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reading

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by

Ana Fernandez

on 9 January 2015

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Transcript of reading

reading
how do we teach it?
Teaching reading comprehension to ESL/EFL learners:
critical reading
articles
Collaborative and Communicative
Reading
Improving Reading Skills
Reading printed vs online test
activity 1:record card of an actress
OUR activities
“We read to know we're not alone.” William Nicholson, Shadowlands
Activity 1: What's up in the world?
WHY?
Reading is a lifelong skill to be used both at school and through the life
Basic life skill.
The cornerstone for a success in school.
HOW CAN WE IMPROVE IT?
By improving the comprehension by strategies.
"we have to read, and we have something that we can see, an other that we cannot"
STRATEGIES TO IMPROVE THE R. COMPREHENSION
Predicting
Visualizing
Making Connections
Summarizing
Questioning
Inferring
CONCLUSIONS
There are lack of knowledge and practice about reading strategies in the students.

It is important to guide an monitoring in every steps (questioning, inferring, and summarizing)
The reading proficiency is significantly in the future for personal and professional life
No motivational classes that do not increase the acquisition.
Need of taking into account the students' social nature, the human desire for interaction, and the whole person.
The students teach and learn for each other, and it is: empowering, stimulating, and educational.
WEAKNESSES OF TYPICALLY CLASS
There is no communication between
students

JUSTIFICATION OF COLLABORATIVE R.
Need of assisting and reducing the frustation of all students.
The social nature of reading in a
collaborative way.
HOW DOES IT DO IN CLASS?
Making a new approach
BENEFITS
Gain confidence
“interactive” process between reader and text which leads to automaticity.
Extensive reading (scanning)
Intensive reading (skimming)
1. Semantic mapping (SM)
2.Experience-text-relationship (ETR)
1. Pre-reading stage
2. While-reading stage
3. Post-reading stage
DEFINITION OF READING:
1. Linguistic or systemic knowledge (through bottom-up processing)
2. Schematic knowledge (through top-down processing)
KNOWLEDGE USED:
TYPES OF READING:
METACOGNITIVE STRATEGIES:
CONTEMPORARY READING TASKS PROCEDURE:
"If we implement collaborative r. activities, they will learn from each other and the learning environment will be more effective"
Memory tests without any teacher
explanation
Insight into the reading process
Adaptations: learning support and gifted students at the same time.



Critical analysis of activities
Reading printed vs online test


The hypertextual medium doesn’t affect learners’ reading comprehension.


-Students who read in print employed less reading strategies than those who read on screen. It could be because the strategies mitigate the difficulties inherent to the hypertextual medium.
-Learners who read in print use the “underlining vs highlighting” strategie more often than those reading on screen.



The reading tasks used have their advantages and disadvantages as testing methods.
Many participants were not familiarized with reading on screen.
The participants’ level of proficiency in English.

Activity 3: working with realia
Activity 4: learning with emotions
- LEVEL: 3th-6th grade
- ORGANIZATION: cooperative groups (4 members) with different roles

- AIMS:
To develop the reading comprehension, and develop critical analysis.
To be respectful with other cultures.
To improve the knowledge about English-speaking countries.
To respect the role of each member.

- LANGUAGE FOCUS:
Main focus: reading skill.
Other skills: listening, writing & speaking.

- MATERIALS: PDI, pictures, realia, books...
- LEVEL: 5th-6th grade AGE: 10-12 years.

- ORGANIZATION: cooperative groups (4 members)

- AIMS:
To develop the reading comprehension.
To develop critical analysis.
To be respectful with different opinions.

- LANGUAGE FOCUS:
Main focus: reading skill.
Other skills: listening, writing & speaking

- MATERIALS:
Computer and other devices.
Newspapers, magazines...
-LEVEL: 5th grade. AGE: 11-12 years old.

-ORGANIZATION: cooperative groups of 4 students.

-AIMS:
To know about these animals, where they live, what they eat...
To cooperate with their classmates and to evaluate the other groups.
To select useful information in a critical way.
To create a book by the whole class.

-LANGUAGE FOCUS:
Main skills: Reading.
Other skills: Writing and Listening.
Vocabulary about animals.
Present simple: descriptions.

-MATERIALS: Computers or tablets.


Activity 5: WebQuest
PROCEDURE:
Each student collects articles from newspapers, magazines...
They present their choices to the others.
They argue about the different topics of the articles.
The group have to decide what topic they will develop.
The group create a document about their topic and present it to the class.

ASSESSMENT: with a rubric.
The readings have been comprehended.
The student thinks about the topic, and has their own opinion.
The student respects their classmates' opinion.

COMMENTS & SUGGESTIONS:
It is an interdisciplinary activity (History, Sciences, Arts...)
-PROCEDURE:
The teacher introduces the topic.
The teacher distributes the paragraphs "randomly".
Each member has to read his/her paragraph, and tell it to the others.
When they know the answer they tell to the teacher, and go to put in the correct place.
Looking for more information about the different topics.

-ASSESSMENT: observation through a contest.
The reading has been comprehended.
The student respects his role, and the other roles.
The group works together, and arrange group decisions.
The student is interested on the new culture.

-COMMENTS & SUGGESTIONS: Use other English-speaking cultures, and many different topics.
-PROCEDURE:
To create a rubric.
The teacher will make groups of 4 students and assign them one type of an animal.
Each group will search for the information on the WebQuest.
The whole class will create a book with all the animals.
Students will assess their classmates and the teacher will assess the book.

-ASSESSMENT: with a rubric.
The students select the appropriate information about each animal.
The students work in a cooperative way.
The students evaluate the other groups.
The teacher will evaluate the book done by all the class.

-COMMENTS & SUGGESTIONS: Could be interdisciplinary (Science, Literature, Arts...). It could be also useful for gifted student.
Activity 2: Discovering the culture
-LEVEL: 6th grade.

-ORGANIZATION: Cooperative groups (five groups of five persons).

-AIMS:
To learn to design and comprehend reading materials oriented to the real life.
To cooperate with their classmates and understand that reading is not only an individual skill.

-LANGUAGE FOCUS:
Main skill: Read.
Other skills: Listening, speaking and writing.
Pragmatic: They adapt the materials to real life.
Specific vocabulary (For example in poem or newspaper)

-Materials: One PC or tablet per person, printer, scissors, glue, colorful papers and newspaper or magazine articles.
-PROCEDURE:
The teacher will divide the classroom in five groups.
The teacher will assign one role for each group (they will rotate).
Students will work in clusters.
Each group will read the material that the previous group have designed.
Students will evaluate classmate's work with a rubric (Teacher will use the same rubric to evaluate students).

-ASSESSMENT: With a rubric.
The student comprehends different reading materials.
The student works in group.
The student is able to evaluate his/her own work and the work of their classmates.

-COMMENTS & SUGGESTIONS:
Constructivist approach/Task-based approach methodology.

-LEVEL: 5th Grade.

-ORGANIZATION: Individually, but the teacher works with the whole class.

-AIMS:
To understand the reading and relate the story with real-life events.
To express emotions and opinions that they have experience after reading the story.

-LANGUAGE FOCUS:
Main skill: Reading.
Other skills: Speaking and writing.
Vocabulary about feelings.


-MATERIALS: One computer per person.

-PROCEDURE:
Teacher will give students a PDF document where they can read the story.
Students will read the story and select their favorite character of it.
Students will create an avatar using ToonDoo of the character previously selected, and write the reason of their choice in a bubble.
Each student will tell the classroom what character have selected and why. The whole classroom will talk about the story.

-ASSESSMENT: An informal observation and interview.
Students explain which they have understood about the story.
Students express their opinions and feelings about the story.

-COMMENTS & SUGGESTIONS:
This activity could work different aspects of the children’s life.
Humanistic approach/Task-based approach methodology.
Disadvantages:
Lack context clues
Information overload
Advantages:
Adapted to needs and styles
the adaptation
The London Eye stands on the South Bank of the River Thames in London, between Westminster and Hugerford Bridges. It is the world's highest observation wheel.
It is called the Union Flag because it symbolizes the administrative union of the countries of United Kingdom. It is made up of the individual flags of the Kingdom's countries all united under one Sovereign- the countries of England, of Scotland, and of Northern Ireland (since 1921 only Northern Ireland has been part of United Kingdom). As Wales was not a kingdom but a Principality it could not be included on the flag.
http://saberingles.com.ar/reading/saint-patrick's-day.html

ACTIVITY 3: SANT PATRICK'S DAY
http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/restaurant-menu
activity 2: restaurant menu
ACTIVITY 5: FAMILY FEATURES
It is an online activity where students read a text and complete some activities.

BENEFITS:
More attractive online activity than printed.
It may be adapted to the age.
It can be adapted to students’ needs and interests.

DRAWBACKS:
Unoriginal.
The teacher should do pre-reading and post-reading activities.
Difficult for the first courses of Primary school.
Similar to traditional reading assessment.
Question may be answered randomly.
They only work with one skill.

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/films-and-entertainiment
Students should observe the restaurant menu which is full of numbers that they must interpret and comprehend.
BENEFITS:
Oriented to the real life.
Original.
The student feels more independent and useful.
Interesting for those children who are in pre-sensorial stage.
It requires more effort implying more comprehension.
Interdisciplinary activity.
DRAWBACKS:
You can´t analyze the interpretation of grammatical structures.
The teacher should do pre-reading and post-reading activities.
Students must know the numbers.
Students can answer the question at random.
They only work with one skill.

This online activity about Saint Patrick's day, students should read the text and answer the multiple choice questions.
BENEFITS:
It is an online activity so students would
be using ICTs.
It is about culture.
Students can do it and then check their answers in order to know if they have failures or successes.
DRAWBACKS:
It would be probably boring.
Students can have the temptation of cheating because there is an option of "show answers".
It doesn't include pre-reading or post-reading activities.
It only works the reading skill.
Only five questions.

ACTIVITY 4:GRINDA, THE SWIMMING FROG
BENEFITS:
Very visual and colorful.
Use ICTs.
Students can check immediately their answers.

DRAWBACKS:
The web page has advertisement.
Only a type of evaluation, a set of question which can be answered randomly.
It only works the reading skill.
It doesn't include pre-reading or post-reading activities.


Children can choose one of different animated stories and, once they have chosen the story, they can choose between two versions: listening and reading or only reading.
http://childtopia.com/index.php?module=home&func=coce&myidioma=cat&idphpx=jocs-educatius
It is an online worksheet to printed out. It contains a solution worksheet to make easier the assessment.
BENEFITS:
It encourages children to read poetry.
It includes vocabulary of the body and
the family.
DRAWBACKS:
Students can answer some questions randomly.
Students only work with reading skill.
The teacher should do at least pre-reading activities to work with the new vocabulary.
It is similar to traditional reading assessment.
It has only three questions.

http://www.superteacherworksheets.com/reading-comp/4th-family-features_WBDNNj.pdf

Adapt the METHODOLOGY: distributing roles.
HOW ADAPT THE TASKS:
Adapt the text to the capacity.
St. who needs supporting learning: few lines with simple vocabulary.
Gifted students: elaborated text with extra information that encourage them to looking for more information
Adapt putting images with the texts if it is necessary to understand.
Aims of the adaptations:
To create a good environment where anybody feels different.
To improve the self-esteem of each student.
To value all of their capacities.
the adaptation
-Examine if the hyper textual medium affects learner's reading comprehension.

-To analyse learners' use of strategies in hard copy and online reading contexts.
50 female students
-EAP reading test.
-Reading strategy questionnaire.
(On paper / PDF hyperlinked version)
EFFECT OF HYPERTEXTUAL MEDIUM ON READING COMPREHENSION
EFFECT OF HYPERTEXTUAL MEDIUM ON LEARNERS' USE OF STRATEGIES
LIMITATIONS OF THE STUDY
HYPERREADING:
PURPOSE OF THE STUDY:

WHO ARE THE SUBJECTS?

MATERIALS:
CONCLUSION: The text was useful.
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