Engaging and effective teaching reading strategies

1. ENGAGING AND EFFECTIVE TEACHING
READING STRATEGIES
Prepared by: Do Thi Phuong Trinh

2. Work in groups of four,
share your experience in teaching Reading
• 1.What does reading involve?
• 2.What should we teach in a Reading lesson?
• 3. What kinds of activities do you often use when
teaching Reading?
• 4.What difficulties do your students encounter
when reading?
• 5. How do you help them?
Discussion

3. STAGES OF A READING LESSON
1.PRE- READING
2.WHILE- READING
3.POST-READING

4. Effective strategies for teaching
Reading
• Vocabulary development
• Comparing and contrasting
• Dr/ TA/
• Anticipating guide
• Story map/ character map
• Story impressions

5. • Vocabulary development
1. Concept Definition Mapping
2. Semantic Feature Analysis (SFA) Grid
3. Frayer Modal
4. Semantic mapping

6. What is it like?
Protect wildlife
What is it like?
Protect wildlife
What is it like?What is it like?
What is it like?What is it like?
What is it like?What is it like?
What is it like?What is it like?
1. Concept Definition Mapping
What is it?
(definition)
The Word
What are some examples?

7. CONSERVATIO
N
What is it?What is it?
What is it like?
Protect wildlife
What is it like?
Protect wildlife
What is it like?What is it like?
What is it like?What is it like?
What is it like?What is it like?
What is it like?What is it like?
AnimalsAnimals ExampleExample ExampleExample
Threatening
factors
Forest fires
Threatening
factors
Forest fires
BEFORE YOU
READ
Word - formsWord - forms
UNIT 10-
CONSERVATION

8. CONSERVATIO
N
The
protection
and
management
of natural
things.
The
protection
and
management
of natural
things.
Protect wildlifeProtect wildlife
Manage resourcesManage resources
Prevent forest
destruction
Prevent forest
destruction
Find alternative
energy sourses
Find alternative
energy sourses
Reclaim land and
keep water clean
Reclaim land and
keep water clean
AnimalsAnimals PlantsPlants ForestsForests
• Forest fires
• Hunting
• Fishing
• Pollutants
• Careless use of
natural resources
• Disasters
• Wood
construction
projects
• Forest fires
• Hunting
• Fishing
• Pollutants
• Careless use of
natural resources
• Disasters
• Wood
construction
projects
WaterWater EnergyEnergy landland
BEFORE YOU
READ
Conserve (v)
Conservative(
adj)
Conservation
(n)
Conserve (v)
Conservative(
adj)
Conservation
(n)

9. Semantic feature analysis(SFA GRID)
• How to use semantic feature analysis
• Select a category or topic for the semantic feature
analysis.
• List words and important features related to the topic.
• Vocabulary words should be listed down the left hand
column and the features of the topic across the top row
of the chart.
• Have students place a "+" sign in the matrix when a
vocabulary word aligns with a particular feature of the
topic. If the word does not align students may put a "–" in
the grid. If students are unable to determine a
relationship they may leave it blank

10. Features
Canbeusedasmedicines
Isbeingthreatened
Affectpeople’shealth
Needwater
Takeawayvaluablesoil
Holdwater
Keepthesoil
FACTORS
Hydroelec
tric plants
Pollution
Water
Plants
Animals
The earth
Dams
Soil
Floods
M
akesoilexhausted
Canprovidepower
Canbeextinct
Task 2: As you read the text, fill in the table with  for “Do” and 
for “Don’t”
SFA GRID

11. Features
Canbeusedasmedicines
Isbeingthreatened
Affectpeople’shealth
Needwater
Takeawayvaluablesoil
Holdwater
Keepthesoil
FACTORS
Do: 
Not do: 
Hydroelec
tric plants
         
Pollution          
Water          
Plants          
Animals          
The earth          
Dams          
Soil          
Floods          
M
akesoilexhausted
Canprovidepower
Canbeextinct

12. SEMANTIC MAP
Work in groups. Fill in the following
categories

13. COMPUTERCOMPUTER
uses
Parts
ofcom
puter
Verbs related
Description
SEMANTIC MAP
Com
m
unication
M
ouse
electronic
type
Work in groups. Fill in the following
categories
UNIT 5 TECHNOLOGY
AND YOU

14. COMPUTERCOMPUTER
uses
Parts
ofcom
puter
Verbs related
Description
Hardware/software
Com
m
unication
m
ail
m
iraculous
intelligent
shopping keyboard
entertainm
ent
Education
O
ffice
w
ork
adm
inistration
services
Lightning
-fast
m
agical
electronic
Central processing
Unit
(CPU)M
onitor
M
ouse
Speaker
analyze
type
print
record
calculating
divide
subtract
add
m
ultiply
SEMANTIC MAP FEEDBACK

15. Definition (in own words)Definition (in own words) CharacteristicsCharacteristics
UsefulUseful
Examples (from own life)Examples (from own life)
Microsoft officeMicrosoft office
Non-examples (from ownNon-examples (from own
life)life)
DevicesDevices
SOFTWARE
FRAYER MODEL

16. Definition (in own words)Definition (in own words)
Programs used by computers forPrograms used by computers for
doing particular jobsdoing particular jobs
CharacteristicsCharacteristics
UsefulUseful
ValuableValuable
CopyrightedCopyrighted
Examples (from own life)Examples (from own life)
Microsoft officeMicrosoft office
Adobe photoshopAdobe photoshop
ACD seeACD see
WindowsWindows
Windows mediaWindows media
Non-examples (from ownNon-examples (from own
life)life)
DevicesDevices
ATMsATMs
RadiosRadios
TVsTVs
SOFTWARE
FRAYER MODEL

17. Comparing and contrasting

18. State schools Independent/Public schools
Pair work.
Read the text again and fill in the circles the information about the two
school systems in England. The common area is for the similarities of the 2
systems.
- Free (paid for
by the state)
- Educate the
majority of
pupils (93%)
- Must follow
the National
Curriculum
- Run from
September to
July
- Students
study in 3
terms
separated by
a one-week
break
- Fee-paying
- About 7%
pupils attend
- Set their
own
curriculum
UNIT 4 SCHOOL EDUCATION SYSTEM- E12

19. INSTRUCTIONAL READING STRATEGY:
DR-TA (DIRECTED READING-THINKING ACTIVITY)
1. Choose a text
2. Activate students ’ prior knowledge.
3. Have students make predictions about
what they will read about in the text
4. Have students read a section of the text
5. Ask students to confirm or revise prior
predictions, and make new predictions
6. Continue steps 4 and 5 until students
have finished reading.

20. Set the climate and guide the DR-TA by
the frequent use of three questions:
• What do you think?(or What do you
think will happen next?)
• Why do you think so? (or What part of
the story gave you a clue?)
• Can you prove it? (or What else might
happen?)

22. INSTRUCTIONAL READING STRATEGY:
ANTICIPATION GUIDES
How to Use Anticipation Guides
1. Choose a text.
2. Write several statements that focus on
the topic of the text
3. Have students complete the anticipation
guide before reading
4. Have a class discussion before reading.
5. Have students read the text
6. Have a class discussion after reading

23. • Me Text Statements
• ___ ___ 1. _________________
• ___ ___ 2. ___________________
• ___ ___ 3. ________________
• ___ ___ 4._________________
• ___ ___ 5. _________________
Anticipation Guide
Read the text, compare your opinions with information
contained in the text by placing a check next to statements
which the text states are true.

24. Anticipation Guide: Now, before you read the passages, place a tick(√)
next to any statement with which you agree in the column labeled Me.
1.Lisa blows out the candles on the cake before
people sing “ happy birthday” to her.
2.In USA, both young and old people celebrate
birthdays.
3. Rosa and Luis have got married for fifty
years.
4. The American couples often have a big party to celebrate
wedding anniversaries each other.
5. The 50th
wedding anniversary is special because married
couples often get a lot of gold on this occasion.
6. David and Marry got married in 1984. They held “ silver
anniversary”
in 2009.
Me Text U
3
E
11
R
E
A
D
I
N
G

25. Story Impressions
This strategy is used to arouse students’ curiosity
Procedure:
- Students are given the list of words and phrases
prepared ahead of time by the teacher.
- Individually, or in pairs, they are asked to create a short
story, using the words and phrases in the order they
were given.
- The stories are then shared with the class.
- Next, the assigned text is read.
- Finally, a discussion is held centering around the
similarities and differences between the class
creations and the real text.
- If a group prefers its own story, time is given for editing
and rewriting.

26. Story impressions
Practise telling your story in groups using the given clues
MY MOST EMBARASSING EXPERIENCE
A grade – 9 – schoolgirl
A hat like her pop idol
Birthday
Father gave money
Saw the same wad of dollar notes
Bought the hat
Saw the wad of dollar notes at home

27. How to use story maps
• Discuss the main components of a story (e.g.,
characters, setting, plot and theme OR beginning,
middle, end).
• Provide each student with a blank story map
organizer and model how to complete it.
• As students read, have them complete the story
map. After reading, they should fill in any missing
parts.
Story maps
Why use story maps
They improve students' comprehension
They provide students with a framework for identifying
the elements of a story.

28. Read the story again and fill in the story map while you
read the story.
WHILE-READING
Setting: Once a poor famer had a daughter
named LP….
Climax:
Events:RisingActionConflict:
Resolution:
Author’s theme/Coda:
8
7
6
5
4
3
2
1
9
10
12
11
13
fallingAction
14

29. While-Reading
Setting: Once a poor famer had a daughter
named LP. After his wife died, he married
again. His new wife had a daughter, Stout Nut.
The new wife was very cruel
LP had to do all the chores
LP’s father was very upset
LP’s father was very upset
He soon died of a broken heart
The village held festival in the fall
The prince wanted to choose his wife
SN’s mother made her new clothes but LP had
none
Climax: A fairy appeared and magically
changed LP’s rags into beautiful clothes
Events:RisingAction
LP dropped and lost one of her shoe
The prince found the shoe
He decided to marry the girl
owning it
LP fitted the shoe
The prince fell in love with her
Conflict: Her step-mother was very cruel to her. She didn’t
want her to go to the festival/have a chance to be the
price’s wife so she didn’t make new clothes.
Resolution: The prince married her.
Author’s theme/Coda:
8
7
6
5
4
3
2
1
9
10
12
11
13
fallingAction
Activity 2: Read the story again and fill in the story map
while you read the story.

30. Name of storybook:____________________
Author:______________________________
Setting: When Where
Characters: Who:
Problem:
Story Events: Beginning Middle End
Solution:

31. Story map
Sequence of events
Introduction
Conclusion (optional)

32. Character Map
Conclusion

33. Strategies Pre-
reading
While-
reading
Post-
reading
Concept definition map
SFA Grid
Frayer model
Dr/TA
Anticipation guide
Story map
Comparing & contrast
Work in groups. Tick the strategies
which are useful to teach each stage.