developing reading skills

1. Classroom Activities:
Developing reading skills
BY :
MUSLIADI USMAN

2. Context:
 Name of the book: Teaching and Learning Strategies for
the Thinking Classroom
 Age & Proficiency Level of the Language Learners: 60
secondary level participants
 Student Learning Objectives: reading comprehension/
critical thinking activity for the Building Knowledge part
of a reading lesson with either narrative or informational
text. Students will be expected to understand grade-level
words in a variety of contexts from a variety of roots.


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 To make students gain a general vıew of the information by selecting the new
vocabulary from the picture or any information in the narrative text
 To express the meaning the rhetorical feature by using various languages
accurately, fluently, and acceptable in daily life.
 Involved in all activities during teaching learning process in the classroom, can
express his feeling and attitude which is relevant to the nature of the culture of the
target language and local culture as well.

4. TASK: UNDERSTANDING NARRATIVE
TEXT
 Narrative texts come in subcategories such as realistic fiction, historical fiction, folk
stories, fantasies, legends, and works of magical realism or science fiction.
 It can be useful to remind readers of the category of story they are reading, and
what kinds of possible actions they can expect from it.

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Purpose of the task;
 This part shows you ways to help students learn from reading either a
narrative or an informational text.
 The narrative text for this part is a short story,

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Procedure;
 Imagine that you are a student who is participating in the lesson.
What is your experience? What kind of thinking are you doing?
What are you learning?
 Then think yourself into the role of the teacher who is leading the
lesson. What are you doing? Why are you doing it? How are you
handling the three phases of the lesson anticipation, building
knowledge, and consolidation? How are critical thinking,
cooperative learning, and active learning incorporated into the
lesson?

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 The anticipation is where students are made ready to learn from the lesson. Then,
 The teacher tells the students that they will read a short story silently
 The teacher draws a horizontal oval in the middle of a sheet of chart paper and
writes the word “yacht” for example in the center.
 Then the teacher asks the students to share knowledge they have about the term
yacht.
 The teacher takes about three minutes to gather, organize, and record their ideas
into a semantic map. The vocabulary term “yacht” was selected for this activity
because it might not be familiar to the students.

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 BUILDING KNOWLEDGE the teacher will use the Directed Reading Activity
(DRA). The teacher directs the students’ silent reading with comprehension-level
questions.
 They will read with stops, pausing to discuss every few paragraphs.

9.  The students read the first two paragraphs from the story silently.
 Then the teacher asks the students tell about the information in that paragraphs.
 Next, let’s students finish reading the story to find out the information

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 CONSOLIDATION
In the consolidation phase of the lesson, the students will construct a
character map. They will continue in the same pairs they worked with in the
anticipation phase of the lesson.
 The students going to think about the characters in the story. Please get back into
the pairs you had at the beginning of the lesson. and select two characters from
the story

11. DIRECTED READING-THINKING ACTIVITY CHART
WHAT DO YOU
THINK WILL HAPPEN?
WHY
DO YOU THINK SO?
WHAT
DID HAPPEN?
AFTER READING
THE TITLE
AFTER READING
THE FIRST PART
AFTER READING
THE SECOND PART
AFTER READING
TO THE END