Teaching ReadingÁngel Rafael Jimenez Alvarado

Janeth Esmeralda Morales

Pre-Reading

Predict involves thinking ahead while reading and

anticipating information and events in the text.

Introduce components such as cause and effect, compare and contrast, personification, main idea, sequencing, and others.

Activate prior Knowledge is important because it

helps students make connections to the new information they will be learning.

Engage is a merger of motivation and thoughtfulness.

Engaged readers seek to understand; they enjoy learning and they believe in their reading abilities.

ReadingReading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.

Why Read?

Improve Vocabulary

Improve language acquisition

Improve reading ability

Improve spelling, grammar, and writing.

Improve reading comprehension

Teachers VS. Students Teachers allow students to practice the full repertoire of

reading strategies by using authentic reading tasks. They encourage students to read to learn.

Teachers have students practice reading strategies in class and ask them to practice outside of class in their reading assignments.

Teachers encourage students to evaluate their comprehension and self-report their use of strategies.

Teachers develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

Teachers encourage the development of reading skills and the use of reading strategies by using the target language.

Reading Strategies: Before, During, and After Reading

Before reading: Plan for the reading task

• Set a purpose or decide in advance what to read for

•Decide if more linguistic or background knowledge is needed

•Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)

During and after reading: Monitor comprehension

•Verify predictions and check for inaccurate

guesses

•Decide what is and is not important to

understand

•Reread to check comprehension

•Ask for help

After reading: Evaluate comprehension and strategy use

•Evaluate comprehension in a particular

task or area

•Evaluate overall progress in reading and

in particular types of reading tasks

•Decide if the strategies used were

appropriate for the purpose and for the

task

•Modify strategies if necessary

Types of lectureExtensive and Intensive

Extensive reading (Joyful Reading, reading for pleasure): is a way of language learning,

including foreign language, learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. Proponents such as Krashen (1989) claim that reading alone will increase encounters with unknown words, bringing learning opportunities, by inferencing.

Intensive Reading: Reading for academic

purposes.

Intensive Reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text“.

You’d be reading something with a great deal of vocabulary and/or grammar that is beyond your current reading ability. If your instructor is kind, maybe the vocabulary and grammar that is new to you will be glossed page by page. If not, you’ll be spending more time looking up a dictionary than reading.

Authentic Materials and Approaches

The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.

The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.

The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

Teaching Writing

Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write.

Video

http://www.youtube.com/watch?71Y2ulyjM4g

What does writing involve?

Through writing, people share what they know, debate issues, promote their beliefs, and advocate change. Whether you are drafting a letter to your senator about student loan funding or posting an online notice to recruit players for your intramural volleyball team, writing gives you a public voice.

Why Write? Why Teach Writing?

Adults communicate in writing on a daily basis through notes to children’s teachers, work activity logs and forms, e-mails to family and co-workers, online service forms, shopping lists, and so on.

Here are four main reasons for teaching writing to our students1. VARIETY

2. REINFORCEMENT

3. EXAMINATION PRACTICE

4. STUDENT NEEDS

The writing process and process writingSTAGES

Planning ( pre- writing ) is any activityin the classroom that encouragesstudents to write .It stimulates thoughtfor getting started. it fact, it movesstudents away from having to face ablank page toward generating tentativeideas and gathering information forwriting.

StageGroup brainstorming, Clustering ,Rapid free writing.

Drafting : Once sufficient ideas are gathered at the planning stage, the first attempt at writing that is, drafting may proceed quickly.

Revising: When students revise, they review their texts on the basis of the feedback given in the responding stage.

Editing: At this stage, students are engaged in tidying up their texts as they prepare the final draft for evolution by the teacher.

The four steps of the writing process are.

prewriting, writing, revising, and proofreading

PreWriting - Whatever type of writinga student is attempting, theprewriting stage can be the mostimportant. This is when studentsgather their information, and begin toorganize it into a cohesive unit. Thisprocess can include reading, takingnotes, brainstorming, and categorizinginformation

Writing -The actual writing stage isessentially just an extension of theprewriting process. The student transfersthe information they have gathered andorganized into a traditional format. Thismay take the shape of a simple paragraph,a one-page essay, or a multi-page report.

Revising , or editing is usually the leastfavorite stage of the writing process,especially for beginning writers. Critiquingone’s own writing can easily create tensionand frustration. But as you support youryoung writers, remind them that even themost celebrated authors spend themajority of their time on this stage of thewriting process.

Proofreading - This is a chance forthe writer to scan his or her paperfor mistakes in grammar,punctuation, and spelling. Although itcan be tempting for parents toperform this stage of the writingprocess for the child, it is importantthat they gain proofreading skills forthemselves as this improves astudent’s writing over time.

30 Ideas for Teaching Writing

1. Use the shared events of students' lives to inspire writing.

2. Establish an email dialogue between students from differentschools who are reading the same book.

3. Use writing to improve relations among students.

4. Help student writers draw rich chunks of writing from endlesssprawl.

5. Work with words relevant to students' lives to help them buildvocabulary.

6. Help students analyze text by asking them to imagine dialoguebetween authors.

7. Spotlight language and use group brainstorming to help studentscreate poetry.

8. Ask students to reflect on and write about their writing.

9. Ease into writing workshops by presenting yourself as a model.

10. Get students to focus on their writing by holding off on grading.

11. Use casual talk about students' lives to generate writing.

12. Give students a chance to write to an audience for real purpose.

13. Practice and play with revision techniques.

14. Pair students with adult reading/writing buddies.

15. Teach "tension" to move students beyond fluency.

16. Encourage descriptive writing by focusing on the sounds ofwords.

17. Require written response to peers' writing. 18. Make writing reflection tangible. 19. Make grammar instruction dynamic. 20. Ask students to experiment with sentence length. 21. Help students ask questions about their writing. 22. Challenge students to find active verbs. 23. Require students to make a persuasive written argument in

support of a final grade. 24. Ground writing in social issues important to students. 25. Encourage the "framing device" as an aid to cohesion in

writing. 26. Use real world examples to reinforce writing conventions. 27. Think like a football coach. 28. Allow classroom writing to take a page from yearbook

writing. 29. Use home language on the road to Standard English. 30. Introduce multi-genre writing in the context of community

service.