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Similar to Gateway Qualifications - Helping ESOL learners to become more confident readers
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Gateway Qualifications - Helping ESOL learners to become more confident readers
- 1. Helping ESOL learners to become more confident readers Bridget Smith
- 2. Purpose of the webinar We will be looking at: • different ways of using authentic text to develop reading skills • reading strategies to develop confidence • using reading as a springboard for developing speaking and writing • approaches to reading assessment
- 3. • Responding to text • Finding information • Identifying detail • Reading for gist • Scanning • Skimming • Comparing • Understanding opinions • Reading aloud • Reading for pleasure What do we mean by reading?
- 4. • Inside the classroom? • Outside the classroom? • What kinds of authentic texts might you use? Let’s think about a context such as sport and leisure What do your learners read?
- 5. • Using context • Working out grammatical clues • Making links with their own language • Deduction - It must be/can’t be that because… • Common sense - prior knowledge, what is likely • Sounding out words • Skimming / scanning / key words • Dictionary skills • Create a personal glossary for specialist words Teaching learners reading strategies
- 6. • Make a vocabulary or language focus • Blank out e.g. nouns, verbs, adjectives • Match questions and answers • Make up own questions • Highlight ‘what I know / what I can work out / what I need to find out’ • Questions first • Re-order text • Sort for purpose and audience • Match captions / headlines to texts • Paired and group reading and reading aloud Getting inside a text
- 7. Home is wherever my children and family are. Home to me is safety. I know as soon as I see my mum and my mum’s home, nothing or nobody can hurt me. Thinking of being at home reminds me of happy memories. When I am alone, I feel my children around me. I can hear them calling me mummy. Outside in the back garden, my children are playing on the swing, singing, dancing and their dad is also with them. I am laughing because of their antics. My husband often used to buy a bunch of flowers for me. I miss my home a lot. I love my home and I have never been anywhere else for as long a time, except prison. My home is very bright, colourful, neat and clean. On sunny days, the bright sun comes through into the conservatory. My home gets lighter. I cook some special food for my family when my husband has a day off and the children have school holidays. We watch TV, even though my home is noisy, there is a lot of love. Home is my life and breath. Home
- 8. Water in plastic bottles, food packaging, plastic bags, batteries, sheets of paper from the printer – don’t just throw them away. Our dustbins are overflowing! In 40 years, the amount of rubbish we produce has doubled. However, we can easily reduce that. Here are some tips: Drink water from the tap rather / than water in a plastic bottle Go shopping / with your own bags Avoid small portions of food – one big pot / of yoghurt is the same as 4 small pots and it’s cheaper! Take your used batteries, old / phones and ink cartridges to be recycled Re-use paper for / notes, lists, children’s drawing paper Don’t waste / food – use your leftovers Recycle / magazines and newspapers Even clothes and textiles can be / recycled or donated to a charity shop. We must all do our share to support our environment
- 9. Select a text and think about how you want to use it: • What do you want your learners to learn from the text? • Does it need adapting? • What language will you focus on? • What kinds of tasks will you ask learners to complete? • How will you present it? • Will learners work independently or in groups / pairs? • What can they do with the text next? Create reading activities
- 10. What could your learners do next? Using reading to develop other skills • Write their own similar text • Write a letter in response to the text • Write an email to a friend about what they found out • Give a presentation about the text to the class or in a group. Other students can ask questions • Use the text as a basis for discussion
- 11. Entry 3 learning outcomes for reading 1. Be able to read and understand continuous texts 2. Be able to read for information from everyday sources 3. Be able to use a dictionary Assessment
- 12. • Four tasks • Tasks 1 and 2 – one information or instructional text for each in different formats • Task 3 and 4 – continuous texts of more than one paragraph with different formats and register • Task types may include matching, multiple choice, gap filling, sentence completion, short open questions • Contexts Question paper and test-types - reminder
- 13. • Get your learners familiar with question papers looking at test-types, question words, how much information - work in groups and pairs • Encourage learners to read whole text first • Show them how to use a highlighter pen or underline to help them focus • Practise using a dictionary in timed conditions - can make it a competition • Use past papers with text only and a range of activities they are familiar with • Only give the questions after they are familiar with the texts • Reminder - does my answer make sense?! Building confidence for assessment
- 14. • Date and title • What is this text - letter, advert, leaflet • What is this text for - tells you how to do something, it gives advice • Key words - use a dictionary, write the word down with its meaning • Key information - what is the text telling you? • How easy did you find this text? • What do you need to practise? • How can your tutor help? Independent reading and keeping a log
- 15. • Contextualising ESOL • Teaching and learning resources for tutors to support the delivery of ESOL covering 7 contexts • Independent learning materials covering 3 levels Resources available to centres
- 16. • Would you like us to post you a sample of the resources? • Yes, please contact me for my address • No, thank you Resources available to centres
- 17. www.gatewayqualifications.org.uk quality@gatewayqualifications.org.uk 01206 911 211 Any questions…?
- 18. • 1st April – Contextualisation • 20th May - Beyond the classroom: Support your students' independent learning • 24th June – Digital and ESOL Future Webinars
- 19. • Would you be interested in attending a face-to-face event? • Yes • No Future Events
- 20. • Embedding ESOL in vocational and employability contexts • Additional Marking Guidance Resources coming soon
Editor's Notes
- Copies of the resources are available for centres approved for Gateway Qualifications’ ESOL through our Prism portal. If you’re not yet approved and would like a sample of the resources, please let us know and we’ll pop some copies in the post.
- We’re thinking about holding some events which feature workshops similar to this webinar but with the opportunity to network and share best practice as well. To help us plan for these, let us know if you’d be interested in attending.