This document discusses various reading strategies including pre-reading, while-reading, and post-reading activities. It emphasizes using graphic organizers and semantic maps to help readers visualize and understand relationships between ideas in a text. Various pre-reading techniques are mentioned like activating background knowledge, using KWL charts, and doing picture walks to prepare readers before they read. During reading, strategies like skimming, scanning, and shifting between top-down and bottom-up processing are discussed. Graphic organizers are presented as a helpful while-reading activity to help organize information for readers.

1. Reading Strategies 吳倖誼 Sandra Wu 台北縣國中英語專任輔導員 台北縣立義學國中 [email_address]

2. Today’s Agenda Introduction Pre-reading activities KWL chart Brainstorming Picture walk Skimming Scanning While-reading activities- semantic map/ graphic organizer Let’s do it!

3. About Reading… Intensive v.s. Extensive Bottom-up v.s. Top-down A combination of top-down and bottom-up processing, or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. (Brown, Teaching by Principles ) In practice, a reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. (Nuttall, 1996, p.17)

4. Pre-reading Activities Activate background knowledge/ schema/ prior knowledge A reader will rely on knowledge about a known topic to sort out word meaning; conversely, a reader who has a mastery of the text’s vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend a text. (Mikulecky, What is Reading? )

5. KWL Chart K = what you KNOW about the topic W= what you WANT to know about the topic L= what you LEARNED about the topic

6. Brainstorming- Webbing

7. Picture Walk Let’s “ look at ” the book! get information without reading the texts. posters

8. Emma Neil Joy, Book 5, Unit 9

9. Skimming- get the gist very fast-paced reading obtain an overview of the form and contents of a text … is easier to do if the reader is aware of how texts are organized

10. Answers : b b d c

12. Please read the “ FIRST ” and “ LAST ” paragraphs “ THOROUGHLY ”. But read only the “ FIRST SENTENCES ” of the “ SECOND ” and “ THIRD ” paragraphs. Practice – Joy, Book 5 Unit 5

13. Paragraph 4 Conclusion enjoy yourself+ learn something +get valuable experiences Paragraph 3 Body (Example) sports clubs Paragraph 2 Body (Example) music fan  form a band Paragraph 1 Introduction Besides studying, joining clubs is also important.

14. Discourse Markers ( Brown, Teaching by Principles ) … should be familiar with the lexical items used for signaling relationship between ideas and the vocabulary of textual cohesion . (Mikulecky, Teaching Reading Skills )

15. Discourse Markers

16. Practice: Joy, Book 5, Unit 1

17. Scanning – Locate Specific Information with an extremely high speed without reading through the whole text by reading aloud the request for information … can serve simultaneously as a review of wh-questions (when, where, what, why, who, how..) (Mikulecky, Learn Not to Read Every Word ) Make readers share strategies.

18. Practice- Joy, Book 5 Unit 2 Since when has Buteo Huang made kites? Why is autumn the best season for flying kites? Where was Mr. Huang born?

19. While-reading activities- semantic map/graphic organizer Readers can easily be overwhelmed by a long string of ideas of events. The strategy of semantic mapping, or grouping ideas into meaningful clusters, helps the reader to provide some order to the chaos. ( Brown, Teaching by Principles )

21. Why Use Semantic Maps / Graphic Organizers? visualization process and get the information more effectively reduce anxiety

22. Graphic Organizer a visual and graphic display that depicts the relationships between facts, terms, or ideas a one-page form with blank areas for the student to fill in with related ideas and information. allow for the information to be written or drawn

23. Graphic Organizer of Joy, Book 5, Unit 8

24. http:// www.enchantedlearning.com/graphicorganizers /

27. Joy, Book 5, Unit 1

28. Graphic Organizer of Joy, Book 5, Unit 1

29. Joy, Book 5, Unit 4

30. Graphic Organizer of Joy, Book 5, Unit 4

31. Joy, Book 5, Unit 6

32. Graphic Organizer of Joy, Book 5, Unit 6

33. Joy, Book 5, Unit 8

34. Graphic Organizer of Joy, Book 5, Unit 8

35. Joy, Book 6, Unit 1

36. Joy, Book 6, Unit 2

37. Joy, Book 6, Unit 2

38. Joy, Book 6, Unit 3

39. Joy, Book 6, Unit 3

40. Graphic Organizers Enhance Writing

42. Let’s create a graphic organizer! Joy, Book 6 Unit 5 – Living in Outer Space

43. The End Thanks for your listening! Sandra’s Blog: http://blog.yam.com/doggerwu 中英團部落格 : http:// blog.yam.com/etsinjhoftc