4. Bottom up processing
• Starting from sounds
and letters to make
meaning
• Identifying words and
structures
• Focus on vocabulary,
grammar,
organization
5. Vocabulary Development
• Use a dictionary
• Recognize word forms
• Identifying affixes and roots
• Understanding collocations
• Guessing meaning from context
6. Top down processing
• Comprehension
resides in the reader
• Reader uses
background
knowledge and
makes predictions
• Teacher focus is on
meaning-generating
activities (Anderson
2008)
7. Top down or bottom up?
4. Underline a
grammar structure
or verb tense
5. Skip over vocabulary
words you don’t
know
6. Write the number of
a paragraph where
you find the answer
1. Schema building to
activate
background
knowledge
2. Pre-teaching new
vocabulary words
3. Help students
comprehend
discourse
structures
9. Strategies
• Skim for ideas; scan for specific info
• Find the main idea
• Locate topic sentences
• Adjust reading rate relative to purpose
• Read and interpret tables, charts, maps…
• Make inferences about content
• Differentiate between fact and opinion
10. Activity and Response Types
• Multiple choice
• Fill in the blank
• True-False
• Matching
• Sequencing
• Completing a
graphic organizer
• Completing a table
• Sorting or grouping
• Finding information in
a reading
• Answering questions
• Writing a reflection
12. Schema building
This reading is about the invention of the
telephone.
-What do you know about the topic?
-List anything you know about the invention of the
telephone.
-What do you want to know about the invention of
the telephone? Write questions.
-After you read, you will fill in the chart with what
you learned.
• What I know…
• My questions:
• I learned…
13. Previewing
• Preview the reading. Answer these
questions.
• How many paragraphs are in the
reading? How long will it take you to
read?
• How many sections are there? What are
the titles?
• Look at the photographs and read the
captions. What new word is explained?
14. Predicting
The author of the next reading has a
negative opinion about reality TV shows.
What issues do you think the author will
discuss in the reading?
15. Identifying genre
•Look at the magazine article. How is the
format different from the newspaper article
on page 17? What other kinds of
differences are there?
16. Learning key vocabulary
•Read the sentence. Choose the best
definition for the bold word.
•1. Company signs come in a variety of
colors.
• a. different kinds
• b. small choice
• c. unusual order
17. Activities while reading
• Keeping questions in mind
• Taking notes
• Filling in a graphic organizer
• Monitoring comprehension
• Developing fluency
18. Keeping questions in mind
• As you read, keep these questions in
mind.
• What were three steps in the design
process?
• What was the most difficult problem for
the architects?
19. Underlining
•As you read, use a pencil and lightly
underline important information. Only
underline two points in each paragraph.
Don’t underline complete sentences.
20. Filling in a graphic organizer
• As you read, fill in the
T-chart.
Advantages of
online classes
Disadvantages
of online
classes
21. Comprehension
• Answer these questions. Re-read the
story if you need to.
• Why was the narrator afraid of the old
man?
• What indications are there that the
narrator is mad?
22. Critical analysis and evaluation
• In which lines of the reading does the
author give factual information?
• In which lines does the author give her
opinion.
• How do you know?
23. Summarizing or paraphrasing
•Write a paragraph in which you summarize
the reading.
•Write one sentence for each paragraph.
•Be sure to use your own words. Do not
quote directly from the text.
24. Task-based output
Go back to the section describing how to make a
paper airplane.
Take a piece of paper and follow the instructions.
Show your airplane to your classmates.
Did everyone’s come out the same way?
25. Reflection and integrated activities
Do you agree with the author that
technology is bad for human relationships?
Write a paragraph giving your opinion. Use
quotations from the text to help focus your
argument.
27. Putting it all together
Directions:
1. Read the text at the end of the handout.
2. With a partner or in a small group, select two
activities for either the pre-, during, or post-
reading portion of the lesson.
3. What activities would you choose? How would
you design each activity? What would the
students need to do to complete these tasks?
How long would each task take to complete?
