TSL3106

Notebook: 2 PPG
Created: 08/11/2012 9:31 PM Updated: 08/11/2012 11:40 PM
Author: Suhaimi Shaarani
Reading Aloud Skills
Enunciation - To pronounce articu!ate
Pronunciation - The act or manner o" pronouncin# $or%& utterance o" &peech
Stre&& - The empha&i& p!ace% on the &oun% or &'!!a(!e &po)en mo&t "orce"u!!'
in a $or% or phra&e
*ntonation - The u&e o" chan#in# pitch to con+e' &'ntactic in"ormation
,h'thm - *n phonetic&- the &en&e o" mo+ement in &peech- mar)e% (' the
&tre&&- timin#- an% .uantit' o" &'!!a(!e&/
Reading Comprehension Skills
,ea%in# "or main i%ea& an% Supportin# %etai!&
*n"erencin#- pre%ictin# an% %ra$in# conc!u&ion
Se.uencin#
0au&e an% e""ect
S'nthe&i1in# - To com(ine &o a& to "orm a ne$- comp!e2 pro%uct
E+a!uatin#
Se!ectin#- 3%aptin# an% Pro%ucin# 3cti+itie& an% Materia!& "or 4e+e!opin#
,ea%in# 3!ou% an% ,ea%in# 0omprehen&ion S)i!!&
,ea%i(i!it'
0onte2t
Techni.ue& "or Teachin# 5oca(u!ar'
6or% attac) &)i!!&
0onte2tua! c!ue&
5i&ua!&
Mime&- action& an% #e&ture&
4ictionar'
Game&
S)immin#
rea%in# &horter te2t& to e2tract accurate %etai!e%
in"ormation
Scannin# .uic)!' rea%in# a te2t to #et the #i&t o" it
E2ten&i+e
rea%in#
.uic)!' #oin# throu#h a te2t to "in% a particu!ar piece
o" in"ormation
*nten&i+e
rea%in#
rea%in# !on#er te2t&- u&ua!!' "or p!ea&ure
A top-down reading model
Thi& mo%e! &tate& that rea%er& (e#in $ith e2pectation& an% i%ea& a(out a te2t-
(a&e% on it& tit!e- "ormat an% &t'!e- (e"ore the' (e#in to !oo) "or $or%& that $i!!
&u(&tantiate or re"ute the&e e2pectation&/ *t i& an approach $hich (e#in& $ith a
picture o" the $ho!e an% %ea!& $ith the part& in term& o" thi&/
,ea%in# i& a #ue&&in# #ame (ecau&e rea%er& mu&t in"er meanin#- %eci%e
$hat to retain or not- an% rea% on/ ,e!'in# on their e2perience an%
inte!!i#ence/
empha&i1e& $hat the rea%er (rin#& to
the te2t rea%in# i& %ri+en (' meanin#
procee%& "rom $ho!e to part
7eature& o" top-%o$n approach///8Go+e 19839
,ea%er& can comprehen% a &e!ection e+en thou#h the' %o not reco#ni1e
each $or%
,ea%er& &hou!% u&e meanin# an% #rammatica! cue& to i%enti"' unreco#ni&e%
$or%&
,ea%in# "or meanin# i& the primar' o(:ecti+e o" rea%in# rather than
ma&ter' o" !etter&- !etter/&oun% re!ation&hip& an% $or%&
rea%in# re.uire& the u&e o" meanin# acti+itie& rather than the ma&ter' o"
a &erie& o" $or%-reco#nition &)i!!&
the primar' "ocu& o" in&truction &hou!% (e the rea%in# o" &entence&-
para#raph&- an% $ho!e &entence&
the mo&t important a&pect a(out rea%in# i& the amount an% )in% o" in"o
#aine% throu#h rea%in#
A bottom-up reading model.
Thi& proce&& re"!ect& the o!% mo%e!& o" rea%in# a& a &imp!e proce&& o" %eco%in#
$or%& into thou#ht&/ ;o$e+er- it accept& that $or%& mu&t "ir&t (e reco#ni&e%
an%- ha+in# (een %eco%e%- the thou#ht& mu&t then (e remem(ere%/ *t i& an
approach $hich $or)& "rom the part& to the $ho!e- (ui!%in# up #ra%ua!!' in a
proce&& o" #ro$th/
,ea%er& mu&t "ir&t reco#ni1e mu!tip!e !in#ui&tic &i#na!&<!etter&- &'!!a(!e&-
$or%&- phra&e&- #rammatica! cue&- %i&cour&e mar)er&<in or%er to
un%er&tan% their rea%in#/
empha&i1e& on the $ritten or printe% te2t
,ea%in# i& %ri+en (' a proce&& that re&u!t& in meanin# 8//or- rea%in# i&
%ri+en (' te2t9 procee%& "rom part& to $ho!e
7eature& o" a (ottom-up approach to rea%in#/
*%enti"' !etter "eature&
Lin) the&e "eature& to reco#ni&e !etter&
0om(ine !etter& to reco#ni&e &pe!!in# pattern&
Lin) &pe!!in# pattern& to reco#ni&e $or%&- an%
Then procee% to &entence&- para#raph an% te2t-!e+e! proce&&in#
An Interactive reading model
,eco#ni1e& the interaction o" (ottom-up an% top-%o$n proce&&e&
&imu!taneou&!' throu#hout the rea%in# proce&& 8com(ination o" (oth9///a (it
!i)e =in%ucti+e>/=%e%ucti+e= approach in #rammar teachin#/
7eature& o" interacti+e rea%in# mo%e!
The interacti+e mo%e! &u##e&t& that the rea%er con&truct& meanin# (' the
&e!ecti+e u&e o" in"o "rom a!! &ource& o" meanin# 8#raphemic- phonemic-
morphemic- &'nta2- &emantic&9///o)?////$ithout a%herence to an' one &et
or%er////
3n interacti+e mo%e! i& one $hich u&e& print a& input an% ha& meanin# a&
output/ @ut the rea%er pro+i%e& input too- an% the rea%er- interactin# $ith the
te2t- in &e!ecti+e in u&in# :u&t a& !itt!e o" the cue& "rom te2t a& nece&&ar' to
con&truct meanin#/ 8Goo%man- A/
19819
,ea%in# i& at once a perceptua! an% a co#niti+e proce&&/ it i& a proce&&
$hich (ri%#e& an% (!ur& the&e t$o tra%itiona! %i&tinction&/ Moreo+er- a &)i!!e%
rea%er mu&t (e a(!e to ma)e u&e o" the &en&or'- &'ntactic- &emantic- an%
pra#matic in"o to accomp!i&h the ta&)/ The&e +ariou& &ource& o" in"o appear
to interact in man' comp!e2 $a'& %urin# the proce&& o" rea%in# 8,ume!hart-
4/ 198B9
he !urpose o" reading
,ea% "or un%er&tan%in#/
Stu%'in# in+o!+e& rea%in# to comprehen% concept& an% %etai!&/
The&e component& %epen% on each other/ 4etai!& he!p e2p!ain
or &upport #enera! concept&- an% concept& pro+i%e a "rame$or)
"or remem(erin# %etai!&/
,ea% to e+a!uate critica!!'/
0ritica! e+a!uation in+o!+e& un%er&tan%in#/ *t mean& approachin#
materia! $ith an open min%- e2aminin# cau&e& an% e""ect&- e+a!uatin#
i%ea&- an% a&)in# .ue&tion& that te&t the $riter>& ar#ument an%
a&&umption&/ 0ritica! rea%in# (rin#& a !e+e! o" un%er&tan%in# that
#oe& (e'on% (a&ic in"ormation reca!!/
,ea% "or practica! app!ication/
3 thir% purpo&e "or rea%in# i& to #ather u&a(!e in"ormation that 'ou
can app!' to$ar% a &peci"ic #oa!/ 6hen 'ou rea% a te2t(oo)
pre"ace or an in&truction (oo)!et "or a ne$ &o"t$are pac)a#e- 'our
#oa! i& to !earn ho$ to %o or u&e &omethin#/ ,ea%in# an% action
u&ua!!' #o han% in han%/
,ea% "or p!ea&ure/
Some materia!& 'ou rea% "or entertainment- &uch a& Sport& *!!u&trate%
ma#a1ine- the !ate&t pa#e-turner (' 4a5inci 0o%e author 4an @ro$n-
or e+en no+e!& (' 0har!e& 4ic)en& an% Cane 3u&ten/ 3& Da!e
pro"e&&or ;aro!% @!oom point& out- rea%in# "or p!ea&ure #i+e& 'ou the
opportunit' to en!ar#e 'our !i"e an% to enter into =a!ternate rea!itie&/=
=6h' rea%?= @!oom a&)&/ =@ecau&e 'ou can )no$- intimate!'- on!' a
+er' "e$ peop!e- an% perhap& 'ou ne+er )no$ them at a!!/ 3"ter
rea%in# Ethe Thoma& Mann ma&terpieceF The Ma#ic Mountain 'ou
)no$ ;an& 0a&torp thorou#h!'- an% he i& #reat!' $orth )no$in#/=
Reading readiness
To %e+e!op o$n )no$!e%#e o" the En#!i&h Lan#ua#e &o he can
un%er&tan% $hat he rea%&
Moti+ation to !earn to rea% in En#!i&h
The a(i!it' to %i&criminate (et$een &hape& &o that he can reco#ni1e !etter&
an% $or%& $hen he (e#in& to !earn to rea%
,eco#nition that print ha& meanin# :u&t a& ta!) ha& meanin#
#$tensive Reading
0arrie% out =to achie+e a #enera! un%er&tan%in# o" a te2t/=
Gccurrin# $hen &tu%ent& rea% !ar#e amount& o" hi#h intere&t materia!-
u&ua!!' out o" c!a&&- concentratin# on meanin#- =rea%in# "or #i&t= an%
&)ippin# un)no$n $or%&/
The aim& o" e2ten&i+e rea%in# are to (ui!% rea%er con"i%ence an%
en:o'ment/ E2ten&i+e rea%in# i& a!$a'& %one "or the comprehen&ion o"
main i%ea&- not "or &peci"ic %etai!&/
0haracteri&tic&:
Stu%ent& rea% a& much a& po&&i(!e/
3 +ariet' o" materia!& on a ran#e o" topic& i& a+ai!a(!e/
Stu%ent& &e!ect $hat the' $ant to rea%/
The purpo&e& o" rea%in# are u&ua!!' re!ate% to p!ea&ure- in"ormation an%
#enera! un%er&tan%in#/
,ea%in# i& it& o$n re$ar%/
,ea%in# materia!& are $e!! $ithin the !in#ui&tic competence o" the &tu%ent&
in term& o" +oca(u!ar' an% #rammar/
,ea%in# i& in%i+i%ua! an% &i!ent/
,ea%in# &pee% i& u&ua!!' "a&ter than &!o$er/
Teacher& orient &tu%ent& to the #oa!& o" the pro#ram/
The teacher i& a ro!e mo%e! o" a rea%er "or the &tu%ent&/
3cti+itie&:
,ea%in# ma' (e com(ine% $ith a &pea)in# component/ 7or e2amp!e- the'
ma' inter+ie$ each other a(out their rea%in#/
,ea%in# ma' (e com(ine% $ith a $ritin# component/ 7or e2amp!e- a"ter
rea%in# the ne$&paper- &tu%ent& ma' (e a&)e% to $rite a ne$&paper
report/
0!a&& time ma' (e inc!u%e% "or (oo) e2chan#e- i" there i& an in-c!a&& !i(rar'/
Stu%ent& ma' &et their o$n #oa!& "or their ne2t &e&&ion/
Stu%ent& ma' pro#re&& "rom rea%in# #ra%e% rea%in# materia! to authentic
te2t / *t &hou!% (e e2pecte% that &tu%ent& $i!! =&!o$ %o$n= in their rea%in#
then- it (ecome& more cha!!en#in#/
*n &ome E2ten&i+e ,ea%in# Pro#ram&- teacher& $i!! a!!o$ their &tu%ent& to
report on their rea%in# in their nati+e !an#ua#e &o a& not to ma)e the
=proo"= o" rea%in# more %i""icu!t than the rea%in# it&e!"/ Thi&- o" cour&e-
on!' $or)& i" the teacher un%er&tan%& the &tu%ent>& "ir&t !an#ua#e/
E2ten&i+e rea%in# pro#ram& are o"ten cite% a& (ein# more =p!ea&ura(!e=
(ecau&e there are no =te%iou&= e2erci&e& to comp!ete/
3&&e&&ment:
there are no rea%in# comprehen&ion e2erci&e& or "orma! a&&e&&ment& in
E2ten&i+e ,ea%in# pro#ram&/
0our&e #ra%e& "or an E2ten&i+e ,ea%in# pro#ram ma' (e %etermine% ('
mar)& #i+en "or rea%in# report&- rea%in# :ourna!&- (oo) report& an% pro:ect&/
,o!e o" Teacher
The teacher #i+e& recommen%ation& on rea%in# materia!&- (a&e% on
&tu%ent>& intere&t&/
The teacher #ui%e& &tu%ent& in choo&in# appropriate !e+e!& o" materia!-
(e#innin# $ith ea&' (oo)&/
The teacher #ui%e& &tu%ent& in choo&in# a +ariet' o" materia!& o"
their intere&t/ Thi& ma' e&pecia!!' (e nece&&ar' "or &tu%ent& that
choo&e the &ame t'pe o+er an% o+er/
The teacher #ui%e& &tu%ent& in &ettin# &peci"ic #oa!& "or amount& rea%/
The teacher pro+i%e& mo%e!in#/ *" c!a&& time i& #i+en "or rea%in#- the
teacher rea%& at the &ame time/
The teacher o+er!oo)& i" &tu%ent& are not a$are o" the e2act meanin# o"
each $or%/ The teacher &hou!% not :ump in an% e2p!ain/
The teacher !ea%& pre-rea%in# acti+itie& to (ui!% intere&t in the te2t- &uch
a& in the character&- p!ace&- theme&- an% action&/ The teacher mu&t (e
care"u! to pro+i%e :u&t enou#h to &timu!ate curio&it' (ut not &o much that
the nee% to rea% i& remo+e%/
,o!e o" Stu%ent
The &tu%ent a&&ume& tota! re&pon&i(i!it' "or %e+e!opin# rea%in# a(i!it' /
The &tu%ent rea%& $ithout the u&e o" a %ictionar'/
The &tu%ent u&ua!!' choo&e& their o$n materia! an% mo+e& a!on# at their
o$n pace (ut mu&t pu&h them&e!+e& in or%er to &ho$ #reater pro#re&&/
3%+anta#e&
The &tu%ent& ma':
%e+e!op a =rea%in# ha(it=
#ain more con"i%ence in rea%in#
impro+e their attitu%e to$ar%& rea%in# an% (ecome more moti+ate% to
rea%
"ee! more autonomou& o+er their o$n !earnin# an% more !i)e!' to
ta)e more initiati+e/
(ecome more = in%epen%ent rea%er&=- (ein# a(!e to rea% "or %i""erent
purpo&e& an% (ein# a(!e to chan#e rea%in# &trate#ie& "or %i""erent
)in%& o" te2t&
(ecome more a$are o" $hat>& a+ai!a(!e to them to rea% an% ho$
to acce&& materia!&
e2pan% &i#ht +oca(u!ar'
ac.uire =inci%enta!= #rammatica! competence - that i&- it ma' (e
ac.uire% e+en thou#h it $a& not %irect!' tau#ht
(ui!% (ac)#roun% )no$!e%#e
increa&e rea%in# comprehen&ion
impro+e o+era!! !an#ua#e competence
(e more prepare% "or "urther aca%emic cour&e& (ecau&e the' ha+e
rea% !ar#e .uantitie&
3n E2ten&i+e ,ea%in# pro#ram ma' (e com(ine% $ith $ritin# or com(ine%
$ith &pea)in# practice in a meanin#"u! $a' 8&uch a& $hen &tu%ent&
%i&cu&& $ith each other the (oo)& the' ha+e (een rea%in#/
@rou#hton 819H89 &u##e&te% that =*t i& (' pur&uin# the acti+it' o" e2ten&i+e
rea%in# that the +o!ume o" practice nece&&ar' to achie+e rapi% an% e""icient
rea%in# can (e achie+e%/= 8p/929
Ara&hen 81993a9 &u##e&te% that the (ene"it& o" "ree +o!untar' rea%in#
inc!u%e% =enhance% !an#ua#e ac.ui&ition an% !iterac' %e+e!opment- more
i%ea& an% in"ormation- #reater &ucce&& in !i"e- !o&& o" +er(a! memor'- an%
more "un/=
0ha!!en#e&:
3n E2ten&i+e ,ea%in# pro#ram ma' (e co&t!' an% time-con&umin# to &et up
i" materia!& are not a!rea%' a+ai!a(!e/ *t ma' (e %i""icu!t to #et &upport "rom
3%mini&tration/
Stu%ent& nee% to ha+e ea&' acce&& to te2t& $ithin their !an#ua#e pro"icienc'
!e+e!/ 3n E2ten&i+e ,ea%in# pro#ram i& ea&ie&t to e&ta(!i&h $hen the
&tu%ent& ha+e a hi#h !e+e! o" &econ% !an#ua#e pro"icienc'/ 7or interme%iate
!e+e!&- &tu%ent& re.uire a &pecia!i1e% !i(rar' $ithin their !an#ua#e pro"icienc'
ran#e/ The' nee% te2t& the' can rea% $ithout #reat u&e o" a %ictionar'/
*t ma' (e %i""icu!t to )eep &tu%ent& cha!!en#e% to rea% more %i""icu!t te2t& a&
the pro#ram continue&/ Some e&ta(!i&he% pro#ram& u&e a =$ei#hin# &ca!e=
"or &tu%ent& to recor% materia!& rea%- #i+in# more =mar)&= "or materia!&
rea% at a hi#her !e+e!/ 3!thou#h thi& ha& pro+en to (e a moti+atin# or
competiti+e "actor in &ome ca&e&- in other& it (ecome& counter-pro%ucti+e i"
&tu%ent& tr' to rea% te2t& that are more %i""icu!t than the' can mana#e an%
con&e.uent!' (ecome %i&coura#e%/
,ea%in# each &tu%ent>& :ourna!& an% report& can (e +er' time-con&umin# "or
teacher&/
Stu%ent& $ho come "rom a cu!ture in $hich !iterac' i& not +a!ue% ma' (e
un$i!!in# to participate in p!ea&ure rea%in# or ma' not #et &upport at
home/
Some teacher& pre"er a &)i!! (a&e% pro#ram an% %o not "ee! com"orta(!e $ith
E2ten&i+e ,ea%in#/
Some teacher& are una$are o" ho$ to u&e Gra%e% ,ea%er& an% &o-
pro+i%e a !imite% ran#e o" acti+itie& "or &tu%ent&- !imitin# their re&pon&e&/
Some teacher& "ee! that time &pent on E2ten&i+e ,ea%in# $i!! ta)e a$a'
"rom time that cou!% (e &pent on !earnin# !an#ua#e &)i!!&/ Gther& $i!! ar#ue
that E2ten&i+e ,ea%in# pro+i%e& a =richer conte2t= "or practice/
Some peop!e "ee! that i" #ra%e% rea%er& are u&e%- the' can #i+e a "a!&e
impre&&ion o" the !e+e! o" rea%in# that ha& (een achie+e%/ The' "ee! that
&ome &tu%ent& ma' tr' =un#ra%e%= materia!& too &oon an% ma' re+ert to
u&in# a %ictionar' to tran&!ate/
Some peop!e "ee! that &tu%ent& ma' p!ace too much empha&i& on the
num(er o" pa#e& rea% in&tea% o" on the un%er&tan%in# achie+e%/
Stu%ent& that ha+e on!' (een e2po&e% to *nten&i+e ,ea%in# pro#ram& ma'
not (e!ie+e that E2ten&i+e ,ea%in# i& a =proper= $a' to !earn/
3e(er&co!% 8199H9 reporte% that "ee%(ac) "rom &tu%ent& in an
E2ten&i+e ,ea%in# pro#ram in%icate% that the' !i)e% the =choice= (ut
not the =!oa%=
Intensive reading
0a!!& attention to #rammatica! "orm&- %i&cour&e mar)er&- an% other &ur"ace
&tructure %etai!& "or the purpo&e o" un%er&tan%in# !itera! meanin#-
imp!ication&- rhetorica! re!ation&hip&- an% the !i)e/ 3& a =1oom !en&=
&trate#' /
*nten&i+e ,ea%in#- &ometime& ca!!e% =Iarro$ ,ea%in#=- ma' in+o!+e
&tu%ent& rea%in# &e!ection& (' the &ame author or &e+era! te2t& a(out the
&ame topic/ 6hen thi& occur&- content an% #rammatica! &tructure& repeat
them&e!+e& an% &tu%ent& #et man' opportunitie& to un%er&tan% the
meanin#& o" the te2t/
0haracteri&tic&:
J&ua!!' c!a&&room (a&e%
,ea%er i& inten&e!' in+o!+e% in !oo)in# in&i%e the te2t
Stu%ent& "ocu& on !in#ui&tic or &emantic %etai!& o" a rea%in#
Stu%ent& "ocu& on &ur"ace &tructure %etai!& &uch a& #rammar an% %i&cour&e
mar)er&
Stu%ent& i%enti"' )e' +oca(u!ar'
Stu%ent& ma' %ra$ picture& to ai% them 8&uch a& in pro(!em &o!+in#9
Te2t& are rea% care"u!!' an% thorou#h!'- a#ain an% a#ain
3im i& to (ui!% more !an#ua#e )no$!e%#e rather than &imp!' practice the &)i!!
o" rea%in#
Seen more common!' than e2ten&i+e rea%in# in c!a&&room&
Materia!&:
u&ua!!' +er' &hort te2t& - not more than B00 $or%& in !en#th
cho&en "or !e+e! o" %i""icu!t' an% u&ua!!'- (' the teacher
cho&en to pro+i%e the t'pe& o" rea%in# an% &)i!!& that the teacher $ant& to
co+er in the cour&e
S)i!!& %e+e!ope%:
rapi% rea%in# practice
*nterpretin# te2t (' u&in#:
$or% attac) &)i!!&
te2t attac) &)i!!&
non-te2t in"ormation
3cti+itie&:
*nten&i+e rea%in# e2erci&e& ma' inc!u%e:
!oo)in# at main i%ea& +er&u& %etai!&
un%er&tan%in# $hat i& imp!ie% +er&u&
&tate%
ma)in# in"erence&
!oo)in# at the or%er o" in"ormation an% ho$ it e""ect& the me&&a#e
i%enti"'in# $or%& that connect one i%ea to another
i%enti"'in# $or%& that in%icate chan#e "rom one &ection to another
3&&e&&ment:
3&&e&&ment o" inten&i+e rea%in# $i!! ta)e the "orm o" rea%in# te&t& an%
.ui11e&/
The mo&t common &'&tem& o" .ue&tionin# are mu!tip!e-choice an% "ree-
re&pon&e/
Mac)a' 819689 - in hi& (oo) ,ea%in# in a Secon% Lan#ua#e- remin%&
teacher& that the mo&t important o(:ecti+e in the rea%in# c!a&& &hou!% IGT (e
the te&tin# o" the &tu%ent to &ee i" the' ha+e un%er&too%/ Teacher& &hou!%-
in&tea%- (e &pen%in# mo&t o" the time trainin# the &tu%ent to un%er&tan% $hat
the' rea%/
,o!e o" the teacher
The teacher choo&e& &uita(!e te2t/
The teacher choo&e& ta&)& an% acti+itie& to %e+e!op &)i!!&/
The teacher #i+e& %irection (e"ore- %urin# an% a"ter rea%in#/
The teacher prepare& &tu%ent& to $or) on their o$n/ G"ten the mo&t %i""icu!t
part i& "or the teacher to =#et out o" the $a'= /
The teacher encoura#e& &tu%ent& throu#h prompt&- $ithout #i+in# an&$er&/
3%+anta#e&
*t pro+i%e& a (a&e to &tu%' &tructure- +oca(u!ar' an% i%iom&/
*t pro+i%e& a (a&e "or &tu%ent& to %e+e!op a #reater contro! o" !an#ua#e
*t pro+i%e& "or a chec) on the %e#ree o" comprehen&ion "or in%i+i%ua!
&tu%ent&
4i&a%+anta#e&
There i& !itt!e actua! practice o" rea%in# (ecau&e o" the &ma!! amount o" te2t
*n a c!a&& $ith mu!ti-rea%in# a(i!itie&- &tu%ent& ma' not (e a(!e to rea% at
their o$n !e+e! (ecau&e e+er'one in the c!a&& i& rea%in# the &ame
materia!/
The te2t ma' or ma' not intere&t the rea%er (ecau&e it $a& cho&en ('
the teacher/
There i& !itt!e chance to !earn !an#ua#e pattern& %ue to the &ma!!
amount o" te2t/
@ecau&e e2erci&e& an% a&&e&&ment u&ua!!' "o!!o$ inten&i+e rea%in#-
&tu%ent& ma' come to a&&ociate rea%in# $ith te&tin# an% not p!ea&ure/
Skimming
S)immin# i& a .uic) rea%in# to #et:
to )no$ the #enera! meanin# o" a pa&&a#e
to )no$ ho$ the pa&&a#e i& or#ani1e%- that i&- the &tructure o" the te2t
to #et an i%ea o" the intention o" the $riter
S)immin# i& a more comp!e2 ta&) than &cannin# (ecau&e it re.uire& the
rea%er to or#ani1e an% remem(er &ome o" the in"ormation #i+en (' the
author- not :u&t to !ocate it/
S)immin# i& a too! in $hich the author>& &e.uence can (e o(&er+e%- un!i)e
&cannin# in $hich &ome pre%etermine% in"ormation i& &ou#ht a"ter/
6hen it i& u&e%
S)immin# i& u&e% $hen rea%in# &ome #enera! .ue&tion in min%/
S)immin# i& u&e% in ma)in# %eci&ion& on ho$ to approach a te2t
&uch a& $hen %eterminin# i" a care"u! rea%in# i& %e&er+in#/
S)immin# i& u&e% to (ui!% &tu%ent con"i%ence an% an un%er&tan%in# that it
i& po&&i(!e to #ain meanin# $ithout rea%in# e+er' $or% in a te2t/
S)immin# i& a &)i!! that a &tu%ent ma' $ant to %e+e!op i" the' are p!annin#
to continue $ith aca%emic &tu%ie&/ *t i& o"ten u&e% in re+ie$in# "or a te&t/
,o!e o" the teacher
@e"ore the &tu%ent& &tart rea%in#- the teacher &hou!% #ui%e &tu%ent& to a&)
them&e!+e& the "o!!o$in# .ue&tion&:
6hat )in% o" au%ience $a& the te2t $ritten "or? 6a& it- "or e2amp!e-
the #enera! pu(!ic- technica! rea%er&- or aca%emic &tu%ent&?
6hat t'pe o" te2t i& it? *& it- "or e2amp!e- a "orma! !etter- an
a%+erti&ement- or a &et o" in&truction&?
6hat $a& the author>& purpo&e? 6a& it - "or e2amp!e- to per&ua%e- to
in"orm or to in&truct?
The teacher &hou!% ma)e the "o!!o$in# c!ear to &tu%ent& (e"ore a&&i#nin# a
&)immin# e2erci&e:
the purpo&e o" the e2erci&e
ho$ %eep!' the te2t i& to (e
rea%
,o!e o" the &tu%ent
Stu%ent& rea% throu#h the te2t in the "o!!o$in# manner:
,ea% the tit!e i" an'/
,ea% the intro%uction or the "ir&t para#raph/
,ea% the "ir&t &entence o" each o" the "o!!o$in# para#raph&/
,ea% an' hea%in#& or &u(-hea%in#&/
Loo) at an' picture& or phra&e& that are in (o!%"ace
or ita!ic& ,ea% the &ummar' or !a&t para#raph/
3cti+itie&
Stu%ent& mu&t !ocate "act& that are e2pre&&e% in &entence&- not &in#!e
$or%&/
3!thou#h &pee% i& e&&entia! an% the teacher o"ten &et& a time !imit to the
acti+it'- &)immin# &hou!% not (e %one competiti+e!'/ Stu%ent& &hou!% (e
encoura#e% in%i+i%ua!!' to (etter them&e!+e&/
To impro+e &)immin#- rea%er& &hou!% rea% more an% more rapi%!'- to "orm
appropriate .ue&tion& an% pre%iction& an% then rea% .uic)!'
Pu#h 819H89 &u##e&t& that to a&&e&& &)immin#- a"ter the &tu%ent& ha+e
rea% an% comp!ete% the a&&i#ne% .ue&tion&- "urther .ue&tion& ma' (e
a&)e%- =(e'on% the &cope o" the purpo&e ori#ina!!' &et= 8p/H09/ *" &tu%ent&
can an&$er the&e .ue&tion& correct!'- it in%icate& the' ha+e rea% the te2t
too c!o&e!'/
Scanning
Scannin# i& a .uic) rea%in#- "ocu&in# on !ocatin# &peci"ic in"ormation/
Scannin# in+o!+e& .uic) e'e mo+ement&- not nece&&ari!' !inear in "a&hion-
in $hich the e'e& $an%er unti! the rea%er "in%& the piece o" in"ormation
nee%e%/
Scannin# i& u&e% $hen a &peci"ic piece o" in"ormation i& re.uire%- &uch a& a
name- %ate- &'m(o!- "ormu!a- or phra&e- i& re.uire%/ The rea%er )no$&
$hat the item !oo)& !i)e an% &o- )no$& $hen he ha& !ocate% $hat he $a&
&earchin# "or/ *t i& a&&ume% then- that +er' !itt!e in"ormation i& proce&&e%
into !on#-term memor' or e+en "or imme%iate un%er&tan%in# (ecau&e the
o(:ecti+e i& &imp!' matchin#/
6hen it i& u&e%
Scannin# i& u&e% o"ten $ith technica!- &cienti"ic or pro"e&&iona!
materia!& to !ocate &peci"ic in"ormation/
Scannin# i& a +a!ua(!e &)i!! "or &econ% !an#ua#e !earner& to %e+e!op
(ecau&e o"ten the' %o not re.uire a %etai!e% rea% o" a te2t/ There are man'
e+er'%a' u&e& "or &cannin#- re!e+ant to a purpo&e- &uch a& rea%in# a
&che%u!e/
,o!e o" Teacher
The teacher &e!ect& pa&&a#e& that %o inc!u%e &peci"ic in"ormation/
The teacher ma' u&e authentic materia!& that are common!' &canne% in
rea! !i"e- &uch a& the te!ephone %irector'- menu&- (u& &che%u!e&/
The teacher ma' a&) &tu%ent& (e"ore the' &can a te2t to note ho$ the
in"ormation i& or#ani1e% in the te2t/
The teacher nee%& to remin% &tu%ent& that a& the' rea% care"u!!' to "in%
the re.uire% in"ormation- the' &hou!% pa' particu!ar attention to tit!e& an%
)e'$or%&/
,o!e o" the Stu%ent
The &tu%ent "orm& .ue&tion& (e"ore rea%in#/ 6hat &peci"ic in"ormation are
the' !oo)in# "or?
The &tu%ent !oo)& "or conte2tua! c!ue&/ The &tu%ent trie& to anticipate $hat
the an&$er mi#ht !oo) !i)e an% $hat &ort& o" c!ue& $ou!% (e u&e"u!/
The &tu%ent i& a$are o" the #raphic "orm that the an&$er ma' ta)e- &uch a&
a numera!- a $ritten num(er- a capita!i1e% $or% or a &hort phra&e that
inc!u%e& )e' $or%&/
3cti+itie&
3cti+itie& ma' inc!u%e e2erci&e& that are %e+i&e% (' the teacher in $hich
&tu%ent& &can "or a &in#!e $or% or &peci"ic te2t /
3cti+itie& ma' inc!u%e e2erci&e& that are o"ten carrie% on a& a competition
&o &tu%ent& $i!! $or) .uic)!'/
Stu%ent& u&e &)i!!& o" pre%iction an% anticipation/ Stu%ent& ma' %o an' o" the
"o!!o$in#:
ma)e pre%iction& an% #ue&&e&
u&e tit!e& an% ta(!e& o" content& to #et an i%ea o" $hat a pa&&a#e i&
a(out
acti+ate prior )no$!e%#e a(out the topic o" the pa&&a#e ('
an&$erin# &ome .ue&tion& or per"ormin# a .ui1
anticipate $hat the' $ant to !earn a(out the top
u&e tit!e&- picture&- an% prior )no$!e%#e to anticipate the content& o"
the te2t
u&e )e' $or%&- that ma' ha+e (een #i+en to them (' the teacher-
that %o not appear in the te2t- that a!!u%e to the main i%ea
*t i& an accepte% +ie$ to%a' that e""icient rea%er& are not pa&&i+e/ The' react
$ith a te2t (' ha+in# e2pectation& an% i%ea& a(out the purpo&e& o" the te2t
a& $e!! a& po&&i(!e outcome&/ The' re"!ect on e2pectation& a& the' rea%-
anticipate $hat $i!! come ne2t/ *n other $or%&- the' =interact with the text=/
Reading approaches
Phonic& approach < mo&t &oun%!' &upporte% (' re&earch "or e""ecti+e
in&truction in (e#innin# rea%in#
Mu&t (e e2p!icit!' tau#ht
Mu&t (e &'&tematica!!' or#ani1e% an% &e.uence%
Mu&t inc!u%e !earnin# ho$ to (!en% &oun%& to#ether
Mu!ti-Sen&or' 3pproach < e""ecti+e "or &pecia! nee%&
J&e& a!! po&&i(!e &en&e& < tracin#- &a'in#- !i&tenin#- !oo)in#
T'pica!!' ca!!e% 53AT
5i&ua!- 3u%itor'- Aine&thetic- Tacti!e
0an (e u&e% $ith either Phonic& or 6ho!e Lan#ua#e
Lin#ui&tic Metho% < &upporte% on!' (' =.ua!itati+e re&earch= in&tea% o"
.uantitati+e re&earch
Teache& =$ho!e $or%&= in $or% "ami!ie&
Stu%ent& are not e2p!icit!' tau#ht that there i& a re!ation&hip (et$een
!etter& an% &oun%& "or mo&t &oun%&
Lan#ua#e E2perience < ca!!e% =6ho!e Lan#ua#e=
E2pect& chi!% to !earn rea%in# a& =natura!!'= a& &peech
J&e& chi!%K& ora! !an#ua#e a& content "or rea%in#
J&e& chi!%K& ora! !an#ua#e a& (a&i& "or &pe!!in# in&truction
0hi!%ren !earn to =rea%= (' rea%in# an% re-rea%in# =(i# (oo)&= to#ether
$ith the teacher an% then the teacher #ra%ua!!' $ith%ra$& prompt& &o
chi!% appear& to (e rea%in# that (oo)
,ea%in# 0omprehen&ion Support <
E2p!icit!' teache& &trate#ie& an% techni.ue& "or &tu%'in# te2t&
an% ac.uirin# meanin#
Reading skills
,ea%in# &)i!!& ena(!e rea%er& to turn $ritin# into meanin# an% achie+e
the #oa!& o" in%epen%ence- comprehen&ion- an% "!uenc'/
4e"inition
,ea%in# &)i!!& are &peci"ic a(i!itie& $hich ena(!e a rea%er
to rea% the $ritten "orm a& meanin#"u! !an#ua#e
to rea% an'thin# $ritten $ith in%epen%ence- comprehen&ion an%
"!uenc'- an% to menta!!' interact $ith the me&&a#e/
E2amp!e
6or% attac) &)i!!& !et the rea%er "i#ure out ne$ $or%&/
0omprehen&ion &)i!!& he!p the rea%er pre%ict the ne2t $or%- phra&e- or
&entence .uic)!' enou#h to &pee% reco#nition/
7!uenc' &)i!!& he!p the rea%er& &ee !ar#er &e#ment&- phra&e&- an% #roup&
o" $or%& a& $ho!e&/
0ritica! rea%in# &)i!!& he!p the rea%er &ee the re!ation&hip o" i%ea& an%
u&e the&e in rea%in# $ith meanin# an% "!uenc'/
%iterac& hour
Sta#e& o" Literac' ;our
6ho!e c!a&& &hare% te2t $or)
6ho!e c!a&& &hare% &entence/$or% $or)
Gui%e% rea%in#
*n%epen%ent $or)
P!enar'
echni'ue o" assessing reading
The purpo&e an% (ene"it& o" a&&e&&ment
To i%enti"' &)i!!& that nee% re+ie$/ 3&&e&&ment pro+i%e& teacher& $ith
in"ormation on $hat &)i!!& &tu%ent& ha+e an% ha+e not ma&tere%/ *t i&
nee%e% to he!p teacher& )no$ the &)i!! !e+e!& o" their &tu%ent&- &ince
&tu%ent& ha+e +ar'in# e2perience& an% )no$!e%#e/
To monitor &tu%ent pro#re&&/ 3 teacher can !earn $hich &tu%ent&
nee% re+ie$ (e"ore co+erin# a%%itiona! content an% $hich &tu%ent&
are rea%' to mo+e "or$ar%/
To #ui%e teacher in&truction/ Throu#h con&i&tent a&&e&&ment- a
teacher can ma)e in"orme% %eci&ion& a(out $hat in&truction i&
appropriate "or each &tu%ent/
To %emon&trate the e""ecti+ene&& o" in&truction/ The in"ormation
#aine% "rom a&&e&&ment a!!o$& teacher& to )no$ i" a!! &tu%ent& are
ma&terin# the content co+ere%/ *t i& important "or teacher& to u&e
in&tructiona! time e""ecti+e!'- an% thi& can (e %one $hen teacher& are
)no$!e%#ea(!e a(out $hat their &tu%ent& are rea%' to !earn an% $hat
the' a!rea%' )no$/ There"ore- the in"ormation #aine% "rom
a&&e&&ment a!!o$& a teacher to create appropriate in&truction "or their
&tu%ent&
To pro+i%e teacher& $ith in"ormation on ho$ in&truction can (e
impro+e%/
3&&e&&ment e2amp!e& "or &peci"ic area& o" rea%in#
Letter )no$!e%#e L the a(i!it' to a&&ociate &oun%& $ith !etter&
Pre&ent a &tu%ent $ith a !i&t o" !etter& an% a&) the &tu%ent to name
each !etter/ 3nother e2amp!e i& to ha+e a &tu%ent &eparate the !etter&
"rom a pi!e o" !etter&- num(er&- an% &'m(o!&/ Stu%ent& can a!&o (e
a&)e% to &eparate an% cate#ori1e !etter& (' upperca&e an%
!o$erca&e
Phonemic a$arene&& L the a(i!it' to hear an% manipu!ate &oun%& in $or%&
The&e a&&e&&ment& e2amine a &tu%ent>& )no$!e%#e o" ho$ &oun%&
ma)e $or%&/ 3 &tu%ent can (e a&)e% to (rea) &po)en $or%& into
part&- or to (!en% &po)en part& o" a $or% into one $or%/ 3%%itiona!!'- a
&tu%ent can count the num(er o" phoneme& in a $or% to %emon&trate
un%er&tan%in#- or a &tu%ent can %e!ete or a%% a phoneme to ma)e a
ne$ $or%
Emer#in# practice
The theor' o" mu!tip!e inte!!i#ence& i& one that man' e%ucator&
&upport an% (e!ie+e to (e e""ecti+e/ 4r/ Gar%ner %e+e!ope% thi&
theor' in 1983- an% he &u##e&t& that ei#ht %i""erent inte!!i#ence&
account "or &tu%ent potentia! 83rm&tron#- 1994 Gar%ner- 19839/
The' inc!u%e:
Lin#ui&tic inte!!i#ence
Lo#ica! mathematica! inte!!i#ence
5i&ua! &patia! inte!!i#ence
@o%i!' )ine&thetic inte!!i#ence
Mu&ica! inte!!i#ence
*nterper&ona! inte!!i#ence
*ntraper&ona! inte!!i#ence
natura!i&t inte!!i#ence
4eco%in# L The proce&& o" u&in# !etter &oun% corre&pon%ence& to reco#ni1e
$or%& To ha+e a &tu%ent rea% a pa&&a#e o" te2t a& c!ear!' an% correct!' a&
po&&i(!e/ The teacher recor%& an' mi&ta)e& that the &tu%ent ma)e& an% ana!'1e&
them to %etermine $hat in&truction i& nee%e%/
7!uenc' L the automatic a(i!it' to rea% $or%& in connecte% te2t
To a&) a &tu%ent to rea% a pa&&a#e a!ou% "or one minute/ 6or%& that
are &)ippe% or pronounce% incorrect!' are not counte%/ The num(er o"
correct $or%& rea% i& counte% an% thi& tota! e.ua!& a &tu%ent>& ora!
rea%in# "!uenc' rate/
,ea%in# comprehen&ion L the proce&& o" un%er&tan%in# the meanin# o"
te2t *n+o!+e& a &tu%ent rea%in# a pa&&a#e that i& at an appropriate
!e+e! "or the &tu%ent- an% then ha+in# the &tu%ent an&$er "actua!
.ue&tion& a(out the te2t/
0on&i%eration& $hen &e!ectin# an a&&e&&ment
E+er' a&&e&&ment $i!! not (e appropriate "or a!! &tu%ent&/
4i""erent mea&ure& pro+i%e %i&tinct in"ormation/
3&&e&&ment& &hou!% a!$a'& (e cu!tura!!' an% !in#ui&tica!!' appropriate
!lanning "or eaching Reading
Princip!e& o" Le&&on P!annin#
6hat i& a Le&&on P!an?
*tK& the "rame$or) o" m' !e&&on/
*tK& the map * "o!!o$ %urin# c!a&&/
*tK& the pro%uct o" m' thou#ht& a(out the c!a&& an% $hat * hope
to achie+e
6h' P!an ahea%?
re%uce& uncertaint' or panic an% #i+e& 'ou con"i%ence an%
c!arit'/
remin%& 'ou to prepare materia!& (e"orehan%- an% ma)e& it
ea&ier "or 'ou to or#ani1e the time an% acti+itie& "!o$ in c!a&&e&/
7or &tu%ent&- e+i%ence o" a p!an &ho$& them the teacher ha&
%e+ote% time to thin)in# a(out the c!a&&/
*t i& a $a' to he!p #ain the re&pect o" 'our &tu%ent&/
*t &u##e&t& pro"e&&iona!i&m an% commitment/
en&ure& that the c!a&& 'ou are teachin# #et& a (a!ance%
mi2ture o" %i""erent materia!&- content an% interaction
t'pe&/
P!annin# he!p& 'ou to %e+e!op a per&ona! &t'!e/
0ate#orie& "or P!annin# a Le&&on
Goa!&
G(:ecti+e&
Prere.ui&ite&
Materia!&
Le&&on 4e&cription
Le&&on Proce%ure
3&&e&&ment/E+a!uation
6hat to con&i%er?
En#a#e: #et the &tu%ent& intere&te% in the c!a&& an% hope"u!!'
en:o'in# $hat the' are %oin#/
Stu%': it i& a "ocu& o" !an#ua#e- &uch a& #rammar or +oca(u!ar'
an% pronunciation/ *t %oe& not ha+e to (e IE6 !an#ua#e input/
3cti+ate: the &tu%ent& %o $ritin# an%/ or &pea)in# acti+itie& $hich
re.uire them to u&e not on!' the !an#ua#e the' are &tu%'in# that
%a'- (ut a!&o other !an#ua#e that the' ha+e !earnt/
Goa!&
Goa!& %etermine:
Purpo&e o" the !e&&on
;o$ &tu%ent& $i!! en#a#e
6e nee% to thin) a(out:
Pre+iou& p!an& an% acti+itie&
@roa%er o(:ecti+e& o" the unit p!an or curricu!um a& $e!! a& the
#oa!& "or thi& unit
7uture acti+itie& an% ne$ )no$!e%#e
0entra! o(:ecti+e:
6hat $i!! &tu%ent& (e a(!e to %o (' the en% o" thi& !e&&on?
G(:ecti+e&
7ocu& on $hat 'our &tu%ent& $i!! %o to ac.uire "urther )no$!e%#e an%
&)i!!&
Mue&tion& to a&) inc!u%e:
6hat $i!! &tu%ent& (e a(!e to %o %urin# thi& !e&&on?
Jn%er $hat con%ition& $i!! &tu%ent&> per"ormance (e accomp!i&he%?
;o$ $i!! 'ou %etermine i" the o(:ecti+e& ha+e (een met?
;o$ $i!! &tu%ent& %emon&trate that the' ha+e !earne% an% un%er&too% the
o(:ecti+e& o" the !e&&on?
6hat %o 'ou $ant the &tu%ent to !earn a& a re&u!t o" the !e&&on
*t &hou!% (e o(&er+a(!e an% mea&ura(!e/
0ate#orie& o" G(:ecti+e&
Ano$!e%#e - in+o!+e& co#niti+e "unction&/ Stu%ent& cate#ori1e- ana!'1e-
reca!!- &'nthe&i1e- recite- %e"ine/
S)i!!& - concern& per"ormin# an action/ Stu%ent& mea&ure- &in#- p!a'/
0reatin# Learnin# G(:ecti+e&
0reate a &tem
E#/ 3"ter comp!etin# the !e&&on- the &tu%ent $i!! (e a(!e to
3"ter 'ou create the &tem- a%% a +er(
E#/ ana!'1e- reco#ni1e- compare- pro+i%e- !i&t- etc
Then- %etermine the actua! pro%uct- proce&&- or outcome
E#/ #enerate i%ea& an% p!an& "or &peech (' u&in# NNNNN
8(rain&tormin#- c!u&terin#- etc/9
5er(& to J&e in 0reatin# E%ucationa! G(:ecti+e& 8@!oomK& Ta2onom'9
Ano$!e%#e < choo&e- co!!ect- comp!ete- cop'
0omprehen&ion < arran#e- cate#ori1e- chan#e
3pp!ication < or#ani1e- pre%ict- pro%uce
3na!'&i& < i%enti"'- i!!u&trate- in"er- out!ine
S'nthe&i& < con&truct- create- %e%uce
E+a!uation < e2p!ain- interpret- :u&ti"'
Prere.ui&ite&
Ma)e &ure &tu%ent& are rea%' to meet the !e&&onK& o(:ecti+e&
0hec) on their prior )no$!e%#e
Mue&tion& inc!u%e:
6hat mu&t &tu%ent& a!rea%' (e a(!e to %o (e"ore thi& !e&&on?
6hat concept& ha+e to (e ma&tere% in a%+ance to accomp!i&h the !e&&on
o(:ecti+e&?
Materia!&
4etermine nece&&ar':
Preparation time
,e&ource&/materia!&
@oo)&- e.uipment- etc
;e!p"u! .ue&tion& to a&) are:
6hat materia!& $i!! (e nee%e%?
6hat nee%& to (e prepare% in a%+ance?
Le&&on Proce%ure
4etai!e%- &tep-('-&tep %e&cription
;o$ to achie+e 'our o(:ecti+e&
;o$ to procee%
%#SS(N !%AN )(R*A
0!a&& : Dear 1 3manah
Su(:ect : En#!i&h !an#ua#e
Time : 8/00 a/m -9/30 a/m/
4ate : 23r% o" Cu!' 2012 8Mon%a'9
Enro!ment : 34 &tu%ent&
7oca! &)i!!& : ,ea%in#
Gther &)i!! : Li&tenin#
Pre+iou&
)no$!e%#e :
Stu%ent& ha+e !earnt to a&) &imp!e .ue&tion& an% ma)in#
po!ite re.ue&t&
Learnin# outcome& : @' the en% o" the !e&&on- &tu%ent& &hou!% (e a(!e to:
- Sin# &on# $ith #ui%ance/
- J&e po!ite re.ue&t& appropriate!'/
- ,e&pon% to re.ue&t&
Sta#e/time 0ontent
Teachin#/Learnin#
3cti+itie&
Iote&/,e&ource&
Set in%uction
Pre&entation
Practice
Pro%uction
0!o&ure