Transcript Reading: Lesson One: Intensive Reading of High School Article Teacher Training

Reading: Lesson One:
Intensive Reading of High School
Article
Teacher Training
04/06/2012
“To Treasure our Life” - George Carlin ?
Lets Freewrite!
Individually, please think
about the following
question: “How do you
treasure your life?” Then, in
50-150 words, please write
freely (do not worry about
spelling or grammar)
about the previous
question. You will have
about 7 minutes to write.
Please write in the space
below.
A Paradox (Noun)
“I never tell the truth”
 A paradox is a statement
or concept that contains
conflicting ideas.
 In every day language a
paradox is a concept that
seems absurd or
contradictory, yet it is
true.
Prejudice (Noun) and (Verb)
 A negative opinion or
feeling formed without
knowledge, thought, or
reason.
First Reading - Aloud
Second Reading - Think Aloud
Please listen to Dave use the reading strategy of “Thinking Aloud.”
As you read along with him please use the chart below and write
down the main ideas of each paragraph and if you agree or
disagree with the author.
Paragraph (¶)
Main Idea
¶1
With more, we have less
¶2, 3
Negative Extremes
¶4
Relationships have
weakened
¶5
Science and
Technology has
harmed us
¶6
Morality decreases
¶7
One must love to
treasure life
Agree / Disagree
Partner Work
With your partner,
please discuss:
1.) The main ideas of
the reading passage;
And,
2.) Do you agree or
disagree with the
author’s main idea?
Why or why not?
Homefun
Please read a chapter from
Mitch Albom’s book,
“Tuesday’s with Morrie,”
entitled, “The First
Tuesday, We Talk about the
World.”
After you read, please
write a 150 word response
about the differences
and/or similarities of the
major ideas between
Morrie and “How To
Treasure.”
Class Explanation
Teaching Reading
 The written word surrounds us daily. It confuses us
and enlightens us, it depresses us and amuses us, it
sickens us and heals us. At every turn, we who are
members of a literate society are dependent on 20
some-odd letters and a handful of other written
symbols for significant, even life-and-death, matters in
our lives. How do we teach second language learners
to master this written code? What do we teach them?
What are the issues?
“To Treasure our Life” –
Intensive Reading Classroom Explanation
Pre-Reading
Can build interest,
confidence, and motivation
– and, can facilitate
comprehension
Getting Ready to Read –
schema activation, schema
development, and
establishing purpose for
reading
Schema Activation
“What do students already know about the
content, structure, and language of this
particular text?”
A successful schema activator?
Was the free write
and a successful
schema activator? If
so, why? If not, why
not?
What are some other
schema activators
you can think of?
Previewing the Passage
Generally speaking, surveying a text involves getting a
quick sense of the text’s main ideas and macrostructure.
Previewing
L1 and L2 reading studies and reviews consistently
indicate that comprehension is enhanced by gaining an
overview of a text prior to reading it (Aebersold & Field,
1997; Chen & Graves, 1995; Dole, Valencia, Gree, &
Wardrop, 1991; Eskey & Grabe, 1988; Grabe, 1997; Grabe
& Stoller, 2001; Hudson, 2007; Urquhart & Weir, 1998).
Aebersold and Field (1997) further pointed out that
previewing “enables students to establish their own
expectations about what information they will find in the
text and the way that information will be organized” (p.
73).
Vocabulary in Pre-Reading
 Aebersold and Field (1997) noted that “the
introduction of a word and the learning of a word are
different matters and require different strategies in
the classroom” (p. 139).
 Teachers should only preview vocabulary that is
necessary for overall text comprehension on students’
first reading. Other lexical items can be analyzed at
later stages of the intensive reading process, along
with vocabulary learning strategies (see Chapter 8).
 Second, as already noted, the best candidates for prereading vocabulary work are idiomatic expressions or
terms, names or places that could not easily be found
in a dictionary (Nation, 2001).
What vocabulary should be
taught, you are wondering
more?
Frequency? From where? Corpus and
Concordances - Websites
 BYU-BNC (Mark Davies Corpus)
http://corpus.byu.edu/bnc/x.asp ;
 http://corpus.byu.edu/coca/
 The University of Michigan’s Corpus of Spoken
Academic Discourse:
(www.lsa.umich.edu/eli/micase/micase_materi
als.htm )
 The Cambridge-Nottingham Corpus of
Discourse in English
 www.cup.cam.ac.uk/elt/reference/cancode.ht
m)
Three Strands of Theory
1.) Emphasis over
interactive approaches
2.) Teaching study skills –
such as highlighting,
annotating, questioning,
and reacting.
3.) Strategic learning
Re-Reading the Text Using Graphic Organizer
and Think Aloud
Facilitates Comprehension
DURING the process of reading;
A graphic format may help some
visual nonverbal learners to grasp
key ideas and connections that they
might otherwise miss.
For all students, graphic organizers
facilitate review processes and
provide easy reference to key
textual components (Kajder, 2006;
Shrum & Glisan, 2005). .
It is widely accepted that perhaps the most
important benefit of intensive reading lessons is
strategy instruction, which may include any or
all of the following operations: identifying and
making explicit students’ current strategies;
teaching and practicing new strategies; and
helping students become aware of how strategies
can and should transfer to other reading
contexts (Bernhardt, 2005; Grabe, 2004).
Successful strategies for
comprehension?
Was the graphic
organizer and think
aloud strategy
successful strategies
for facilitating
comprehension? If
so, why? If not, why
not?
After-Reading
 The Final stage of intensive reading is to help
students evaluate and extend what they have
learned about the text and the reading process.
The nature and extent of the post-reading phase
may vary depending on the type of course and its
goals.
 Three general goals of the post-reading stage: (1)
summarizing; (2) thinking critically; and (3)
making reading–writing connections.
Critical Thinking
Successful critical thinking questions?
Was the pair-work
discussion successful
for critical thinking?
If so, why? If not,
why not?
What are some other
critical thinking
questions you can
think of?
Writing: Lesson Two:
Paragraph Structure to Essay
Teacher Training
04/06/2012
Gold
 Gold, a precious metal, is prized for two important
characteristics: resistance and usefulness. First of all,
gold has a lustrous beauty that is resistant to corrosion.
Therefore, gold is suitable for jewelry, coins, and
ornamental purposes. Gold never needs to be
polished and will remain beautiful forever. For
example, a Macedonian coin remains as untarnished
today as it was made 25 centuries ago. Another
characteristic of gold is its usefulness to industry and
science. For many years, it has been used in hundreds
of industrial applications, such as photography and
dentistry. In conclusion, gold is treasured not only for
its beauty but also its utility.
Language and Perception
 Although we all posses the same physical organs for
sensing the world – eyes for seeing, ears for hearing, noses
for smelling – our perception of the world depends to a
great extent on the language we speak, according to
linguists Edward Sapir and Benjamin Lee Whorf. They
hypothesized that language is like a pair of eyeglasses
through which we “see” the world in a particular way. A
classic example of the relationship between language and
perception is the word snow. Eskimo languages have as
many as 32 different words for snow. For instance, the
Eskimos have different words for falling snow, snow on the
ground, snow packed as hard as ice, slushy snow, and
wind-driven snow. The ancient Aztec languages of Mexico,
in contrast, used only one word to mean snow, cold, and
ice. Thus, if the Sapir-Whorf hypothesis is correct and we
can perceive only things that we have words for, the Aztecs
perceived snow, cold, and ice as one and the same
phenomenon.
Partner Review
Native Americans on Modern U.S.
Culture
Writing
Techniques
Questions
1.) How many paragraphs does
this essay contain? How many
paragraphs are in the body?
2.) Underline the topic sentence
of each body paragraph, and
double underline the topic
3.) Notice which noun phrase
appears four times in the
introduction. Circle each
repetition of this key noun in the
other paragraphs of the essay.
Thesis Statements!
 States the specific topic and subtopics or
subdivisions of the main topic or subtopics
 May Indicate the pattern of organization of the
essay
 Focuses the writer and aides reader’s
understanding
 Neither too broad nor too narrow
 Explains what you will prove or argue
 Must be strong!!!
Homefun #2
 1.) Essay Outlining of “Native American
Influences on Modern U.S. Culture” –
handwritten; see handout.
 2.) Essay Outlining of “Your Own – Either
Winter Break or Friends” – Please type.
 3.) Bring to class next week. Typed-double
space, Times New Roman, 12 point font.
Explanation of the Writing Lesson
Language Learning –
The Individual and the Social
– Sociocultural Perspective
Vygotsky
The Zone of
Proximal
Development
The distance between
the actual level of
language development
and the level of
potential development.
3.) Strive to Offer
Techniques that are as
Interactive as Possible
“Don't buy into the myth
that writing is a solitary
activity! Some of it is, to be
sure, but a good deal of
what makes a good writer
can be most effectively
learned within a
community of learners.”
PARTNER REVIEW –
BENEFITS OF PEER
RESPONSE
Students can take active roles in their own
learning (Hirvela, 1999; Mendonca & Johnson,
1994);
 Students receive “reactions, questions, and
responses from authentic readers” (Mittan,
1989).
 Responding to peers’ writing builds the
critical skills needed to analyze and revise
ones’ own writing (Leki, 1990; Mittan, 1989).

Frame Your
Techniques In
Terms of the
Writing
Process
PreWriting
Revising
Drafting
Revising
Stage One: Prewriting
This stage encourages the generation of ideas, which can happen in
numerous ways
Prewriting
 Reading (extensively) a passage;
 Skimming and/or scanning a passage;
 Conducting outside research;
 Brainstorming;
 Listing (in writing – individually);
 Clustering;
 Discussing a topic or questions;
 Instructed-Initiated Questions and probes and free write.
Stage Two/Three:
Drafting and Revising
The drafting and revising stages are the core of process writing
Group and Class Discussions
What was something that you liked about the
demonstration lessons today?
What is something in the demonstrations that
you can improve upon?
What is something you didn’t understand?
What was something in the lessons you could
use in your own classroom?
Please email me if you ever have any questions:
[email protected]