Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Reading WednesdayStrategies for students with Learning Disabil.docxsodhi3
Reading Wednesday
Strategies for students with Learning Disabilities
By: Gale Stanford and Paula Webber
Often students with learning disabilities struggle with reading in the content areas. The best way a teacher can support a struggling reader is to give them opportunities to read and provide them support as they read new content which is often filled with unfamiliar vocabulary and concepts.
Our middle school students were struggling with the new science curriculum, so we decided to give the students and their teachers support by compiling a list of reading strategies they could use within their classrooms.
It is important to pair students carefully when you want them to read together. Our students have learned that new content does not have to be difficult when they apply strategies with a friend.
Below is a list of strategies, their purpose and description of each. They were designed for the 7th and 8th grade science courses at middle school level.
Each Wednesday, students read science lessons and focus on vocabulary development and the use of the vocabulary in speaking, listening, reading and writing activities. These strategies could be used in any core classroom.
STRATEGY
PURPOSE
DESCRIPTION
SQ3R
An approach to studying and reading to improve comprehension and retention
Have students to scan passage, formulate questions to be answered, read, recite what they have read, and then review.
K-W-L
Strategy used to introduce a topic
"Know, Want to know, Learn" Students identify what they know about a topic, what they want to know, and after reading or instruction, identify what they learned or would still like to learn
Reciprocal Teaching
To encourage student-student learning
Students take turns being the teacher for a pair or small group. Teacher role may be to clarify, ask questions, ask for predictions, etc
Think Aloud
To encourage critical thinking and oral reading
Teacher or student describes own thoughts while reading aloud to class.
Read and Respond
Assesses student response to what they have read
Read a passage to the student or have them read it by themselves or in a group.
Have the student respond to the story in a number of creative ways. They can communicate by drawing, recording in the journal, or by use of diagrams and mapping about what they heard or read and how they felt about it. Have the student report to a partner, a small group or to the whole class about their responses.
Graphic Organizer
Visual frameworks to help the learner make connections between concepts
Graphic organizers are used before learning and help remind the learner of what they already know about a subject; are designed to be used during learning to act as cues to what to look for in the structure of the resources or information; are used during review activities and help to remind students of the number and variety of components they should be remembering.
Chalk Talk
To check for understanding
A silent activity where no one may talk. T ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. LITERACY FOCUS
Comprehension Strategies: Application
How will I engage learners before, during and after reading the text?
Choose two strategies at each of these three phases e.g.
Reading text
Two things to do before, during the after you read the text
Before During After
Pre-teach key words Create bookmarks as you
go through the text
Graphic organisers
Anticipation KWL
Reconstructing the text
through turning the
paragraph into a diagram
or drama
Interacting with the text/words
Key Words
Visual-verbal square
Match word with definition
Bookmark – what do learners know before they read, what does the text
remind them of, how can they turn the text into something else?
KWL Strategy
What I know
What I want to know
What I learned (what I will know at the end)
K W L
What I know What I want to know What I learned
Before During After
KWL is about tracking learning and interacting with the text. It is an instructional
reading strategy that is used to guide learners through a text. Learners begin by
brainstorming everything they know about a topic. This is recorded in the K column
of the chart. Then they generate a list of questions about what they want to know
2. about the topic and these are listed in the W column of the chart. After reading,
learners answer the questions that are in the W column.
The new information that they have learned is recorded in the L column of the KWL
chart. It is a good idea to have a common chart displayed on the board or screen in
addition to supplying each learner with their own individual chart on which to record
their information. Discuss with learners what they wrote in the K column. Encourage
them to look for answers to their questions in the text as they read it. Discuss the
information they recorded in the L column. Encourage them to research any
questions in the W column that were not answered by the text.
QuADS
This is a framework for helping learners to ask questions of a text, seek answers, note
details and provide a source for this information. A chart is used.
QuADS moves beyond KWL in that is pushes learners to use research and recording
skills.
Qu A D S
Learners list the
questions they
have about the
topic in this
column.
Learners record the
answers they
arrive at in this
column.
Learners expand or
support these
answers by
including details in
this column.
Learners identify
the source of the
answer in this
column.
Another example of interacting with text is the 3:2:1 Strategy
3 things I learned
2 things I found interesting
1 thing I still do not understand
3 2 1
3 things I learned 2 things I found interesting 1 thing I still do not
understand
3. Anticipation
Make up 6 sentences in a grid. Ask learners if they agree/disagree with each one or if
they think the statements are true or false (T/F).
Will I agree with these after I read the text?
The teacher directs the learners what to look out for.
Scanning, skimming and summarizing
Teach learners to skip over some material and still continue reading. Teach them how
to skim read.
Teach them the structure/sitemap of textbooks; indices and tables of contents.
Make it explicit. Start with learners’ language.
Skim to find the section.
Scan to read the particular information in that section.
Skim the dictionary to find a particular section. Scan the meaning of a word e.g.
Kashrut. This can be applied to any text.
This helps learners to access information more effectively and become faster readers.
SQ3R
Survey, Question, Read, Review, Recall
Learners use skimming techniques to get a flavour of the text and identify questions
they want answered by a more thorough reading. Oral activity – whole class initially.
Approaching the text in an active way, anticipating and expecting that their questions
will be answered, information found and meaning revealed.
Survey
S
Question
Q
Read
R
Review
R
Recall/Recite
R
Look at the cover,
title, illustrations,
first sentence,
headings, last
paragraph.
What do you
know about the
topic already?
What is the
author’s purpose
in writing this?
Is this fact or
opinion?
Is there any
evidence of bias?
Ask yourself what
is this about
What do I need to
know?
Are there
questions I have
to answer?
Specific
information I
must find?
What evidence is
there for the
points made?
Read the passage
carefully and
identify the main
ideas and details.
Can you follow
the sequence of
events?
Can you
distinguish
between facts and
opinions?
Reread the parts
you think are
important and any
parts you are not
sure of.
Note key points.
Summarise points
for your
classmate.
This is done with
the book closed.
Have the questions
been answered?
Remember the key
words or main
points.
Tell your
classmate.
4. Working with Texts
The following are extended interactions with texts
Process stages Teaching strategies
1.Activation of previous knowledge
Brainstorming
Concept mapping
KWL grids
2. Establishing purposes
Question-setting
KWL grids
QuADs grids
3. Locating information
Situating the learning in
meaningful contexts
4. Adopting an appropriate strategy Metacognitive discussion
Teacher modeling
5. Interacting with text
DARTs
Text marking
Restructuring
Genre exchange
6. Monitoring understanding Teacher modelling
Strategy charts
7. Making a record
Teacher modeling
Writing frames
Grids
8. Evaluating information Modelling
Discussion of biased texts
9. Assisting memory
Review
Revisit
Restructuring
10. Communicating information
Writing in a range of genres
Writing frames
Non-fiction books
Drama
Other alternative outcomes
5. Reading for Meaning Exercises
Marking a text Highlight main points. Annotate, underline or circle important parts/main points.
Helps learners analyse, understand and remember content. Use colours for good
visual effect. Use 2 colours to compare/contrast … advantages/disadvantages
Scan text and find these four keywords…
Underline in red the sentence that tells you why …
Underline in blue the sentence that tells you where…
Underline in black the sentence that tells you how …
Place key word in margin as a reminder of content.
Alternative to highlighting is to use stick notes. Give learners 5 post-its and ask
them in pairs the most important key points of the text.
Table/Diagram
completion
The learning is in the completing, the searching the text and the discussion around
it – so don’t do it for them! Allow learners search the text. Use skimming and
scanning to categorise and clarify their learning. In pairs, fill in a table with
headings (like this table).
Fill in the
missing word
To reinforce key words and key concepts that are relevant to the topic.
Can supply key words or leave learners to search the text. Work in pairs.
Cloze exercises Oral exercise for pairs/groups. Cloze = complete missing parts of a passage. Not
an individual, written activity with predictable outcomes. It is an activity carried
out orally and in groups of at least 2. Learners are given text with words deleted
at regular intervals. Paragraph 1 is intact so they get a gist of the piece and a sense
of the style and purpose. They read it silently or 1 reads it quietly for the group.
When s/he comes to the first deletion s/he invites suggestions for the missing
word. Justify it. There may be several right answers. It is all about talking,
negotiating, clarifying, justifying. Whole class discuss solutions. Highlight clues
to the solutions that are contained in the text.
Sequencing –
putting them in
the right order
Asking learners to put a ‘mixed up’ piece of text into the correct order – read the
text carefully and make sense of the ideas contained within. These are the
instructions for _____. The sequence is mixed up. Put the sentences in the correct
order by matching the number in the table with the correct letter e.g.
1. C
2.
3.
4.
Or write out the instructions for …. In the correct order in the table below:
1
2
3
4
Matching the
headings
Reading with the aim of completing a task will focus the reader on the text.
Learners read the text closely, with the help of a task. Matching the heading is
one such exercise that allows learners to focus their reading. Learners are asked to
read a piece of text and choose appropriate labels or headings for each paragraph.
The teacher provides headings for learners initially. These exercises can be
increased in difficulty or simplified. Learners could come up with their own
headings for the exercise.
Read this paragraph about …
How many paragraphs are there?
Look at the list of words on the right. Each word is a heading for a paragraph in
the story. Can you decide which heading goes with which paragraph?
6. Spoken Language: Exploratory Talk – Talking to Learn!
Wait Time
Do not rush in to give an answer to
seek an answer. Give learners time to
think or discuss the questions in pairs
or small group and take feedback.
Open Questions
Ask questions worth pursuing –
encourage reflection, analysis,
compare and contrast, problem-
solving and critical thinking. What
might happen if… why do you think
… offer a counter-argument… what
argument could be presented from
another perspective … etc.
Answers
Record learners’ ideas and use as
a basis for further exploration.
Use learners’ own vocabulary in
taking and recording feedback
and build on this.
Thinking Time
Real questions need to be
considered before answering.
Avoid Bidding
Do not ask for a show of hands.
Nominate learners to speak
Use learners’ answers to develop
further feedback from others.
Extended Exchanges
Use extended exchanges to help
learners to refine their own ideas and
to think critically.
Author Ideas
When ideas are recorded on the board
identify the source/author of each
idea. Validates learners’ ideas or
feedback
Homework
Set homework based on ideas
generated by learners and related
to class discussion.
Follow Through
Classroom and homework should follow on from
ideas developed and refined through exploratory
talk. Avoid simple recall questions. Foster
higher-order thinking and problem-solving.
Encourage learners to explore perspectives,
apply to various contexts, identify the relevance
of the learning for their lives and for others.