, and text to world.<br />20<br />
    27. 27. Why do good readers make schema connections as they read?<br />Increases their interest level in the text<br />Helps them to relate to characters<br />Increases “reading stamina” <br />Helps them remember what they read<br />Shows them that they DO have a base knowledge/core group of experiences that they can draw from<br />Forces them to ask questions<br />Learn to listen to others<br />21<br />
    28. 28. Teach the students schema by:<br />Explaining concept of schema to them, and the three types of schema<br />Make sure students understand the benefits of schema connections.<br />3. Model how I make schema connections. Use “think aloud” method.<br />22<br />
    29. 29. Teach students schema (continued)<br />4. Give students time to practice. Students are expected to make at least ONE schema connection in pairs, groups or as a class.<br />5. Continue to demonstrate , ask students about, and expect students to make schema connections as they read primary texts<br />23<br />
    30. 30. Teaching students schema (continued)<br />6. Apply schema connections elsewhere, e.g. to movies, book to movie, et cetra<br />7. Introduce students to short non-fiction articles related to themes in book<br />8. Remind students to highlight or underline with a purpose as they read<br />24<br />
    31. 31. Teaching students schema (concluded)<br />9. Ask students to compare books to popular songs or to think about what songs are related to what is happening in the book and WHY<br />25<br />
    32. 32. Alternative Methods for introducing Schema<br />Adopt mantra- “what does this remind me of?”<br />Ask students to list everything they know about a given subject.<br />26<br />
    33. 33. Alternative methods for introducing schema (continued)<br />3. Work on K-W-L charts with students<br />4. Activity: give generalized statements related to themes in text- ask students to take a stand and explain WHY in two sentences<br />27<br />
    34. 34. Alternative methods to teaching schema (continued)<br />28<br />
    35. 35. REVIEW:<br />29<br />
    36. 36. 30<br />
    37. 37. 31<br />
    38. 38. Form groups of four to teach the following reading comprehension strategies given four minutes:<br />1. clarifying<br />2. Comparing & Contrasting<br />3. Inferencing<br />5. Predicting<br />7. Questioning the text<br />9. Evaluating<br />11. Determining what’s important as students read<br />12. SQ4R method<br />4. Make connections to prior experience<br />6. Summarizing<br />8. Visualizing<br />10. Understanding Textual Features<br />13. Synthesizing information to create new thinking<br />32<br />
    39. 39. 33<br />
    40. 40. Home Work for Tuesday & Wednesday:<br />Bring one innovative teaching method or technique you have created or used.<br />Prepare for a debate on the following three propositions for Wednesday:<br />34<br />
    41. 41. Propositions for debate:<br />Be it resolved that teachers should specialize as lower form orupper form teachers.<br />Be it resolved that teachers teach to CSEC exam instead of teaching to course.<br />Be it resolved that CSEC is still important to Belizeans.<br />35<br />

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