Tepe 55106

T E P E - 5 5 1 0 6
e-Training

TEPE Online

e-Training
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TEPE-55106

..

1. .
2. .
3. .
4. ..
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1.
2.
3.
4.
Collaborative Strategic Reading (CSR)
5.
(Reciprocal Reading)
6.
7.
Reciprocal Reading
8.
Collaborative Strategic Reading
9.
Reciprocal Reading
10.
1
2
3
4
5
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1.
2.
3.
4.
5. /
6.
7.
8.
1.
2.
3.
4.
5. (Web board)
6.
7.
1.
70
2.
, . (2551)
2551. :
. (2554). . .
. .
. . .
2554. .
111- 120
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Berry, J. (2005). Levels of Reading Comprehension. Retrieved from

www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc on August
20th.
Cooper, J.D.,Boschken, I., Mcwilliams, J., & Pistochini, L. (2000). A Study of the
Effectiveness of an Intevention Program Designed to Accelerate Reading
for Struggling Readers in Upper Grades. In T. Shanahan& F.V. RodriguezBrown (Eds.) 49th Yearbook of the National Reading Conference (pp. 477486) Chicago, IL: National Reading Conference.
Klingner, J. K., & Vaughn, S. (1998). Collaborative strategic reading (CSR): Involving
all students in content area learning. Teaching Exceptional Children, 30,
32-37.
Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth-graders while
using collaborative strategic reading (CSR) during ESL content classes.
TESOL Quarterly, 34, 69-98.
Klingner, J.K., and Vaughn, S. Arguelles, M.E. Hughes, M.T. & Ahwee, S. (2004).
Collaborative Strategic Reading: Real World lessons from classroom
teachers. Remedial and Special Education. 25(5). 291- 302.
Mejang, A. (2004). The Development of an English Reading Strategy Instruction
Model Based on Collaborative Learning Principles for Enhancing
Learning Outcomes of University Students. Chulalongkorn University.
Nunan, D. (1999). Second Language Teaching and Learning. Heinle & Heinle.
Oczkus, L.D. (2010). Reciprocal Teaching At Work: Powerful Strategies and Lessons
for Improving Reading Comprehension (2nd ed.). Newark, DE. International
Reading Association.
Palinscar, A.S. and Brown, A.L. (1984). Reciprocal Teaching of ComprehensionFostering and Comprehension Monitoring Activities. In Cognition and
Instruction. Vol 1(2). 117- 175.
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Rosenshine, B. & Meister, C. (1994). Reciprocal Teaching: A review of the research.

Review of Educational Research. 64 (4), 479- 530.
Seuss Geisel, T.(1978). I Can Read With My Eye Shut. Turtleback.
Smith, F. (1985). Reading.2nd ed. Cambridge: Cambridge University Press.
Sukavatee, P. (2007). A Development of The Social Constructivism Blended
Learning Module for Enhancing Reading Engagement and English
Reading Ability of Upper Secondary School Students. Chulalongkorn
University.
Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based
practices. Exceptional Children, 66(2), 163- 171.
Vygotsky,L.S. (1978). Mind and Society: The Development of Higher Mental Process.
Cambridge. M.A. Havard University Press.
http://www.internetworldstats.com/stats7.htm 20 2556
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TEPE-55106

1.1
1.2
1.3
1.

2.

2551
1 6
1 4- 6
3.

1.
2.
3.
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2.1
2.2
1.
2.
1.
2.
3.1
(Collaborative Strategic
Reading)
3.2
1.

2.
(Reciprocal Reading) 4- 5

1.
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2.
Reciprocal Reading
4
4.1
(Collaborative Strategic Reading)
4.2
(Reciprocal
Reading)
1.
2.
Reciprocal Reading
1.
2.
Reciprocal Reading
5
5.1
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1.1
"
(Seuss Geisel, 1978) "

(http://www.internetworldstats.com/stats7.htm, )

2551 1
1.1
3 1 /
(non-text information)

(Nunan, 1999)

1.2
1 4-6
/

1.3
2 3 /
///
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(Smith, 1985) (Berry, 2005)

1. (Literal comprehension)
2. (Interpretation)

3. (Critical reading)

(Literal comprehension)

(Critical reading)

2551
1 1.1

(1985) (2005)

1.1 1.1
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1.2
1
1.1

.1
1.

-

/

- Look at the.../here/over
there/Say it again/ Read and draw/ Put
a/an...in/on/under a/an.../Go to the
window and open it/Take out the book,
open on page 17 and read it/Dont go
over there/Dont be late. etc.
- Please look up the
meaning in a dictionary/Look up the
meaning in a dictionary please/Can/
Could you help me, please?/Excuse
me, could you....? etc.
- You should read
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everyday/Think before you speak/

-
2.

-

- -

- -
-
-
3. /

(non-text information)

-

1,4001,550 (
)
/

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Comparison of adjectives/ adverbs/
Contrast : but, although/ Quantity
words many/much/a lot of/lots
of/some/any/a few/few/a little/little etc.

4. (topic)
(main idea)

- Yes/No Question
- Wh-Question
- Or-Question
etc.
- Tenses : present simple/present
continuous/past simple/future simple
etc.
- Simple sentence/Compound
sentence
.2
1.

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- Passive Voice
is/are + Past
Participle
- (conjunction)
and/but/or/before/after etc.
- (connective words)
First,... Second... Third...Finally...etc
2.

-

- -
-
-
-
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3. /

-

1,750-1,900
( )
/

words many/much/a lot of/lots
of/some/any/a few/few/a little/little
etc.
4.

(supporting detail)
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- Yes/No Question
- Wh-Question
- Or-Question
etc.

I think.../I feel.../I believe...
- (conjunction)
and/but/or/before/after
First,... Next... After...Then...
Finally...etc
continuous/present perfect/past
simple/future tense etc.
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sentence
.3
1.

- Passive Voice
is/are + Past
participle
- (conjunction)
and/but/or/before/after/because etc.
First,... Second... Third...Fourth...
Next...Then...Finally...etc
2.

-

- -

- -
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-
-
-
3.

-

1,400-1,550
( )
/

words
many/much/a lot of/lots
of/some/any/a
few/few/a little/little etc.
4. /
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sentence/Complex sentence
.4-6
1.

- Model verb : should/ought
to/need/have to/must + verb
infinitive without to You should
have it after meal. (Active
Voice)/The doses must be divided.
(Passive Voice)
- Direct/Indirect Speech
- (conjunction)
and/but/or/so/not only...but
also/both...and/as well
as/after/because etc.
First,... Second... Third...Fourth...
Next...Then...Finally...etc.
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2.

(skit)

-

- -

- -
-
-
-
3.

Comparison of
adjectives/adverbs/Contrast : but,
although, however, in spite
of.../Logical connectives caused
by/followed by/consist of etc.
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4.

skimming/scanning/guessing/
context clue

I believe/I agree
withbut/Well, I must
say/What do you think of/
about/?/In my opinion/
- if clauses
- sothat/enough to
- on the other hand
- other (s)/another/the other (s)
- (conjunction)
because/ and/so/but/however/because
of/due to/owing to etc.
- Infinitive pronouns : some, any,
someone, anyone, everyone, one,
ones etc.
continuous/present perfect/past
simple/future tense etc.
sentence/Complex sentence
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1 /

4-6

2551
1
/

4-6
1.2 1.2
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1.3
Two heads are better than one

(Vygotsky, 1978)
Social Constructivism
(Schema)

(collaborative groups)
(Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper
and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and
Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich,
Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988 cited in Davis, 1993:
http://teaching.berkeley.edu/bgd/collaborative.html , 2554)

1 2

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(Zone of Proximal Development)
(scaffolded learning)

(Klingner et al., 1998;
Klingner & Vaughn, 2000;Vaughn et al., 2000; Arguelles, Klingner, and Vaughn, 2004
Meejang 2004, Sukavatee, 2007)
1. 4- 5
2.
(homogeneous group) (heterogeneous
group) (Social Constructivism)
(Vygotsky, 1978)
3.
4.
5.

6.

Reading) (Reciprocal Reading)
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(Vygotsky, 1978)
Social Constructivism
(Schema)


(Zone of
Proximal Development) (scaffolded learning)
4- 5 (homogeneous group)
(heterogeneous group)

1.3 1.3
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2.1
Collaborative Strategic
Reading (CSR)

Reading) Klingner Vaughn (2004)

4- 5 (
)


4
1. (Preview)
2. (Click& Clunk)
3. (Get the Gist)
4. (Wrap Up)

(learner- centered approach)
(facilitator)

1. (Preview)
(Before reading)
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(activate prior knowledge)

( 2-5 )

- / //
2. (Click& Clunk)

(Click) (
) (Clunk)

(Clunk chart)

(Clunk)
prefix suffix

3. (Get the Gist)

4. (Wrap Up)

3



()
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-
Global Warming
(Click&
Clunk)
-
(Preview)
-
-
- (Get the
Gist)
-
-

(

)
(Wrap Up)
-

-

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Klingner Vaughn (2004)

4- 5

4
(Preview) (Click&
Clunk) (Get the Gist) (Wrap Up)

(leader) (announcer)
(clunk expert) (gist expert)
(Preview)
(Click& Clunk) (Get the Gist)
(Wrap Up)
2.1 2.1
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2.2
(Reciprocal Reading) Palinscar Brown (1984)

4
1. (Predicting)
2. (Questioning)
3. (Clarifying)
4. (Summarizing)

(Discussion Director) (Predictor) (Questioner)
(Clarifier) (Summarizer)
Palinscar Brown (1984) 15- 20
30% 80%
76
(Cooper, Boschken, McWilliams Pistochini, 2000)
Rosenshine Meister (1994) 16

Oczkus (2010)

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1. (Predicting)
(activate
background knowledge)
(graphic organizers)
2. (Questioning)

3. (Clarifying)

prefix suffix
4. (Summarizing)


(Predicting)
(Questioning) (Clarifying)

() - -
-

-
- / -
- - prefix
suffix
-
-
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(Summarizing)
-
-
(Reciprocal Reading) Palinscar B ro w n (1 9 8 4 )

(Reciprocal Reading) 4 (Predicting)
(Questioning) (Clarifying) (Summarizing)

(Discussion Director)
(Predictor) (Questioner) (Clarifier) (Summarizer)
(Reciprocal
Reading) (Predict) .
(Questioning) (Clarifying)
(Summarizing)
2.2 2.2
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3.1



Topic: Entertainment
5
1
1.1
- 5 -
- (Leader)
(Announcer) ( Clunk Expert)
(Gist Expert) ()
- Preview Chart / Clunk Chart/ Gist Chart/ Wrap up Chart
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(Before reading):
(Preview):
1. From the pictures, can you tell what the story that we are going to read is
about?
2. Identify the pictures and tell what kind of the entertainment do you think they
are.
3. What kind of entertainment do you spend your leisure time on? Why?
-
-
-
. (While Reading)
This is the story:

Hip-hop! Go!
1
Hip-hop has taken over the music industry in the US. In the same way
the Williams sisters have taken over tennis. Look at the National Basketball
Association as hiphop players Shaquille O'Neal and Allen Iverson and hip-hop
culture in general are being used to sell soda, candy, and clothes to young people.
To see hip-hop as simply rap is to not understand the impact and influence of a
greater movement. Rap music is just one element of hiphop.
True hip-hop heads understand that hip-hop isn't just about music. It's
a culture, a way of life, a language, a fashion, a set of values, and a unique
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10
15
20
25
30
perspective. Hip-hop is an economy; it's the ability to take the inner-city

negative cash flow system of hustling, pushing, pimping, and banging, and turn it
into a multi-millionor possibly even billiondollar business. Hip-hop
encompasses groups like Public Enemy using rap to address racism, oppression,
and poverty, and then their leader, "Chuck D" turning it into a new political
movement getting urban young adults active in ways of the civil rights movement.
Hip-hop tells the stories of the multiethnic urban youth and the
communities they live in, though the lives of inner-city African- Americans take
center stage. Hip-hop is about inner-city and lower-class life. It's about trying
to live out the American dream from the bottom up. It's about trying to make
something out of nothing. Hip-hop is about the youth culture of New York City
taking over the world. Hip-hop is about dance, art, expression, pain, love, racism,
sexism, broken families, hard times, overcoming adversity, and the search for
God. Anyone who looks at hip-hop and just sees rap music doesn't truly
understand the history and the current influence hip-hop has on the whole
youth culture.
In Thailand there was attempt to harness the power of Hip-Hop to
encourage Thai youth to be more active in the Buddhist religion. The Ministry of
Culture introduced a new genre of rap called Dharma Rap. Dharma is defined as
reality and truth in Buddhism. The genre of music will focus on Buddhist religious
principles, including sharing and being compassionate, while shunning violent and
misogynist lyrics. Dharma Rap is part of a broader campaign being spearheaded
by the Ministry of Culture and the Ministry of Social Development and Human
Services. The aim is to bring Thais youth, who are becoming increasingly
westernized, back to the countrys native culture and religion.
Adapted from Hip-Hop as Culture of Efrem Smith
http://www.youthspecialties.com/articles/topics/urban/hip-hop.php
(Click and Clunk)
In Thailand, there was attempt to harness to power of hiphop

The bold word means
" harness"
- (announcer)
- (Clunk Expert)
--
-
(Get the gist)
-
( )
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- concept mapping
(After Reading)
(Wrap Up)

Examples:
10. 1 What is the authors overall view of hiphop ?
10. 2 What is the tone of the writing?
10.3. What is the main idea of the story?
-
-

(Preview)
(Clunk)

(gist)
(Wrap up)
5 4 3 2 1
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(Collaborative
Strategic Reading) 4- 5

(Leader)
(Announcer) ( Clunk Expert)
(Gist Expert) ()
(Preview) (Click& Clunk) (Get the
Gist) (Wrap Up)
3.1 3.1
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3.2

Computer games and games

5
1
1.1
- 5
-
-
- Reciprocal Reading Chart
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(Before reading):
(Predicting)

()
T: What is the text going to talk about? I think it will be something about computers.
Now your turn. Discuss with the group, then let the predictor declare what is the
group prediction.
We think...............because
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We predict that..........
We suppose that.........
(While reading)
Thai Gamers and Online Games
In Thailand, young people's obsession with online gaming may help to
nurture a generation of computer-literate children. Thailand's capital is one of
those places that never seem to sleep.
But while the tourists enjoy the night markets and the bars of Bangkok,
5.The computer savvy locals are flocking to internet cafes to take part in an Asian
online phenomenon. More than 700,000 young Thais are now playing Ragnarok
Online, a massive multiplayer online role-playing game, which has taken Asia by
storm. Once registered, players can roam vast digital landscapes, collecting
items and interacting with other players wherever they are in the real world.
10
The game has proved so popular that many fans have been playing long into the
night. This raised concerns that Thai children were missing out on other
important activities like study and sleep. The problem became so great that the
Thai government imposed a curfew almost six months ago.
1
Over-18s can still play on into the small hours. After registering at a ..15post office, they are given an adult user ID
that will work day or night. For younger players without the special logon, the game simply stops working at ..10pm.
AsiaSoft, which runs Ragnarok in Thailand, says it understands the Thai ..authorities' concerns. But it also thinks that computer
games can help introduce ..technology to the developing world. "We feel that to improve information 20technology literacy
you need to have some kind of interest to attract people to .have their hands on a computer," said Sherman Tan, AsiaSoft
President.
"Most people usually have computers for the interests of ..entertainment, games and at a later stage they will
look into other content." But is it really the government's job to decide what's best for the nation's youth ..25.after dark?
Ministers defend the government's decision to step in, given the .concerns from parents that their children
were becoming obsessed with gaming. ."In the developed countries or in the Western countries, parents have enough
.time to look after their children," said Dr Surapong Suebwonglee, Thai Minister ..30for Information and Communication
Technology. "But in the developing world, in .Thailand, the parents, especially those parents who have teenage children, they
..must work very hard and they work until very late at night so they don't have ..the time to look after their children
properly."
The government say it has seen a significant drop in the number of ..35..nocturnal players since the curfew was
imposed. But children can be very .inventive when it comes to bending the rules. If the parents let their children
use their IDs, there is no way the government can stop them playing after 10 o'clock at night. If there is a craze that catches a
child's attention, it is hard to tear them away. But at least as they play video games, they are ..40.becoming more
computer literate, which surely cannot be a bad thing.
Retrieved from http://news.bbc.co.uk/1/hi/technology/3235852.stm- BBC online
Thai gamers soak up computer skills- Spencer Kelly
(Questioning)

1. What is the author mainly trying to tell?

2. Who can logon until late night after 10 pm?
3. What is imposed to young Thai players to prevent children from playing long
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into the night?

(After reading)
(Clarifying)

-
- prefix suffix
-
Example: Ragnarok has taken Asia by storm. What does this sentence mean?
-

(Summarizing)
Now the summarizer takes the role. Students use their own language to summarize
the story.
- The story is about...

young people's obsession with online gaming.
- The most important idea is ....
The problem of online gaming became so great that the Thai government imposed
a solution.

(Predict)

(Question)
(Clarify)

(Summarize)
5 4 3 2 1
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4- 5


(Predicting)
(activate background knowledge)
(graphic organizers)
(Questioning)

( Clarifying)

prefix
suffix (Summarizing)

3.2 3.2
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4
4.1


(Collaborative Strategic Reading Lesson Plan Template)

(Lesson Title/ Topic)
(Preview)
/ //
(Click& Clunk)

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(Click)
()
(Clunk)
(Clunk chart)

(Clunk)
prefix
suffix
(Get the Gist)

(Wrap Up)

(Role card)
(Worksheet)
(Role card)
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Leader
Announcer
Gist Expert

Clunk Expert

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(Worksheet)
CSR Learning Log
Name
Date
Before Reading
Brainstorm: What do you already know Preview: What do you think we are going
about this topic?
to read and learn when reading the
passage?
While Reading
Clunk Chart:
Please list your difficult words or ideas known as clunks from the text here!
What strategies can we use to solve the clunks? Please list!

Get the Gist (Main idea)
Write down the gist of what you have read.
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After Reading
Wrap Up
Make questions about main ideas.
Who
What
Where
Why
How
Review
Write something important that you have
learned.



(Preview) (Click& Clunk)
(Get the Gist) (Wrap Up)
4.1 4.1
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4
4.2
(Lesson Title/ Topic)
(Predicting)
(activate background knowledge)

graphic organizers
/ //

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(Questioning)

-
- /
-

(Clarifying)

prefix suffix

(Summarizing)

(Role card)
(Worksheet)
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(Role card)
Discussion Director
Predictor
Questioner
Summarizer
Clarifyer

Expressions to Use
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Predict
Question
I think
I bet
I imagine
I suppose
I predict
Who?
What?
When?
Where?
Why?
How?
What if?
Clarify
Summarize
Difficult words and ideas

I reread
I use the context clues
I talk to a friend
What happened, first, next and then?

The story was about
The main idea was
I learned
(Worksheet)
Reciprocal Reading Chart
Predict
I think
I predict
Question
Who? What? When?

Where? Why? How? What if?
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Clarify
Summarize
I reread
I use the context clues
I talk to a friend
What happened ?
The story was about
The main idea was
I learned



(Reciprocal Reading) (Predict) .
(Questioning) ( Clarifying)
(Summarizing)
4.2 4.2
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5
5.1
()
()
(
)
(
)
(

)
(
)
()
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(Preview)
(Collaborative (
Strategic Reading)
)
(Clunk)
(
)
(gist)
(
)
(Wrap up)
(
)
(Predict)
(

)
(Question)
(
)
(Clarify)
(
)
(Summarize)
(

)
(scale) 5
4 3 2 1 0
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(Collaborative
Strategic Reading)

5.1 5
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1.1

1
1.1
3
2551

http://www.curriculum51.net/viewpage.php?t_id=64
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1.2

1
1.2
2551
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1.3

1
1.3
1.3
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2.1

2
2.1 Collaborative
Strategic Reading (CSR)
2.1
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2.2

2
2.2

2.2
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3.1

3
3.1
Reading)

3.1
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3.2

3
3.1

3.2
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4.1

4
4.1

4.1
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4.2

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T E P E - 5 5 1 0 6

Berry, J. (2005). Levels of Reading Comprehension. Retrieved from

Rosenshine, B. & Meister, C. (1994). Reciprocal Teaching: A review of the research.

(Smith, 1985) (Berry, 2005)

everyday/Think before you speak/

Two heads are better than one

(Collaborative Strategic Reading)

(Collaborative Strategic Reading)

(activate prior knowledge)

3. (Get the Gist)

(Collaborative Strategic Reading)

(Collaborative Strategic Reading)

(Reciprocal Reading) Palinscar Brown (1984)

(Reciprocal Reading) Palinscar B ro w n (1 9 8 4 )

This is the story:

perspective. Hip-hop is an economy; it's the ability to take the inner-city

(Click and Clunk)

In Thailand, there was attempt to harness to power of hiphop

Computer games and games

1. What is the author mainly trying to tell?

into the night?

- The story is about...

(Collaborative Strategic Reading)

(Collaborative Strategic Reading Lesson Plan Template)

(Get the Gist)

CSR Learning Log

What strategies can we use to solve the clunks? Please list!

(Collaborative Strategic Reading)

Difficult words and ideas

What happened, first, next and then?

Reciprocal Reading Chart

Who? What? When?

(Collaborative Strategic Reading)

(Collaborative Strategic Reading)

(Collaborative Strategic Reading)

(Collaborative Strategic Reading)

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