This document provides an overview of extensive reading and how to set up an extensive reading program. It defines extensive reading as reading quickly and enjoyably to improve reading skills rather than studying the language. Benefits include building vocabulary, fluency, motivation and enjoyment. Graded readers are introduced at appropriate levels to help students progress. Guidelines are provided for planning a library, introducing the program, amount of reading, and evaluating progress through indirect means like book reports instead of tests.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docxwendolynhalbert
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
What counts in reading and writing assessment? How do we choose assessments that support the strengths in our students and choose assessments that support our planning? Consider the alignment of values and assessment.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. WHAT IS EXTENSIVE READING?
• The aim of Extensive Reading is to help the student
become better at the skill of reading rather than
reading to study the language itself.
• Extensive Reading is sometimes known as Graded
Reading or Sustained Silent Reading.
Read quickly and
Enjoyably with
Adequate comprehension so they
Don’t need a dictionary
3. WHY DO EXTENSIVE READING?
Extensive Reading:
1. allows students to meet the language in its natural context.
2. builds vocabulary.
3. helps students to build reading speed and reading fluency.
4. builds confidence, motivation, enjoyment and a love of
reading which makes students more effective language users.
5. allows students to read or listen to a lot of English at or
about their own ability level.
6. helps students get a sense of how grammatical patterns work
in context.
4. EXTENSIVE READING VS. INTENSIVE READING
• reading to learn :
1. Students read a text to learn
something about the language
itself.(textbook)
2. We could call it ‘study reading’.
3. The passages are short and
often have a lot of language the
students don’t know.
4. The aim of this reading is to
help teach the language or a
reading skill (guessing the topic
of an article).
IR can be compared with doing
• learning to read:
1. Students practice the skill of
reading by reading for
information(reading a story
book).
2. The aim is to build reading
fluency, and to deepen their
knowledge of already met
language items.
3. This allows them to process
language faster and improves
comprehension and enjoyment.
5. WHAT ARE GRADED READERS?
• Graded Readers are books written especially for language
learners to build their reading speed and fluency
• It also gives them chances to practice ‘real’ reading for
pleasure.
• They are written according to a pedagogical syllabus which has
increasing grades, or levels, of difficulty.
• They are graded through tight control of the plot, vocabulary,
and grammar and judicious use of images.
• Publishers control the vocabulary in graded readers to make
useful words appear more frequently to help learning.
6. WHAT ARE THE BENEFITS OF USING GRADED
READERS?
• allow students to meet lots of comprehensible
language
• allow students to ‘step-up’ their reading ability
gradually level by level
• provide motivating interesting reading materials
• are a bridge to the eventual reading of native-level
reading materials.
7. KINDS OF EXTENSIVE READING
• Most Extensive Reading courses have students choose their
own book at or about their own fluent reading level. This
means all students are reading something different, and in
their own ‘comfort zone’. We might call this individualized
reading, or self-selected reading and this is sometimes called
Sustained Silent Reading (SSR) or Drop Everything and Read
(DEAR).
• Some courses have students read the same book either
together in class or as homework, often chapter by chapter
over several lessons.
8. READING AT THE RIGHT LEVEL
• In order for students to benefit from their Extensive Reading, they
should be reading at an appropriate difficulty level and at a good
speed (150-200 words per minute or a little lower for beginning
students) with a major aim of practicing the skill of reading itself.
• The reading is at an ‘instructional’ level when the students know
between 90% and 98% of the words on a page.
• If the students know 98% or more of the words, then they are in the
extensive reading ‘sweet spot’.
• If the students know everything, or almost everything, on the page,
they can then read it very quickly and can use it to build reading
speed and their natural reading ability.
9. USING ‘AUTHENTIC’ BOOKS
• ’Authentic’ reading materials are usually not the best
materials with which to teach foreign language
learners to read.
• English language students don’t have this knowledge
and usually find authentic books very difficult.
• These are written for English-speaking children or
teens who already know thousands of words and most
of the grammar of English before they start to read.
10. SELECTING THE RIGHT BOOK
• Selecting appropriate reading materials can help build reading
confidence, reading ability and build a life-long love of reading
in English.
11. PLANNING AND SETTING UP AN EXTENSIVE
READING PROGRAM
• To be successful, an Extensive Reading program should ideally:
1. involve everyone – students, teachers, and maybe even parents
2. be part of the teaching timetable and be seen as an essential part of the
curriculum
3. involve students in its set up and management
4. have funding for new reading materials
5. have a variety of interesting materials at appropriate levels
6. have systems for cataloging, labeling, checking out, recording and
returning reading materials
7. have clear language learning objectives
8. have ways to assess the reading
12. STEP 1 : PLANNING YOUR LIBRARY – ‘THINK BIG,
START SMALL’
• How much do students need to read, and how often?
• Should class time be allocated to this? If so, how much and when?
• How many books do we need to cover different levels of abilities and
interests?
• Should we integrate Extensive Reading into an existing class, or have a
special Extensive Reading class?
• Where should we keep the books? How should we manage the library?
• When, and how often, do students change their books?
• How do we assess the students?
• How do we find money for this?
• Who is responsible for running this program?
13. HOW MUCH SHOULD THEY READ? HOW MANY
BOOKS DO I NEED?
number of × number of × number of = The
number of
ER classes students per class books per student books
needed
• The bulk of your library should be at about the level of your
average student with slightly fewer books below and above this
level so all students are catered for.
• If not much money is available, you may need to start with
fewer books.
• It’s often wise to spend only 80% of your budget initially and
spend the rest
to adjust your library once you know what materials are most
needed.
14. STEP 2 : SETTING UP THE LIBRARY – ‘BE
PRACTICAL AND REALISTIC’
• Choosing the books
• Cataloging the books
• Organizing a book borrowing system
15. STEP 3 : INTRODUCING EXTENSIVE READING –
‘STEP-BY-STEP’
• Teachers should introduce the ER program well so that
it starts well.
• There are two main steps - introducing ER with class
readers, and then moving on to self-selected reading.
• These steps are designed to not overwhelm the
students initially and gradually build to self-selected
reading.
16. THE FIRST STEP – WHOLE CLASS READING
• This first stage models ER by asking students to do some
reading as a class so they get used to the idea of reading a
longer text.
• The teacher should start by choosing a very easy book – one
that even the weakest student can read so then all students will
be able to grasp the notion of ER.
• The aim at this stage is to make the reading easy and focus on
enjoyment and quick reading so you can later contrast it with
the more difficult reading they are probably doing in their
textbook.
17. THE SECOND STEP – SELF-SELECTED READING
Stage 1 – Student orientation
This stage allows the teacher to explain to students why this type
of reading is important.
Stage 2 – Student’s first book
Explain to the students that they can choose any book they want
to read but it should be at their ability level.
Stage 3 – Out of class reading
18. EVALUATING EXTENSIVE READING
• Teachers often feel they should check students’ understanding
of their reading directly through tests and quizzes or even just
to assess whether the reading has been done.
1. Online test of graded readers
• On the Extensive Reading Foundation website there is a free
online graded reader testing system which can do this.
• The student logs in and selects the book they have been
reading, they take the test and are told if they pass or fail.
• The teacher is told how many and which books their students
read and whether they passed the test
19. EVALUATING EXTENSIVE READING
2. Indirect assessment
A. Book reports, summaries, presentations and posters
B. Giving grades
C. Measuring reading speed
D.Informal monitoring
E. Informal oral comprehension checks while, or after, reading a
book
20. EXTENSIVE LISTENING - USING AUDIO AND
VIDEO
• Extensive Listening is the sister to Extensive Reading.
• They need to meet input through extensive listening to build
up their automaticity in recognizing words aurally and to get a
sense of how the language fits together.
• Almost all graded readers come with audio recordings.
• Teachers and students should be aware that a student’s fluent
reading ability is unlikely to be the same as their fluent
listening ability.