This document discusses various aspects of reading, including:
- Extensive reading which encourages choosing books for pleasure, and intensive reading where teachers direct reading to develop skills.
- Approaches to reading like phonics, look-and-say, and whole sentence reading.
- Stages of reading development from ages 5-10.
- Models of literacy like bottom-up, top-down, and interactive models.
- Strategies for developing literacy like using scaffolds, conducting read alouds, and introducing new books.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading comprehension. Reading is a means for language acquisition, communication, and sharing information and ideas.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading comprehension. Reading is a means for language acquisition, communication, and sharing information and ideas.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
يتناول اللقاء الحالي مقدمة عن التعليم المبرمج، تقديم أحمد المباريدي، مدرس مساعد بقسم المناهج وطرق التدريس وتكنولوجيا التعليم بكلية التربية بجامعة السويس
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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 ...
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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.
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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.
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2. CONTENTS
1. What is reading?
2. Extensive and intensive reading
3. Approaches of reading
4. Stages
5. The interactive Model of Literacy
6. Strategies
7. Reading aloud vs silent reading
8. Materials
9. Introducing new books
10. Book reviews and Criteria to choose a book
11. Activity
4. Reading is a complex cognitive process of
decoding symbols in order to construct or
derive meaning (reading comprehension). It
is a means of language acquisition, of
communication, and of sharing information
and ideas. Like all language, it is a complex
interaction between the text and the reader
which is shaped by the reader’s prior
knowledge, experiences, attitude, and
language community which is culturally and
socially situated.
READING
5. Extensive reading
Teachers encourage students to choose a book and read it for
pleasure.
To encourage students to read:
• Extensive reading materials.
• Setting up a library.
• The role of the teacher in extensive reading programmes.
• Extensive reading tasks.
6. Intensive reading
Teachers choose the books and direct the reading to develop specific
receptive skills.
• Intensive reading: the roles of the teacher.
• Roles to adopt when asking students to read:
• Organiser.
• Observer.
• Feedback organiser.
• Prompter.
• Intensive reading: the vocabulary question.
• Do not worry about the meaning of every single word.
• Time limit.
• Word/phrase limit.
• Meaning consensus.
7. • Intensive reading: letting the students in.
• Do you like the text?
• Reading lesson sequences.
• Skimming: reading for gist or general understanding.
• Scanning: reading for detailed comprehension or reading for inference
and attitude.
• Examples of reading sequences
• Predict the content.
• True or false.
• Questions.
• Definition of words.
• Complete the text.
• Put in order to make a story.
8. Approaches of reading
• Phonics: It is based on letters and sounds. Teacher teaches the letter of
the alphabet, and the combination of letters, phonically – as they are
actually pronounced.
• Look and say: It is based on words and phrases, and makes a lot of use of
flashcards.
• Whole sentence reading: The teacher teaches recognition of whole
phrases and sentences which have meaning in themselves.
• Language experience approach: It is based on the child’s spoken
language. The teacher writes a sentence for the child to read which is
based on what the child said.
Which method to choose?
9. Stages
• Five to seven years old
• They are starting reading process in its mother language.
• You should introduced them the different element related with
reading process.
• Vowels/ Sounds/ Words/ Sentences/ Paragraphs
• Decoding reading
• Through clues = Visual clues = Images
• To take much more time.
*Important note:
There students who has as mother language one that is not base on
the Roman script.
10. Stages
• Eight-to ten- years-old
• Those students already are able to read a
bit in their own language.
• Teachers spend much less time teaching
them the mechanics of reading.
• Time that you as teacher can invest in other
activities.
11. Bottom up model of literacy
To be able to read, besides
decoding, one also needs
to learn to guess or predict
what the text is going to
say. Read is thus a kind of
“psychological game”.
Developing literacy skills of young language
learners
12. Top-down model of literacy
Readers need to be
able to activate the
background
knowledge and bring
it to the reading
process.
Interative model of
literacy
13. Using the whole language
Learning to write
and read in a SL
should start as a
whole not as a
part
14. Creating a literate classroom enviroment
Poster size
pictionaries are
helpful resources
not pieces of
decoration!
15. Language experience approach (LEA) and
dictated stories
1. The teacher engages children in a
group activity
2. Children describe the activity they just
experience in their own words.
3. Teacher transcribes the stories as the
children tell them
4. Children read the stories they have
created
19. Material
• Reading cards
• Home-made books
• Book for native speakers of the language
• Easy readers for foreign language learners
• Pictures dictionaries
• Book with tapes - Audio-books
20. Pre and Post Reading
Introducing
new books
•A new book should not just appear!
Book reviews
•It is important to know what the children think about the book
Criteria to
choose a book
•Stage
•Student’s level
•Goals of objectives that teacher wants get with students.
•Syllabus and topic
23. Steps
1. Infer from the cover.
2. Infer from the title.
3. Students take a look at the book.
4. Identify the characters.
5. Start reading.
6. Stop almost at the end to predict the end.
7. Finish it.
8. Ask if they liked it.
9. Questions about vocabulary while reading.
10. Questions about the book.
24. References
• Brewster, J., Ellis, G., Girard, D. (1992). The Primary English
Teacher’s Guide, chapter 7, The written word. Hondon. Pinguin
Books.
• Harmer J. (2011) The practice of English Language Teaching, chapter
17, Reading.
• Gordon, T. (2007). Teaching Young Children a Second Language,
chapter 5, Developing Literacy Skills of Young Language Learners.
Praegar.
• Scott,W.,& ytreberg,L. (1990) Teaching English to Children, chapter
5, Reading. New York Longmar.
• http://en.wikipedia.org/wiki/Reading_(process)
• https://www.youtube.com/watch?v=5kB7GgLlR7M