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The Reading Teacher

David Petrie

Saturday, 19th October 2013
You’re about to start planning your lesson, you open the course book and
there’s a reading text in the bit you want to tea...
Does your “standard” reading lesson look something like this:
(1)
(2)
(3)

(4)
(5)

Pre-teach any vocabulary from the text...
What do
we read?

Using the picture
on the right for
inspiration, how
many different
text types can you
come up with?

The...
The Reading Teacher
David Petrie
19/10/2013
Different texts obviously require different reading skills.

Where on this diagram would you place some of the texts from ...
The ant sees the pebbles, soil, roots, stems, leaves and petals.
The eagle sees all of the flowers, the field and the land...
Read the following text.
The procedure is actually quite simple. First you arrange things in different groups. Of course, ...
The Reading Teacher
David Petrie 19/10/2013
using background
knowledge and expectations
about what is being said or
written to understand a
message

The Reading Teach...
Reading Sub Skills & Strategies
1 Prediction

Definitions
A

Reading to get detailed information from the text

B

Reading...
The Reading Teacher
David Petrie
19/10/2013
The Reading Teacher
David Petrie
19/10/2013
Prediction Skimming
• Wordle Text
Creation
• Flashcard /
picture
sequencing

• Abstract Matching
• Personal Reactions
• Wh...
Sources & Further Reading
Scott Thornbury: “G is for Gist” - https://scottthornbury.wordpress.com/2011/11/27/g-is-for-gist...
IHWO workshops

Live Online Workshops
http://ihworld.com/ih/next_online_worksh
op

Chris Ozog

7 Reading and Listening
Les...
The Reading Teacher
David Petrie
19/10/2013
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David petrie the reading teacher

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  • Thanks David for sharing this presentation. Though, I totally agree with you concerning many points you have mentioned here. I still feel confused about the difference between scanning and reading for specific information. So, could you please clarify the difference? thanks.
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David petrie the reading teacher

  1. 1. The Reading Teacher David Petrie Saturday, 19th October 2013
  2. 2. You’re about to start planning your lesson, you open the course book and there’s a reading text in the bit you want to teach. Do you: (a) Skip it. (b) Set it for homework (c) Sigh with a heavy heart and decide to do it in class. Having decided to do it in class – what, generally, is your approach to using a reading text? (a) TAVI (b) TALO (c) TASP (d) Whatever it says in the teachers’ book. (e) None of the above – I do something different. The Reading Teacher David Petrie 19/10/2013
  3. 3. Does your “standard” reading lesson look something like this: (1) (2) (3) (4) (5) Pre-teach any vocabulary from the text you think they need. Gist reading task – make the students read the text in a ridiculously short amount of time and then answer a question. Detailed reading – let the students take the next 30 minutes to read the text one word at a time and then ask them to answer 6 comprehension questions which demonstrate (a) they read the text (b) limited understanding of six aspects of the text as given in the questions. A reactive focus on any words the students had problems with or didn’t understand. Move on to the inevitable grammar point that’s lurking on the next page with dodgy examples of the form lifted straight out of the text. If not – how does your lesson differ from this ? Why has this general structure been arrived at for “reading lessons”? How effective do you think it is? The Reading Teacher David Petrie 19/10/2013
  4. 4. What do we read? Using the picture on the right for inspiration, how many different text types can you come up with? The Reading Teacher David Petrie 19/10/2013
  5. 5. The Reading Teacher David Petrie 19/10/2013
  6. 6. Different texts obviously require different reading skills. Where on this diagram would you place some of the texts from the previous slide? The Reading Teacher David Petrie 19/10/2013
  7. 7. The ant sees the pebbles, soil, roots, stems, leaves and petals. The eagle sees all of the flowers, the field and the landscape around it. Both of them are looking at the same thing – just from different perspectives. The Reading Teacher David Petrie 19/10/2013
  8. 8. Read the following text. The procedure is actually quite simple. First you arrange things in different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life. The Reading Teacher David Petrie 02/12/2011
  9. 9. The Reading Teacher David Petrie 19/10/2013
  10. 10. using background knowledge and expectations about what is being said or written to understand a message The Reading Teacher David Petrie 19/10/2013 processing using phonological and verbal cues from the input to attend to micro-features of a text
  11. 11. Reading Sub Skills & Strategies 1 Prediction Definitions A Reading to get detailed information from the text B Reading a text to locate a specific piece of information such as a word or a number or a time. It is not necessary to understand the whole text in order to do this. 3 Gist reading C Either guessing the meaning of new vocabulary in a text or understanding meaning or a message in the text that is not immediately obvious. 4 Scan reading D Reading to get a general but not detailed understanding of the text 5 Intensive reading E Also reading to get an overall but not detailed understanding of the text. 6 Inferring meaning F Reading longer texts frequently over a period of time. This is usually done independently and not in the classroom 7 Extensive reading G Looking at headlines, pictures, typeface and layout to guess what you think a text will be about 2 Skim reading The Reading Teacher David Petrie 19/10/2013
  12. 12. The Reading Teacher David Petrie 19/10/2013
  13. 13. The Reading Teacher David Petrie 19/10/2013
  14. 14. Prediction Skimming • Wordle Text Creation • Flashcard / picture sequencing • Abstract Matching • Personal Reactions • Who, who for & why? • Find me a job • Realia predictions The Reading Teacher 19/10/2013 Scanning • Words beginning with X • Wholesome scattering David Petrie Gist Reading • Find all the ___ that are mentioned Intensive Reading Inferring Meaning Extensive Reading • Question Makers • What does karink mean? • Steve’s Starters • What happens next? • Decontextual ised vocab. • Reader diaries / reviews • Random quick readings (fast finishers)
  15. 15. Sources & Further Reading Scott Thornbury: “G is for Gist” - https://scottthornbury.wordpress.com/2011/11/27/g-is-for-gist/ Languages International: “ESOL Teaching Skills Taskbook (Reading 1)” http://akoaotearoa.ac.nz/download/ng/file/group-4/n2449-esol-teaching-skills-taskbook-unit-3-c---reading-1--knowing-about-strategies-and-sub-skills.pdf Grellet, F. (1981) Developing reading skills Cambridge: CUP Nuttall, C. (1996) Teaching reading skills in a foregin language Heinemann The Reading Teacher David Petrie 19/10/2013
  16. 16. IHWO workshops Live Online Workshops http://ihworld.com/ih/next_online_worksh op Chris Ozog 7 Reading and Listening Lesson Musts... and Why They're Maybes IH Dubai Tuesday 22nd & Friday 25th October The Reading Teacher David Petrie 19/10/2013
  17. 17. The Reading Teacher David Petrie 19/10/2013

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