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50 ReadingActivities

50 ReadingActivities

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Published by 3alliumcourt

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Published by: 3alliumcourt on Dec 11, 2012
Copyright:Attribution Non-commercial


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To activate prior knowledge
1.Word association chain around the key word in title/heading or image – couldadd time limit e.g. ’60 second challenge’.2.Spot the genre or text type from the cover/title/image used.3.Fill in a KWL grid – What do I already
now about this? What do I
ant toknow? Then after reading, What have I
4.Discussion about how the text might continue – sequence key events. Whatare the clues that lead to this idea?5.Multiple choice ‘Who wants to be a millionaire’ style game with options of howthe text might continue.6.Guess what word/phrase comes next – cloze activity.
7.Students listen carefully to a passage being read to them and draw what theysee. They share pictures and then talk about how the author creates thoseimages in the reader’s mind.8.Design storyboards for particular passages or key events.9.Draw pictures of key events/characters and label with key quotations fromthe text.10.Freeze frames/tableaux where the students create a silent snapshot of keyevents.
11.Devise a subheading for each paragraph summarising the key message.12.Highlight the key sentences/words in each paragraph.13.Reduce the text to five sentences, then five words and then one word.14.Sequence a list of points from most important to least important.15.Restructure key information into a different format e.g. spider-diagram,bullet points, flow diagram, labelled picture, time-line.16.Just a minute – students talk on a topic for a minute without repetition,hesitation etc.17.Write 5 top tips/golden rules for…18.Choose from statements on the board. Which are true and false? Which bestsummarise the text/chapter/key ideas?
19.Write questions around the margin of the text – questions about themeaning, questions to the author etc.20.Hot-seat the author/character.21.Pairs/groups devise questions to test other pairs/groups.22.Give students the answers – what are the questions?
Structural Analysis
23.Text sequencing – reconstructing a text which has been cut into chunks.24.Narrative map/flow diagram of events/ideas in a text.25.Graphs to show the narrative structure of a key episode/chapter and thechanging levels of humour, tension or drama.26.Log the structure onto a grid e.g point/evidence grid, cause/effect grid,argument/counter-argument.
Character Analysis
27.Tension/emotion graph- the vertical axis is a continuum of emotions e.g. from‘irritated’ to ‘in a rage’, or ‘fearful’ to ‘excited’. The horizontal axis detailskey points in the text and the students plot the graph to chart the change inemotions/tension.28.Hot seating a character.29.Character on trial – summing up speech for or against.30.Write a magazine profile of a character.31.Stop at a point where a character faces a problem or dilemma. Listalternative courses of action and the motivation behind and consequences ofeach. Read on to find out what the character does do considering his/hermotivation and what will happen as a result.32.Find evidence to show how the author is creating bias either for or against acharacter.33.Draw the character and label picture with key words and phrases from thetext.34.Write thought bubbles for characters at key moments in the text when theydon’t speak or perhaps don’t say what they’re really thinking. This can also bedone dramatically as ‘thought tracking’ – one person reads what the charactersays and another says what they might actually be thinking.35.Re-tell a scene from the viewpoint of another character.36.Rank characters according to a given criteria e.g. most powerful to leastpowerful, kindest to meanest.37.Create a relationship grid with characters listed along the top and down theside. Each cell represents a relationship to be explored.38.In an outline character shape, record all the different roles a characteradopts in the text e.g. friend, son, villain. What insights does this offer?

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