2023.03.24 What do successful readers do - Sandy Millin for Everyone Academy.pptx
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http://sandymillin.wordpress.com/successfulreaders On Friday 24th March 2023, I did a workshop for Everyone Academy. This was the blurb: What do good readers do? As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves.
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2023.03.24 What do successful readers do - Sandy Millin for Everyone Academy.pptx
- 1. http://sandymillin.wordpress.com/successfulreaders What do successful readers do? Sandy Millin Everyone Academy 24th March 2023 http://sandymillin.wordpress.com/successfulreaders While you wait In the chat, please tell me: - Where are you based? - What questions do you have about teaching reading?
- 3. http://sandymillin.wordpress.com/successfulreaders Context Outside the classroom This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-NC
- 4. http://sandymillin.wordpress.com/successfulreaders Context What can go wrong? Gif source: Tenor Image taken from ELTpics, by @sueannan
- 5. http://sandymillin.wordpress.com/successfulreaders Context Inside the classroom Make the context clear Where might you see this? Provide visual clues Reflect on the genre features: What is the layout of the text? What kind of grammar can they see? For example, are there lots of extended noun phrases? Are there any typical tenses? What lexical fields (areas of vocabulary) are featured? What register is used? Formal? Academic? Scientific? Chatty, more like spoken than written language?
- 8. http://sandymillin.wordpress.com/successfulreaders Know why Outside the classroom This Photo by Unknown Author is licensed under CC BY-NC
- 10. http://sandymillin.wordpress.com/successfulreaders Know why What can go wrong? This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY-NC
- 11. http://sandymillin.wordpress.com/successfulreaders Know why Inside the classroom Set clear tasks = how much attention = how much depth = how much time (time limits?) ‘Read this text and…’ Learners set the tasks This Photo by Unknown Author is licensed under CC BY-NC-ND
- 12. http://sandymillin.wordpress.com/successfulreaders Successful readers… …make predictions and test them
- 13. http://sandymillin.wordpress.com/successfulreaders Predictions Outside the classroom Source: https://readingstrategiesmsu.weebly.com/predicting.html 22/3/23 This Photo by Unknown Author is licensed under CC BY-SA-NC
- 14. http://sandymillin.wordpress.com/successfulreaders Predictions What can go wrong? This Photo by Unknown Author is licensed under CC BY-SA-NC
- 15. http://sandymillin.wordpress.com/successfulreaders Predictions Inside the classroom Source: https://thehoneycombers.com/bali/nyepi-bali-day-of-silence/ 23/3/23
- 19. http://sandymillin.wordpress.com/successfulreaders Sound-spelling relationships Outside the classroom
- 20. http://sandymillin.wordpress.com/successfulreaders Sound-spelling relationships Outside the classroom sound out + corrected mostly silently + challenging words silently = unconscious reading
- 21. http://sandymillin.wordpress.com/successfulreaders Sound-spelling relationships What can go wrong? /ðəʊ/ /dʒæk/ Source for words: https://bookriot.com/twords-we-mispronounce-because-weve-only-ever-read-them/ segue colonel quiche
- 22. http://sandymillin.wordpress.com/successfulreaders Sound-spelling relationships Inside the classroom Low-pressure reading aloud = whole class, pair reading One student reads to the whole class, on the spot, no practice before Reading aloud once students can already read silently Reading aloud with a clear focus e.g. choral reading, teacher indicates sounds As a transition stage > Aim = move towards silent reading More on reading aloud: https://speakinggames.wordpress.com/2020/11/11/reading-aloud-what-its-really- called-and-why-its-essential-to-formal-language-learning/
- 23. http://sandymillin.wordpress.com/successfulreaders Sound-spelling relationships Inside the classroom Source: English File Intermediate Student's Book (fourth edition), Latham-Koenig, Oxenden and Lambert, p166
- 24. http://sandymillin.wordpress.com/successfulreaders Successful readers… …know how to deal with unknown language
- 25. http://sandymillin.wordpress.com/successfulreaders Unknown language Outside the classroom This Photo by Unknown Author is licensed under CC BY-SA-NC
- 26. http://sandymillin.wordpress.com/successfulreaders Unknown language What can go wrong? This Photo by Unknown Author is licensed under CC BY-SA
- 27. http://sandymillin.wordpress.com/successfulreaders Unknown language Inside the classroom reading to read reading to improve vocabulary
- 28. http://sandymillin.wordpress.com/successfulreaders Unknown language Inside the classroom This Photo by Unknown Author is licensed under CC BY
- 30. http://sandymillin.wordpress.com/successfulreaders How we read Outside the classroom This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA
- 31. http://sandymillin.wordpress.com/successfulreaders How we read What can go wrong? Source: https://www.semanticscholar.org/paper/New-COLD-Feature-Based-Handwriting-Analysis-for-Nag- Shivakumara/f37d24d0ad6c212c83188f9a1ca15e245ad07c08/figure/0
- 32. http://sandymillin.wordpress.com/successfulreaders How we read Inside the classroom This Photo by Unknown Author is licensed under CC BY
- 33. http://sandymillin.wordpress.com/successfulreaders How we read Inside the classroom
- 34. http://sandymillin.wordpress.com/successfulreaders How we read Inside the classroom
- 36. http://sandymillin.wordpress.com/successfulreaders Read more! Outside the classroom Source: Teaching Reading Skills In a Foreign Language by Christine Nuttall, p127
- 37. http://sandymillin.wordpress.com/successfulreaders Read more! What can go wrong? Source: Teaching Reading Skills In a Foreign Language by Christine Nuttall, p127
- 38. http://sandymillin.wordpress.com/successfulreaders Read more! Inside the classroom This Photo by Unknown Author is licensed under CC BY-SA-NC
- 39. http://sandymillin.wordpress.com/successfulreaders Read more! Inside the classroom https://esl-bits.net/
- 41. http://sandymillin.wordpress.com/successfulreaders Successful readers… …understand the context …know why they’re reading …make predictions and test them …understand sound-spelling relationships …know how to deal with unknown language …know how they read best …read more! This Photo by Unknown Author is licensed under CC BY-NC-ND
- 45. http://sandymillin.wordpress.com/successfulreaders What do successful readers do? Sandy Millin Everyone Academy 24th March 2023 http://sandymillin.wordpress.com/successfulreaders
Editor's Notes
- Always contextualised Know what you’ve picked up Know what you’ve clicked on Activating schemata – mental map
- Reading something you don’t expect Coursebooks remove context
- Aim in mind. What questions do you have?
- Aim in mind. What questions do you have?
- Aim in mind. What questions do you have?
- No questions = no motivation Teacher told me to (texts and tasks) = no curiosity Same types of tasks regardless of the genre, not reflective of most reading outside classroom
- Ideas of what to read next Depends on our familiarity Activate schemata = not reading ‘cold’ Explicit
- Image / headline > first paragraph >
- Basics of reading = connecting sounds and spellings Single letters / sounds CVC Recognition words Mandated order: Letters and sounds programme Spelling tests
- Sound out + corrected > silently + challenging > silently + unconscious
- Teach common relationships Not just YL phonics syllabus – all ages! Not as many stages? EF sound bank > Jana Find the sound-spelling relationships after reading the text
- Mud – push forwards, don’t get anywhere. Not enough to understand from context. Give up! Can’t understand definition, don’t get clear, succinct, relevant definition Ignore: Can’t understand wider text without this
- Unfamiliar/less comfortable format Unusual fonts / handwriting Places / time periods they don’t like – feel rushed
- Font, colours, sizes Background – screen / paper Take photo and enlarge
- Confident, able to read more
- OK to read slowly! But if it’s caused by lack of understanding, then… ‘can’t read in English’ – give up Lower level of literacy than needed = problem outside the classroom
- Opportunities to read: formats / topics that would work for them: ESL bits Graded readers Graphic novels Magazines about things they’re interested in
- Regularly talk about what reading, enjoying it? Recommend it? Don’t force them! Extend comfort zone Enjoyment = most important