This weekend and monday was so stressful for me for I had for the presentation of 90 pages of reading and finish UnitPlan. On the one hand, the work was too much. On the other hand, I procrastinated it, so I was over loaded with the work. However, I did it finally. Here I would like to post the outline of the readings that Lillian and I prepared.
Principles for teaching reading skills
1. don’t overlook a specific focus on reading skills
2. use techniques that are intrinsically motivating
3. balance authenticity and readability in choosing texts
4. encourage the development of reading strategies
5. include both bottom-up and top-down techniques
6. follow the SQ3R sequence
7. plan on pre-reading, during-reading, and after-reading phases
8. build an assessment aspect into your techniques
Content Reading and Writing: Pre-reading, During-reading, and Post-reading
Effects of text structure on comprehension and memory/ what is the effect of text structure on comprehension and memory?
1. Cohesive Ties/Signal Words
2. Headings and Subheadings
3. Teaching Text Structure
Strategies to promote reading comprehension
Pre-reading strategies: developing motivation, purpose, and background knowledge/ How to develop motivation for the target reading? What is the role of having a purpose for reading? How can you activate or create background knowledge of students about the topic?
1. Making purposes clear
2. Field trips and films
3. Simulation games
4. Experiments
5. Developing vocabulary before students read a text
6. Structured overviews
7. Preview guides
8. Anticipation guides
During-reading strategies: monitoring comprehension/ How can students monitor their comprehension during reading?
1. Using heading and subheadings
2. Directed reading-thinking activity
3. Vocabulary strategies during reading
4. Using clustering to develop vocabulary in context
5. Jigsaw procedure
6. Learning logs
Post-reading strategies:/ What strategies demonstrate students’ comprehension of a text and what will reinforce the information they have received after the reading?
1. Completing a graphic organizer (e.g., table)
2. Expanding or changing a semantic map created earlier
3. Listening to a lecture and comparing information from the text and the lecture
4. Ranking the importance of information in the text based on a set of sentence providedAnswering questions that demonstrate comprehension of the text, require the application of text material, demand a critical stance on text information, or oblige students to connect text information to personal experience and opinions.
Subscribe to:
Post Comments (Atom)
3 comments:
It's a stressful day for me either. But now I felt so good for we finished the presentation.
I think that you compiled a good list.
I know that it is recommended that students not stop reading to look up words - but with all the guess work which may end up with a completely wrong understanding I think it makes sense to look up or some how check the meaning of key words as you read, other wize you might be just wasting your time.
I guess the trick is to distinquish between a key word and a word whose meaning does not affect the basic understanding of the text.
I agree with Jayne. Sometimes you have to look the words up, or you might stop reading just as well. The trick here, I guess, is selecting level-appropriate books with no more than 10% of new words. I would not bet my life on the percentage, but the number is somewhere close.
Post a Comment