How to teach reading

How to teach reading

1. How to teach Reading chapter 7

   • 1.Principles of Reading
     • 1.Reading is not a passive skill
       • It is an active occupation, we have to understand the meaning of the words, understand arguments, and work out.
     • 2.Students need to be engaged with what they are reading
       • If students are not interesting in what they are doing, they are less likely to benefit from it
     • 3.Students should be encouraged to respond to the content of a reading text, not just to the language
     • 4.Prediction is a major factor in reading
       • The interest becomes from the book cover, the headline, the word processed page, and hints. These factors catch our attention
     • 5.Match the task to the topic
       • Choose good reading task in order to make interesting the topic/activity
     • 6.Good teachers exploit reading text to the full
       • Using the language for study and later activation
   • 2.How sequences look like
     • 1. Elementary
       • Engage activity: what they find attractive in a person
     • 2.Lower intermediate
       • Activate exercise: list qualities
     • 3.Intermediate
       • Study reading: read the text-task
     • 4.Intermediate to advanced
       • Follow up the activities

2. Reading chapter 4

   • 1.What is Reading
     • Process of readers combinig information from a text and their own knowledge
       • Four aspects define the act of reading
         • 1.The text, 2.The readers,3.Fluency,4.Strategies
       • The main goal is the comprehension
   • 2.Background to the teaching of Reading
     • With strengthened reading skills, leaners make a good procces and development in other areas
       • Silent reading
         • Make silent reading the goal in the classroom instead of using oral reading
       • Reading processes. There are three divided into 3 categories:
         • Bottom-up consist of lower level reading processes
           • Phonics approach supports this model
             • Readers must be able to break a word down into its smallest parts.The blending together of the various sounds allows them move toward comprehension
           • Intensive reading is the typical classroom focus that involves a reading passage followed by textbook activities for comprehension
         • Top down
           • Reading begins with reader bacground knowledge
         • Interactive
           • combines elements of bpttom-up and top-down models of reading to reach comprehension
   • 3.Principles for teaching reading
     • 1.Exploit the reader's background knowledge
     • 2.Build a strong vocabulary base
     • 3.Teach for comprehension
     • 4.Work on increasing reading rate
     • 5.Teach reading strategies
     • 6.Encourage readers to transform strategies into skills
     • 7.Built assessment and evaluation into your teaching
     • 8.Strive for continuous improvement as a reading teacher
   • 4.Classrooms techniques and tasks. A teaching system is organized around the word ACTIVE
     • Active prior knowledge
       • Cultivate vocabulary
         • Teach for comprehension
           • Increase reading rate
             • Verify reading strategies
               • Evaluate progress

3. Helpsheet reading skills. There are ten reading strategies:

   • 1.Purposeful reading
   • 7.Marking the text
   • 5.Phrase reading
   • 4.Information words
   • 6.Analytical reading
   • 8.Note-taking
   • 9.Managing vocabulary
   • 10.Reading with others
   • 3.Skimming
   • 2.Scanning

4. Reading strategies

   • 1.Pre reading:prepare students to ask questions, make connections, form predictions, and categorize new information in the during-reading stage
     • 1.KWL charts
       • 2.List group-Label
         • 3.Anticipation guides
           • 4.Probable passage
             • 5.Character quotes
   • 2.During reading: give a structure for continual, active engagement with a text and force the comprehension while the reading
     • 1.Coding text
       • 2,Encouraging student-to-student conversations
         • 3.Re-reading
           • 4.Story mapping
   • 3.Post reading:struggling readers specially will need to be given opportunities to continue to flex their metacognitive muscles by debating themes in the text and summarizing the key points afeter reading
     • 1.Scales
       • 2.Very important points
         • 3. Somebody-wanted-but-so

5. Teaching reading in a second language

   • 2.Previewing and predicting: be able to guess what is to come
   • 1.Automatic decoding: recognize a word at a glace
   • 6.Scanning:Looking through a text very rapidly for specific information
   • 8.Classification of ideas into main topics and details: distinguishing general and specific
   • 9.Locating topic sentences:identifiying the general statement in a paragraph
   • 7.Recognizing topics:finding out what the text is about
   • 5.Qustioning:asking questions in an inner dialog with the author
   • 4.Identifyig genre:knowing the nature of the text, predict the form and content
   • 3.Specifying purpose:knowing why the text is being read
   • 10.Stating the main idea of a sentence, paragraph,or passage
   • 11.Recognizing patterns of relationships: the relationships between ideas, the overall structure of the text
   • 12.Identifiying- using words that signal the patterns of relationship between ideas.See the connections betwee ideas by the use of words such as first-later
   • 17.Paraphrasing
   • 20.Drawing inferences and using evidence
   • 13.Inferring the main idea, using patterns and clues
   • 14.Recognizing and using pronouns, referents, and other lexical equivalents as clues to cohesion
   • 15.Guessing the meaning of unknown words from the context. Using such clues as knowledge of word parts, syntax,and relationship patterns
   • 16.Skimming:getting the gist or overview of a passage or book
   • 18.Summmarizing, main ideas and leaving out details
   • 19.Drawing conclusions, putting information from parts of the text and inducing new ideas
   • 21.Visualizing, drawing a picture or diagram, of what is described in the text
   • 22.Reading critically
   • 23.Reading faster, to allow the brain to process the input as ideas
   • 24.Adjusting reading rate according to amterials and purpose(speed and strategies for the level of comprehension desired by the reader