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The document discusses reciprocal teaching, a reading technique where teachers and students engage in a dialogue to understand a passage. It involves four steps: predicting what will come next in the text, clarifying unfamiliar words or ideas, generating questions about the passage, and summarizing the main points. For each paragraph, students predict, clarify, question, and summarize to bring meaning to the text through group collaboration led by the teacher or among students.
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Comprehensive reading
This document defines comprehensive reading and describes different types of reading comprehension. Comprehensive reading involves understanding both the literal meaning of a text as well as concepts triggered from outside knowledge. The types of comprehension covered are literal comprehension, reorganization, prediction, inference, evaluation, and personal response. Literal comprehension refers to straightforward meanings, facts, and details from the text, while inference combines literal understanding with outside knowledge. Prediction and evaluation require determining what might happen next or making an overall judgment. Personal response draws only on the reader's own feelings.
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The document describes three reading strategies:
1) "Quote and Comment" where students respond to quotes/images posted around the room before reading.
2) "Marking in Text" where students annotate as they read by writing questions, highlights, notes.
3) "Save the Last Word for Me" where students select quotes, write commentary, and discuss in class with the original student having the last word. Variations allow small group discussions.
Reading Comprehension Assessment
This document discusses reading comprehension assessments. It describes that reading is a purposeful activity that can be done to gain information, verify knowledge, enhance knowledge, or for enjoyment. It notes normal reading speeds are 200-220 words per minute on average, with good speeds being 500-700 words per minute. Reading comprehension is an interactive process between the reader and text, where the reader uses their knowledge and skills to understand the meaning. Different types of comprehension are discussed, including literal, reorganization, prediction, inference, evaluation, and personal response. Various reading techniques and assessment question types like multiple choice, short answer, and true/false questions are also outlined.
Cooperative Learning
1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
Presentation assessing reading
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.
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This document discusses the structure and features of persuasive texts. It provides definitions, social functions, generic structures, and language features of persuasion. It also provides an example persuasive text about the benefits of distance learning for high school graduates facing the choice between further study and work. The key points are:
1. Persuasive texts attempt to convince readers to do or think something through arguments and recommendations.
2. They have a thesis statement, arguments to support the position, and a recommendation.
3. Language features include emotive words, qualifiers, linking words, modals, action verbs, thinking verbs, and evaluative language.
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This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.
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This document defines comprehensive reading and describes different types of reading comprehension. Comprehensive reading involves understanding both the literal meaning of a text as well as concepts triggered from outside knowledge. The types of comprehension covered are literal comprehension, reorganization, prediction, inference, evaluation, and personal response. Literal comprehension refers to straightforward meanings, facts, and details from the text, while inference combines literal understanding with outside knowledge. Prediction and evaluation require determining what might happen next or making an overall judgment. Personal response draws only on the reader's own feelings.
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The document describes three reading strategies:
1) "Quote and Comment" where students respond to quotes/images posted around the room before reading.
2) "Marking in Text" where students annotate as they read by writing questions, highlights, notes.
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1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
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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.
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This document provides information about the Keystone Literature exam, including the exam structure, tips for the multiple choice and constructed response questions, what skills will be assessed, and test security procedures. The exam consists of two modules - one on fiction and one on nonfiction. Each module has 23 multiple choice questions worth 1 point each and 4 constructed response questions worth 3 points each. Tips are provided for multiple choice, constructed response, and free response questions. Sample questions assessing comprehension, analysis, and other skills are also included.
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This document discusses the structure and features of persuasive texts. It provides definitions, social functions, generic structures, and language features of persuasion. It also provides an example persuasive text about the benefits of distance learning for high school graduates facing the choice between further study and work. The key points are:
1. Persuasive texts attempt to convince readers to do or think something through arguments and recommendations.
2. They have a thesis statement, arguments to support the position, and a recommendation.
3. Language features include emotive words, qualifiers, linking words, modals, action verbs, thinking verbs, and evaluative language.
4. The example text persuades readers that distance learning provides a
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This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.
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This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
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Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
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The document discusses the evolution of reading comprehension. In the past, reading involved passively deriving literal meaning from text. Now, comprehension involves multiple levels - literal, interpretive, critical, and creative - and is influenced by a reader's prior knowledge and experiences. Effective reading requires metacognition, or actively reflecting on and interacting with a text. As readers develop, they progress from reading word-by-word to comprehending larger thought units and appreciating a text holistically.
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The document discusses different techniques for reading comprehension. It describes three types of readers:
1. A poor reader who takes in meaning word by word.
2. An average reader who takes in larger units or phrases at a time.
3. A good reader who can take in even longer complete thoughts with each glance.
The document encourages adopting the technique of the good reader by training oneself to pick up full thoughts from the text, rather than individual words, in order to improve comprehension. It emphasizes letting the eyes move naturally while focusing on understanding larger ideas.
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Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
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The document outlines several lesson frameworks for teaching English: Guided Discovery, Situational Presentation, Test-Teach-Test, Reading/Listening, Speaking, and Writing. Each framework includes 6 steps: 1) Lead-in, 2) Presentation/Task, 3) Practice, 4) Production/Follow-up, 5) Feedback, and 6) Reformulation or additional tasks. The frameworks provide guidance for teaching grammar, vocabulary, functions, and skills through different stages including presentation, practice, production, and feedback.
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The document discusses various topics related to reading including:
- Types of reading like skimming, speed reading, and subvocalized reading
- The cognitive process of reading including decoding, using context cues, and activating prior knowledge
- Different methods of teaching reading like phonics and whole language approaches
- Effective reading strategies like scanning, skimming, guessing meanings from context, and identifying the purpose of reading
- Factors that affect reading like permanence, processing time, distance, orthography, complexity, vocabulary, and formality
Teaching English Through English I Class #2
This document provides an agenda and discussion questions for an English teaching class. The agenda includes reading student blogs, continuing discussions on reading and writing habits, and reading the first chapter of the textbook. Discussion questions focus on defining academic literacy and the writing process. Key terms from the reading are also defined, such as the cyclical nature of writing and the writing sub-processes of conceptualizing, formulating, and revising. Later, students are asked to imagine promoting a new teaching method in a brochure and practice persuasive academic writing.
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A talk I gave on how to prepare TOEFL, invited by NCTU Language Teaching and Research Center.
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This document discusses comprehension, which is the ability to understand written text. It provides rules and strategies for improving comprehension, such as reading passages multiple times and answering questions without referring back to the text. The document outlines six main comprehension strategies including making connections, asking questions, visualizing, determining importance, making inferences, and synthesizing. It emphasizes that comprehension instruction is important for students to fully understand and remember what they read.
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The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
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The document provides an agenda and instructions for a peer review session for revising student essays. It explains that students should have three copies of their draft and a peer review worksheet. They will work in groups of three, taking turns reading their essays aloud while the other students follow along and mark errors. The readers will then use the worksheet to provide feedback on the organization, thesis, examples, comparisons, images, conclusion, and formatting based on a list of questions. The goal is revision rather than just editing for grammar or word choice. The oldest student in each group should read their essay first.
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This document provides tips for improving reading skills, including using different reading styles like scanning, skimming, and detailed reading depending on your purpose. It recommends active reading techniques like underlining, note-taking, asking questions, and summarizing what you read. Finally, it suggests expanding your vocabulary by looking up unfamiliar words and reading widely.
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This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
Come, Let's Read with a Purpose
Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
Reading comprehension
The document discusses the evolution of reading comprehension. In the past, reading involved passively deriving literal meaning from text. Now, comprehension involves multiple levels - literal, interpretive, critical, and creative - and is influenced by a reader's prior knowledge and experiences. Effective reading requires metacognition, or actively reflecting on and interacting with a text. As readers develop, they progress from reading word-by-word to comprehending larger thought units and appreciating a text holistically.
Davis e1 deconstructing the writing rubric
The document summarizes Victoria Young's deconstruction of a persuasive writing rubric. It identifies 8 key bullets that the rubric addresses: responsiveness, focus, progression, development, thoughtfulness, word choice, sentence control, and conventions. These bullets evaluate an essay's organization, progression of ideas, and language usage. The document also provides guidance on how to meet each aspect of the rubric when writing an expository essay.
A basic techniques
The document discusses different techniques for reading comprehension. It describes three types of readers:
1. A poor reader who takes in meaning word by word.
2. An average reader who takes in larger units or phrases at a time.
3. A good reader who can take in even longer complete thoughts with each glance.
The document encourages adopting the technique of the good reader by training oneself to pick up full thoughts from the text, rather than individual words, in order to improve comprehension. It emphasizes letting the eyes move naturally while focusing on understanding larger ideas.
Reading comprehension of scientific texts
The Power Point includes the most important aspects to be dealt with in the first class of the course. Evaluative tasks are also in the slides.
Read With Success Power Point Spg09 For The Attendees
The document provides tips for effective college-level reading, including establishing a purpose for reading, using strategies like SQ3R (Survey, Question, Read, Recite, Review), taking notes, using visual organizers, and adjusting your reading rate. It emphasizes the importance of active reading strategies like annotating, summarizing, and using resources like dictionaries to look up unfamiliar words to improve comprehension.
Reading comprehension
Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
Rubrics to the rescue
Rubrics are useful assessment tools that can evaluate students' work efficiently, consistently, objectively and quickly. They provide clear expectations for students and benefit teachers, students, and parents. There are different types of rubrics such as analytical rubrics, holistic rubrics, and weighted rubrics. Analytical rubrics evaluate individual components independently, holistic rubrics provide a global assessment with fewer details, and weighted rubrics judge certain concepts more heavily than others. Examples of rubrics provided assess writing, speaking, listening, and reading skills using criteria, descriptors, performance levels, and rating scales.
Teaching reading comprehension to esl
This document discusses teaching reading comprehension to ESL/EFL learners. It defines reading as involving automatic recognition skills, vocabulary, background knowledge, discourse structure knowledge, and evaluation skills. It describes bottom-up and top-extensive reading as reading for pleasure and intensive reading as reading for details. The importance of teaching reading is to build independent readers, language knowledge, schematic knowledge, reading style adaptation, text structure awareness, and critical thinking. The key to comprehension is meaningful content, text choice, interesting topics. Pre, while and post reading activities should be used. Challenges in teaching reading include vocabulary, background knowledge and differences between languages.
Lesson frameworks
The document outlines several lesson frameworks for teaching English: Guided Discovery, Situational Presentation, Test-Teach-Test, Reading/Listening, Speaking, and Writing. Each framework includes 6 steps: 1) Lead-in, 2) Presentation/Task, 3) Practice, 4) Production/Follow-up, 5) Feedback, and 6) Reformulation or additional tasks. The frameworks provide guidance for teaching grammar, vocabulary, functions, and skills through different stages including presentation, practice, production, and feedback.
English Ppt
The document discusses various topics related to reading including:
- Types of reading like skimming, speed reading, and subvocalized reading
- The cognitive process of reading including decoding, using context cues, and activating prior knowledge
- Different methods of teaching reading like phonics and whole language approaches
- Effective reading strategies like scanning, skimming, guessing meanings from context, and identifying the purpose of reading
- Factors that affect reading like permanence, processing time, distance, orthography, complexity, vocabulary, and formality
Teaching English Through English I Class #2
This document provides an agenda and discussion questions for an English teaching class. The agenda includes reading student blogs, continuing discussions on reading and writing habits, and reading the first chapter of the textbook. Discussion questions focus on defining academic literacy and the writing process. Key terms from the reading are also defined, such as the cyclical nature of writing and the writing sub-processes of conceptualizing, formulating, and revising. Later, students are asked to imagine promoting a new teaching method in a brochure and practice persuasive academic writing.
Toefl preparation guide
2013/10/22
A talk I gave on how to prepare TOEFL, invited by NCTU Language Teaching and Research Center.
How I prepared my TOEFL (scored 112), and how you can prepare it.
Toefl ibt reading section summaries and charts.ppt
The document provides tips for completing summaries and charts for the TOEFL IBT reading section. It advises test takers to [1] look for key words that signal the overall structure of the text, such as words indicating a list or series, [2] read the first sentence or two of each paragraph to understand the main ideas, and [3] eliminate answer choices that are just details, irrelevant, inaccurate or not present in the passage. It emphasizes the importance of being familiar with categories and concepts in the reading and locating each answer choice individually in the text.
COMPREHENION
This document discusses comprehension, which is the ability to understand written text. It provides rules and strategies for improving comprehension, such as reading passages multiple times and answering questions without referring back to the text. The document outlines six main comprehension strategies including making connections, asking questions, visualizing, determining importance, making inferences, and synthesizing. It emphasizes that comprehension instruction is important for students to fully understand and remember what they read.
Teaching English Through English I Class #3
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
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Read With Success Power Point Spg09 For The Attendees
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What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Schema Theory
Frederic Bartlett first proposed schema theory in 1932 to explain how people's prior knowledge influences their recall and understanding of new information. Schema theory suggests that people organize knowledge into mental structures called schemata, which represent their generic understanding of the world. Schemata guide how people encode, organize, and retrieve new information based on their previous experiences. Later, schema theory was applied to understanding processes like reading, where top-down knowledge schemata are used to interpret new textual information.
Obstacles to reading
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
Ellaine Tamayo
The document discusses different techniques for improving reading comprehension, including cloze procedure and semantic webbing. Cloze procedure involves systematically deleting words from a text and having students use context clues to fill in the blanks. Studies have found cloze procedure to be an effective technique. Semantic webbing involves organizing and integrating information from a text by eliciting concepts and relationships from students in response to a core question. Both techniques aim to make students more aware of meaning and relationships within a text to improve comprehension.
Guided Reading: Making the Most of It
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
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The document provides strategies to use before, during, and after reading a non-fiction text about nutrition with 6th grade students. Before reading, the strategies include completing an anticipation guide, scanning the text, conducting think-pair-shares, completing a K-W-L chart, and pre-teaching vocabulary words. During reading, strategies involve whole class choral reading, monitoring comprehension, think alouds, asking questions, and questioning the author. The document gives examples of how to implement these strategies such as conducting think-pair-shares to discuss responses from the anticipation guide and scanning the text. It also provides details on how to model think alouds and ask different types of questions to check comprehension.
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Pedagogy reading skill development 111 Krishna Veni BATCH 3
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Reading
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Reading strategies ca1 hannah_angeline
Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
Guided reading day 1
This document provides information about guided reading including definitions, characteristics of different types of readers, components of guided reading lessons, and resources for teachers. It defines guided reading as instruction designed to help students learn how to process texts with understanding and fluency. It outlines the essential elements of guided reading lessons including selecting appropriate texts and providing introductions, support during reading, and activities after reading to support comprehension. It also describes characteristics of emergent, early, transitional, self-extending, and advanced readers.
Holly granthamca1red4348
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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- 2. WHAT IS RECIPROCAL TEACHING? Reciprocal Teaching… Introduction to Reciprocal Teaching The 4 Steps of RT More Guide…
- 3. INTRODUCTION Reciprocal Teaching (RT) is a reading technique which occurs in the form of a dialogue between teachers and students in the understanding of a comprehension passage. The purpose of RT is to facilitate group effort between teacher and students and/or among students to bring meaning to a comprehension passage. The 4 steps of RT are - Predicting, Clarifying, Questioning and Summarising.
- 4. THE 4 STEPS OF RT The comprehension passage is divided into paragraphs and the 4 steps are carried out for each paragraph of the passage. 1. Predicting: Students will try to predict what the author will discuss in the next segment of the text. 3. Clarifying: Students will clarify difficult words, phrases and ideas. 5. Questioning: Students will generate questions which help with understanding the passage better. Answers will be formed through clues found in the passage. 7. Summarising: Students will summarise the main points/idea in each paragraph.
- 5. MORE GUIDE… When Predicting: •you can use the title/headings/paragraph to help you guess or think what the passage or next paragraph is about. When Clarifying: •You should pick out and clarify words, phrases or ideas that are unclear or unfamiliar to you in the paragraph/passage. When Questioning: •You should use the questioning words such as ‘who, what, where, when, why, what if, how’, as you ask yourself questions and find related answers in the paragraph/passage. When Summarising: •After reading the paragraph/passage, you should summarise the main points or key ideas for each paragraph.
- 6. he End