Transcript Reading 2 - ABE Kerry

1
Accocdrnig to an elgnsih unviesitry
study the order of letters in a
word dosen’t mattaer, the only
thing thta’s iopmrantt is that the
frsit and lsat ltteer of eevryword
is in the crrecot ptoision. The
rset can be jmbueld and one is still
able to raed the txet wiohtut
defctifuliiy.
2
Today we will be looking at...
•
•
•
•
•
•
Quick review of last session
What makes reading complex
How to extend reading skills
Reading for different purposes &
comprehension
Levels of meaning
Designing an activity for a learner
3
What Skills do we need to be a fluent reader?
What strategies do fluent readers use?
Why is it important to use the phonics
approach?
Why is reading for meaning important?
What is the Language Experience Approach.
How is it useful?
What is Social Sight Vocabulary & why is it
important?
What is the Cloze technique?
What is a Dolch List?
4
Reading for meaning is the main aim
when we read and it’s our learner’s
first goal when learning to read.
What do we do when we meet a
word we don’t understand? Can
you remember?
5
Review of our first reading session
•
•
•
We need to understand something in order to
remember it, but we don’t have to read or
understand every word.
Reading is easier if the subject matter is of
interest – this is why the Language Experience
method works so well, and why it’s so important to
involve your learner in choosing what to read.
When we read, we react – we constantly
relate/compare what the writer is saying with our
own experience – this is how we know if it makes
sense.
6
How can we help make reading easier
and make the content more
understandable?
Make use of headlines, captions,
pictures, any other features of the
context
Scan for the main ideas of the piece
Discuss the main ideas
Ask the learner what they think it’s
about, and what they think of it
Don’t forget, reading needs to be taught alongside
writing and spelling where possible -- not in isolation.
7
Uses the learner’s interests and
experience.
• Uses their own words and structures.
• Meaning of the sentence is more
important than form.
• Repetition of words and phrases adds
to the effectiveness of the method.
•
8
• Allows the learner to make
informed guesses using the context
to help.
• Helps anticipating and predicting to
play a part in the learner’s reading.
• Good to involve lots of social sight
words, names, places, days of the
week etc.
9
• The shape of words also plays a
part, and the use of capitals to
help with recognition.
Example: the
and
• Even the spaces between words
can act as clues.
• Uses all three learning styles.
10
 Where
possible, let your learner
choose the material.
 With a low level learner, decoding
words can lose the meaning. Telling
the student what the word is helps
him/her to recognise it and stay
with the flow of the text
 Skip problem words and go back
later, to keep the flow
11



The shape of the letters can vary depending
on whether they’re hand written or printed,
and then printed text can vary a lot with
fonts.
Some languages are more phonetic than
English – many letters represent more than
one sound in English.
Combining letters can change the sound – like
ch, sh, th, or silent letters like in knight
12

Words that are spelt alike aren’t always
pronounced the same – bury, jury.
The bandage was wound around the wound.

Putting the stress on the correct place in a
word can totally change its meaning –
invalid, object, permit
Putting the emphasis in the correct place
in a sentence can have an effect
– Because of the rain, there was no body at

the funeral.
13

The context in which a word appears
is very important for its meaning.
Wind and close can mean very
different things!
You also need to pay attention to your learner’s
spoken vocabulary – it’s much harder to learn
words you don’t use
14


Discuss with your learner what he/she
reads and which aspects of reading they
find easy/difficult. Check what reading
they would like to be able to do and why.
Ask your learner to choose something to
read, or bring something in and read it to
you. Treat this as a Paired Reading
exercise – only give as much help as is
needed.
15
Learners may be
beginner readers but
they are not
beginner thinkers.
16
Areas you might work on together:







Using context clues
Dealing with punctuation when reading
Sequencing
Prediction skills
Word endings
Plurals
Phonics skills – e.g. the pronunciation
of vowel sounds or word endings
17
Reading for enjoyment
 Skimming
 Scanning
 Proof reading
 Reading for information – reference
books, or the Internet
 Critical reading

The goal is reading for meaning – so it’s
important to check comprehension. How do we
do that?
18
Remember the goal?
Reading for Meaning
But don’t assume that reading
equals understanding.
19
 We
need to understand what we
read in order to remember it.
 We
don’t have to get every word
and every letter, but it needs to
make sense.
20
The blonkie blipped the
scritchy flump.
•
•
•
What did the blonkie do to the
flump?
Who blipped the flump?
What sort of flump was it?
21
 Delete
words central to the text.
 Develop prediction skills, checks
for understanding AND increase
vocabulary.
Even if we leave out the words in
the ________you will probably be
able to _____________
them.
22
23
Even if we leave out the words in the .........., you will
probably be able to .......... them quickly .......... for
it not to interfere too .......... with your
understanding of the text. The reader uses all
sorts of .......... to fill in the blanks. These may not
be the same words the writer had in .......... when
she wrote the text, but they will have to ..........
the meaning and syntax. The only important thing
is that it .......... sense!
24
The team is ................... to stay in the
first division.
After losing the last three matches,
Butterfingers United face possible
relegation. The team is ..................
to stay in the first division.
Don’t forget you can also use cloze to teach any number of other things –
e.g to emphasise grammatical points, or to highlight spelling patterns, or
for humorous effect!
25
26



Getting the right answer doesn’t always equate
with understanding:
To work best, comprehension questions should
teach something, and be pitched at the right
level.
Well-designed questions:
 Recognise the learner’s need to be able to go
beyond literal meaning
 Look to develop the learner’s ability to make
inferences from the text
 Aid in the formation of opinions
27
Literal –
• Require a specific literal answer
• All information is provided in the
text
• No interpretation or opinion is
required
• Example – “What colour was the
boat?” The answer can only be
“The boat was green”.
28
Inferential –
• Uses partial information from the
text – the learner must collect the
information that is available and infer
an answer from this.
• Example – “Who was at the door?”.
The text tells us that there was a
scratching at the door, so a valid
answer may be “The cat was at the
door”.
29
Evaluative –
◦ The learner must make a judgment based
on the information in the text and their
own opinions.
◦ Also includes questions which need the
learner to understand the writer’s intent
and any hidden messages – including
sarcasm, wordplay, humour and figurative
expressions.
◦ EG: What do you think?
What do you believe?
Don’t forget to encourage your learner to support their opinions
with explanations.
30
The Bear’s Story
In pairs, design an activity for your
learner using the story.
Be sure to keep your learner’s goals
in mind and the area(s) your learner
needs to work on.
31
We have emphasised from the
beginning that confidence is a key
skill for our learners – so be sure to
empower them to abandon a piece
of reading if it’s inappropriate, or
worse, boring!
32