TSL3106

N o t e b o o k : 2 PPG
C re at e d : 08/11/2012 9:31 PM U p d at e d : 08/11/2012 11:40 PM
A u t h o r: Suhaimi Shaarani

Reading Aloud Skills

• Enunciation - To pronounce; articulate
• Pronunciation - The act or manner of pronouncing words; utterance of speech
• Stress - The emphasis placed on the sound or syllable spoken most forcefully in a word or
phrase
• Intonation - The use of changing pitch to convey syntactic information
• Rhythm - In phonetics, the sense of movement in speech, marked by the stress, timing,
and quantity of syllables.

Reading Comprehension Skills

• Reading for main ideas and Supporting details
• Inferencing, predicting and drawing conclusion
• Sequencing
• Cause and effect
• Synthesizing - To combine so as to form a new, complex product
• Evaluating

Selecting, Adapting and Producing Activities and Materials for Developing Reading
Aloud and Reading Comprehension Skills
• Readibility
• Context

Techniques for Teaching Vocabulary

• Word attack skills
• Contextual clues
• Visuals
• Mimes, actions and gestures
• Dictionary
• Games

reading shorter texts to extract accurate detailed

Skimming
information
Scanning quickly reading a text to get the gist of it
Extensive quickly going through a text to find a particular piece
reading of information
Intensive
reading longer texts, usually for pleasure
reading

A top-down reading model

This model states that readers begin with expectations and ideas about a text, based on its
title, format and style, before they begin to look for words that will substantiate or refute these
expectations. It is an approach which begins with a picture of the whole and deals with the
parts in terms of this.

Reading is a guessing game because readers must infer meaning, decide what to retain
or not, and read on. Relying on their experience and intelligence.
emphasizes what the reader brings to the text
reading is driven by meaning
 proceeds from whole to part

Features of top-down approach...(Gove 1983)

readers can comprehend a selection even though they do not recognise each word
readers should use meaning and grammatical cues to identify unrecognised words
reading for meaning is the primary objective of reading rather than mastery of letters,
letter/sound relationships and words
reading requires the use of meaning activities rather than the mastery of a series of
word-recognition skills
the primary focus of instruction should be the reading of sentences, paragraphs, and
whole sentences
the most important aspect about reading is the amount and kind of info gained through
reading

A bottom-up reading model.

This process reflects the old models of reading as a simple process of decoding words into
thoughts. However, it accepts that words must first be recognised and, having been decoded,
the thoughts must then be remembered. It is an approach which works from the parts to the
whole, building up gradually in a process of growth.

Readers must first recognize multiple linguistic signals–letters, syllables, words,

phrases, grammatical cues, discourse markers–in order to understand their reading.
emphasizes on the written or printed text
reading is driven by a process that results in meaning (..or, reading is driven by text)
proceeds from parts to whole

Features of a bottom-up approach to reading.

identify letter features

link these features to recognise letters
combine letters to recognise spelling patterns
link spelling patterns to recognise words, and
then proceed to sentences, paragraph and text-level processing

An Interactive reading model

recognizes the interaction of bottom-up and top-down processes simultaneously

throughout the reading process (combination of both)...a bit like "inductive'/"deductive"
approach in grammar teaching.

Features of interactive reading model

the interactive model suggests that the reader constructs meaning by the selective use
of info from all sources of meaning (graphemic, phonemic, morphemic, syntax,
semantics)...ok?....without adherence to any one set order....
an interactive model is one which uses print as input and has meaning as output. But the
reader provides input too, and the reader, interacting with the text, in selective in using
just as little of the cues from text as necessary to construct meaning. (Goodman, K.
1981)
Reading is at once a perceptual and a cognitive process. it is a process which bridges
and blurs these two traditional distinctions. Moreover, a skilled reader must be able to
make use of the sensory, syntactic, semantic, and pragmatic info to accomplish the task.
These various sources of info appear to interact in many complex ways during the
process of reading (Rumelhart, D. 1985)
The Purpose of reading

Read for understanding.

Studying involves reading to comprehend concepts and details. These
components depend on each other. Details help explain or support general
concepts, and concepts provide a framework for remembering details.

Read to evaluate critically.

Critical evaluation involves understanding. It means approaching material with an
open mind, examining causes and effects, evaluating ideas, and asking questions
that test the writer's argument and assumptions. Critical reading brings a level of
understanding that goes beyond basic information recall.

Read for practical application.

A third purpose for reading is to gather usable information that you can apply
toward a specific goal. When you read a textbook preface or an instruction
booklet for a new software package, your goal is to learn how to do or use
something. Reading and action usually go hand in hand.

Read for pleasure.

Some materials you read for entertainment, such as Sports Illustrated magazine,
the latest page-turner by DaVinci Code author Dan Brown, or even novels by
Charles Dickens and Jane Austen. As Yale professor Harold Bloom points out,
reading for pleasure gives you the opportunity to enlarge your life and to enter
into "alternate realities." "Why read?" Bloom asks. "Because you can know,
intimately, only a very few people, and perhaps you never know them at all. After
reading [the Thomas Mann masterpiece] The Magic Mountain you know Hans
Castorp thoroughly, and he is greatly worth knowing."

Reading readiness

To develop own knowledge of the English Language so he can understand what he

reads
Motivation to learn to read in English
The ability to discriminate between shapes so that he can recognize letters and words
when he begins to learn to read
Recognition that print has meaning just as talk has meaning

Extensive Reading

Carried out "to achieve a general understanding of a text."

Occurring when students read large amounts of high interest material, usually out of
class, concentrating on meaning, "reading for gist" and skipping unknown words.
The aims of extensive reading are to build reader confidence and enjoyment.
Extensive reading is always done for the comprehension of main ideas, not for specific
details.

Characteristics:

Students read as much as possible.

A variety of materials on a range of topics is available.
Students select what they want to read .
The purposes of reading are usually related to pleasure, information and general
understanding.
Reading is its own reward.
 Reading materials are well within the linguistic competence of the students in terms of
vocabulary and grammar.
Reading is individual and silent.
Reading speed is usually faster than slower.
Teachers orient students to the goals of the program.
The teacher is a role model of a reader for the students.

Activities:

Reading may be combined with a speaking component. For example, they may interview
each other about their reading.
Reading may be combined with a writing component. For example, after reading the
newspaper, students may be asked to write a newspaper report.
Class time may be included for book exchange, if there is an in-class library.
Students may set their own goals for their next session.
Students may progress from reading graded reading material to authentic text . It
should be expected that students will "slow down" in their reading then, it it becomes
more challenging.
In some Extensive Reading Programs, teachers will allow their students to report on
their reading in their native language so as not to make the "proof" of reading more
difficult than the reading itself. This, of course, only works if the teacher understands
the student's first language.
Extensive reading programs are often cited as being more "pleasurable" because there
are no "tedious" exercises to complete.

Assessment:

there are no reading comprehension exercises or formal assessments in Extensive

Reading programs.
Course grades for an Extensive Reading program may be determined by marks given for
reading reports, reading journals, book reports and projects.

Role of Teacher

The teacher gives recommendations on reading materials, based on student's interests.

The teacher guides students in choosing appropriate levels of material, beginning
with easy books.
The teacher guides students in choosing a variety of materials of their interest.
This may especially be necessary for students that choose the same type over
and over.
The teacher guides students in setting specific goals for amounts read.
The teacher provides modeling. If class time is given for reading, the teacher reads at
the same time.
The teacher overlooks if students are not aware of the exact meaning of each word.
The teacher should not jump in and explain.
The teacher leads pre-reading activities to build interest in the text, such as in the
characters, places, themes, and actions. The teacher must be careful to provide just
enough to stimulate curiosity but not so much that the need to read is removed.

Role of Student

The student assumes total responsibility for developing reading ability .

The student reads without the use of a dictionary.
The student usually chooses their own material and moves along at their own pace but
 must push themselves in order to show greater progress.

Advantages

The students may:

develop a "reading habit"
gain more confidence in reading
improve their attitude towards reading and become more motivated to read
feel more autonomous over their own learning and more likely to take more
initiative.
become more " independent readers", being able to read for different purposes
and being able to change reading strategies for different kinds of texts
become more aware of what's available to them to read and how to access
materials
expand sight vocabulary
acquire "incidental" grammatical competence - that is, it may be acquired even
though it was not directly taught
build background knowledge
increase reading comprehension
improve overall language competence
be more prepared for further academic courses because they have read large
quantities

An Extensive Reading program may be combined with writing or combined with

speaking practice in a meaningful way (such as when students discuss with each other
the books they have been reading.
Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that
the volume of practice necessary to achieve rapid and efficient reading can be
achieved." (p.92)
Krashen (1993a) suggested that the benefits of free voluntary reading included
"enhanced language acquisition and literacy development, more ideas and information,
greater success in life, loss of verbal memory, and more fun."

Challenges:

An Extensive Reading program may be costly and time-consuming to set up if materials

are not already available. It may be difficult to get support from Administration.
Students need to have easy access to texts within their language proficiency level. An
Extensive Reading program is easiest to establish when the students have a high level of
second language proficiency. For intermediate levels, students require a specialized
library within their language proficiency range. They need texts they can read without
great use of a dictionary.
It may be difficult to keep students challenged to read more difficult texts as the
program continues. Some established programs use a "weighing scale" for students to
record materials read, giving more "marks" for materials read at a higher level.
Although this has proven to be a motivating or competitive factor in some cases, in
others it becomes counter-productive if students try to read texts that are more difficult
than they can manage and consequently become discouraged.
Reading each student's journals and reports can be very time-consuming for teachers.
Students who come from a culture in which literacy is not valued may be unwilling to
participate in pleasure reading or may not get support at home.
Some teachers prefer a skills based program and do not feel comfortable with Extensive
Reading.
Some teachers are unaware of how to use Graded Readers and so, provide a limited
range of activities for students, limiting their responses.
Some teachers feel that time spent on Extensive Reading will take away from time that
 could be spent on learning language skills. Others will argue that Extensive Reading
provides a "richer context" for practice.
Some people feel that if graded readers are used, they can give a false impression of
the level of reading that has been achieved. They feel that some students may try
"ungraded" materials too soon and may revert to using a dictionary to translate.
Some people feel that students may place too much emphasis on the number of pages
read instead of on the understanding achieved.
Students that have only been exposed to Intensive Reading programs may not believe
that Extensive Reading is a "proper" way to learn.
Aeberscold (1997) reported that feedback from students in an Extensive Reading
program indicated that they liked the "choice" but not the "load"

Intensive reading

Calls attention to grammatical forms, discourse markers, and other surface structure
details for the purpose of understanding literal meaning, implications, rhetorical
relationships, and the like. As a "zoom lens" strategy .
Intensive Reading, sometimes called "Narrow Reading", may involve students reading
selections by the same author or several texts about the same topic. When this occurs,
content and grammatical structures repeat themselves and students get many
opportunities to understand the meanings of the text.

Characteristics:

usually classroom based

reader is intensely involved in looking inside the text
students focus on linguistic or semantic details of a reading
students focus on surface structure details such as grammar and discourse markers
students identify key vocabulary
students may draw pictures to aid them (such as in problem solving)
texts are read carefully and thoroughly, again and again
aim is to build more language knowledge rather than simply practice the skill of reading
seen more commonly than extensive reading in classrooms

Materials:

usually very short texts - not more than 500 words in length
chosen for level of difficulty and usually, by the teacher
chosen to provide the types of reading and skills that the teacher wants to cover in the
course

Skills developed:

rapid reading practice

Interpreting text by using:

word attack skills

text attack skills
non-text information

Activities:

Intensive reading exercises may include:

looking at main ideas versus details
understanding what is implied versus stated
 making inferences
looking at the order of information and how it effects the message
identifying words that connect one idea to another
identifying words that indicate change from one section to another

Assessment:

Assessment of intensive reading will take the form of reading tests and quizzes.
The most common systems of questioning are multiple-choice and free-response.
Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the
most important objective in the reading class should NOT be the testing of the student
to see if they have understood. Teachers should, instead, be spending most of the time
training the student to understand what they read.

Role of the teacher

The teacher chooses suitable text.

The teacher chooses tasks and activities to develop skills.
The teacher gives direction before, during and after reading.
The teacher prepares students to work on their own. Often the most difficult part is for
the teacher to "get out of the way" .
The teacher encourages students through prompts, without giving answers.

Advantages

It provides a base to study structure, vocabulary and idioms.

It provides a base for students to develop a greater control of language
It provides for a check on the degree of comprehension for individual students

Disadvantages

There is little actual practice of reading because of the small amount of text.
In a class with multi-reading abilities, students may not be able to read at their own
level because everyone in the class is reading the same material.
The text may or may not interest the reader because it was chosen by the teacher.
There is little chance to learn language patterns due to the small amount of text.
Because exercises and assessment usually follow intensive reading, students may come
to associate reading with testing and not pleasure.

Skimming

Skimming is a quick reading to get:

to know the general meaning of a passage
to know how the passage is organized, that is, the structure of the text
to get an idea of the intention of the writer
Skimming is a more complex task than scanning because it requires the reader to
organize and remember some of the information given by the author, not just to locate
it.
Skimming is a tool in which the author's sequence can be observed, unlike scanning in
which some predetermined information is sought after.

When it is used

Skimming is used when reading some some general question in mind.

Skimming is used in making decisions on how to approach a text such as when
 determining if a careful reading is deserving.
Skimming is used to build student confidence and an understanding that it is possible to
gain meaning without reading every word in a text.
Skimming is a skill that a student may want to develop if they are planning to continue
with academic studies. It is often used in reviewing for a test.

Role of the teacher

Before the students start reading, the teacher should guide students to ask themselves
the following questions:
What kind of audience was the text written for? Was it, for example, the general
public, technical readers, or academic students?
What type of text is it? Is it, for example, a formal letter, an advertisement, or a
set of instructions?
What was the author's purpose? Was it , for example, to persuade, to inform or
to instruct?
The teacher should make the following clear to students before assigning a skimming
exercise:
the purpose of the exercise
how deeply the text is to be read

Role of the student

Students read through the text in the following manner:

Read the title if any.
Read the introduction or the first paragraph.
Read the first sentence of each of the following paragraphs.
Read any headings or sub-headings.
Look at any pictures or phrases that are in boldface or italics
Read the summary or last paragraph.

Activities

Students must locate facts that are expressed in sentences, not single words.
Although speed is essential and the teacher often sets a time limit to the activity,
skimming should not be done competitively. Students should be encouraged individually
to better themselves.
To improve skimming, readers should read more and more rapidly, to form appropriate
questions and predictions and then read quickly
Pugh (1978) suggests that to assess skimming, after the students have read and
completed the assigned questions, further questions may be asked, "beyond the scope
of the purpose originally set" (p.70). If students can answer these questions correctly,
it indicates they have read the text too closely.

Scanning

Scanning ia a quick reading, focusing on locating specific information.

Scanning involves quick eye movements, not necessarily linear in fashion, in which the
eyes wander until the reader finds the piece of information needed.
Scanning is used when a specific piece of information is required, such as a name, date,
symbol, formula, or phrase, is required. The reader knows what the item looks like and
so, knows when he has located what he was searching for. It is assumed then, that
very little information is processed into long-term memory or even for immediate
understanding because the objective is simply matching.
When it is used

Scanning is used often with technical, scientific or professional materials to locate

specific information.
Scanning is a valuable skill for second language learners to develop because often they
do not require a detailed read of a text. There are many everyday uses for scanning,
relevant to a purpose, such as reading a schedule.

Role of Teacher

The teacher selects passages that do include specific information.

The teacher may use authentic materials that are commonly scanned in real life, such
as the telephone directory, menus, bus schedules.
The teacher may ask students before they scan a text to note how the information is
organized in the text.
The teacher needs to remind students that as they read carefully to find the required
information, they should pay particular attention to titles and keywords.

Role of the Student

The student forms questions before reading. What specific information are they looking
for?
The student looks for contextual clues. The student tries to anticipate what the answer
might look like and what sorts of clues would be useful.
The student is aware of the graphic form that the answer may take, such as a numeral,
a written number, a capitalized word or a short phrase that includes key words.

Activities

Activities may include exercises that are devised by the teacher in which students scan
for a single word or specific text .
Activities may include exercises that are often carried on as a competition so students
will work quickly.
Students use skills of prediction and anticipation. Students may do any of the following:
make predictions and guesses
use titles and tables of contents to get an idea of what a passage is about
activate prior knowledge about the topic of the passage by answering some
questions or performing a quiz
anticipate what they want to learn about the top
use titles, pictures, and prior knowledge to anticipate the contents of the text
use key words, that may have been given to them by the teacher, that do not
appear in the text, that allude to the main idea
It is an accepted view today that efficient readers are not passive. They react with a text
by having expectations and ideas about the purposes of the text as well as possible
outcomes. They reflect on expectations as they read, anticipate what will come next. In
other words, they "interact with the text".

Reading approaches

Phonics approach – most soundly supported by research for effective instruction in

beginning reading
Must be explicitly taught
Must be systematically organized and sequenced
 Must include learning how to blend sounds together

Multi-Sensory Approach – effective for special needs

Uses all possible senses – tracing, saying, listening, looking
Typically called VAKT
Visual, Auditory, Kinesthetic, Tactile
Can be used with either Phonics or Whole Language

Linguistic Method – supported only by "qualitative research" instead of quantitative

research
Teaches "whole words" in word families
Students are not explicitly taught that there is a relationship between letters and
sounds for most sounds

Language Experience – called "Whole Language"

Expects child to learn reading as "naturally" as speech
Uses child’s oral language as content for reading
Uses child’s oral language as basis for spelling instruction
Children learn to "read" by reading and re-reading "big books" together with the
teacher and then the teacher gradually withdraws prompts so child appears to be
reading that book

Reading Comprehension Support –

Explicitly teaches strategies and techniques for studying texts and acquiring
meaning

Reading skills
Reading skills enable readers to turn writing into meaning and achieve the goals of
independence, comprehension, and fluency.

Definition

Reading skills are specific abilities which enable a reader

to read the written form as meaningful language
to read anything written with independence, comprehension and fluency, and
to mentally interact with the message.

Example

Word attack skills let the reader figure out new words.
Comprehension skills help the reader predict the next word, phrase, or sentence quickly
enough to speed recognition.
Fluency skills help the readers see larger segments, phrases, and groups of words as
wholes.
Critical reading skills help the reader see the relationship of ideas and use these in
reading with meaning and fluency.

Literacy hour

Stages of Literacy Hour

• Whole class shared text work
• Whole class shared sentence/word work
• Guided reading
• Independent work
• Plenary
Technique of assessing reading

The purpose and benefits of assessment

To identify skills that need review. Assessment provides teachers with
information on what skills students have and have not mastered. It is needed to
help teachers know the skill levels of their students, since students have varying
experiences and knowledge.
To monitor student progress. A teacher can learn which students need review
before covering additional content and which students are ready to move
forward.
To guide teacher instruction. Through consistent assessment, a teacher can
make informed decisions about what instruction is appropriate for each student.
To demonstrate the effectiveness of instruction. The information gained from
assessment allows teachers to know if all students are mastering the content
covered. It is important for teachers to use instructional time effectively, and this
can be done when teachers are knowledgeable about what their students are
ready to learn and what they already know. Therefore, the information gained
from assessment allows a teacher to create appropriate instruction for their
students
To provide teachers with information on how instruction can be improved.

Assessment examples for specific areas of reading

Letter knowledge — The ability to associate sounds with letters

Present a student with a list of letters and ask the student to name each letter.
Another example is to have a student separate the letters from a pile of letters,
numbers, and symbols. Students can also be asked to separate and categorize
letters by uppercase and lowercase

Phonemic awareness — The ability to hear and manipulate sounds in words

These assessments examine a student's knowledge of how sounds make words.
A student can be asked to break spoken words into parts, or to blend spoken
parts of a word into one word. Additionally, a student can count the number of
phonemes in a word to demonstrate understanding, or a student can delete or
add a phoneme to make a new word

Emerging practice
The theory of multiple intelligences is one that many educators support and
believe to be effective. Dr. Gardner developed this theory in 1983, and he
suggests that eight different intelligences account for student potential
(Armstrong, 1994; Gardner, 1983). They include:
linguistic intelligence
logical mathematical intelligence
visual spatial intelligence
bodily kinesthetic intelligence
musical intelligence
interpersonal intelligence
intrapersonal intelligence
naturalist intelligence
 Decoding — The process of using lettersound correspondences to recognize words
To have a student read a passage of text as clearly and correctly as possible.
The teacher records any mistakes that the student makes and analyzes them to
determine what instruction is needed.

Fluency — The automatic ability to read words in connected text

To ask a student to read a passage aloud for one minute. Words that are skipped
or pronounced incorrectly are not counted. The number of correct words read is
counted and this total equals a student's oral reading fluency rate.

Reading comprehension — The process of understanding the meaning of text

Involves a student reading a passage that is at an appropriate level for the
student, and then having the student answer factual questions about the text.

Considerations when selecting an assessment

Every assessment will not be appropriate for all students.

Different measures provide distinct information.

Assessments should always be culturally and linguistically appropriate

Planning for Teaching Reading

Principles of Lesson Planning

What is a Lesson Plan?
It’s the framework of my lesson.
It’s the map I follow during class.
It’s the product of my thoughts about the class and what I hope to achieve

Why Plan ahead?

reduces uncertainty or panic and gives you confidence and clarity.
reminds you to prepare materials beforehand, and makes it easier for you
to organize the time and activities flow in classes.
For students, evidence of a plan shows them the teacher has devoted time
to thinking about the class.
It is a way to help gain the respect of your students.
It suggests professionalism and commitment.
ensures that the class you are teaching gets a balanced mixture of
different materials, content and interaction types.
Planning helps you to develop a personal style.

Categories for Planning a Lesson

Goals
Objectives
Prerequisites
Materials
Lesson Description
Lesson Procedure
Assessment/Evaluation

What to consider?
Engage: get the students interested in the class and hopefully enjoying
what they are doing.
Study: it is a focus of language, such as grammar or vocabulary and
pronunciation. It does not have to be NEW language input.
Activate: the students do writing and/ or speaking activities which require
 them to use not only the language they are studying that day, but also
other language that they have learnt.

Goals
Goals determine:
Purpose of the lesson
How students will engage
We need to think about:
Previous plans and activities
Broader objectives of the unit plan or curriculum as well as the
goals for this unit
Future activities and new knowledge
Central objective:
What will students be able to do by the end of this lesson?

Objectives
Focus on what your students will do to acquire further knowledge and
skills

Questions to ask include:

What will students be able to do during this lesson?
Under what conditions will students' performance be accomplished?
How will you determine if the objectives have been met?
How will students demonstrate that they have learned and understood the
objectives of the lesson?
What do you want the student to learn as a result of the lesson
It should be observable and measurable.

Categories of Objectives
Knowledge - involves cognitive functions. Students categorize, analyze,
recall, synthesize, recite, define.
Skills - concerns performing an action. Students measure, sing, play.

Creating Learning Objectives

Create a stem
Eg. After completing the lesson, the student will be able to
After you create the stem, add a verb
Eg. analyze, recognize, compare, provide, list, etc
Then, determine the actual product, process, or outcome
Eg. generate ideas and plans for speech by using _____
(brainstorming, clustering, etc.)

Verbs to Use in Creating Educational Objectives (Bloom’s Taxonomy)

Knowledge – choose, collect, complete, copy
Comprehension – arrange, categorize, change
Application – organize, predict, produce
Analysis – identify, illustrate, infer, outline
Synthesis – construct, create, deduce
Evaluation – explain, interpret, justify

Prerequisites
Make sure students are ready to meet the lesson’s objectives
Check on their prior knowledge
Questions include:
What must students already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the
lesson objectives?
 Materials
Determine necessary:
Preparation time
Resources/materials
Books, equipment, etc
Helpful questions to ask are:
What materials will be needed?
What needs to be prepared in advance?

Lesson Procedure
Detailed, step-by-step description
How to achieve your objectives
How to proceed

Lesson Plan Format (L&S)

Class : Year 1 Amanah
Subject : English language
Time : 8.00 a.m -9.30 a.m.
Date : 23rd of July 2012 (Monday)
Enrolment : 34 students
Focal skills : Reading
Other skill : Listening
Previous knowledge: Students have learnt to ask simple questions and making
polite requests
Learning outcomes: By the end of the lesson, students should be able to:
sing song with guidance.
use polite requests appropriately.
respond to requests.

Stage/Time Content Teaching/Learning Activities Notes/Resources

Set Induction
Presentation
Practice
Production
Closure
TSL3106
N o t e b o o k : 2 PPG
C re at e d : 08/11/2012 9:31 PM U p d at e d : 08/11/2012 11:40 PM
A u t h o r: Suhaimi Shaarani

Reading Aloud Skills

• Enunciation - To pronounce; articulate
• Pronunciation - The act or manner of pronouncing words; utterance of speech
• Stress - The emphasis placed on the sound or syllable spoken most forcefully in a word or
phrase
• Intonation - The use of changing pitch to convey syntactic information
• Rhythm - In phonetics, the sense of movement in speech, marked by the stress, timing,
and quantity of syllables.

Reading Comprehension Skills

• Reading for main ideas and Supporting details
• Inferencing, predicting and drawing conclusion
• Sequencing
• Cause and effect
• Synthesizing - To combine so as to form a new, complex product
• Evaluating

Selecting, Adapting and Producing Activities and Materials for Developing Reading
Aloud and Reading Comprehension Skills
• Readibility
• Context

Techniques for Teaching Vocabulary

• Word attack skills
• Contextual clues
• Visuals
• Mimes, actions and gestures
• Dictionary
• Games

reading shorter texts to extract accurate detailed

Skimming
information
Scanning quickly reading a text to get the gist of it
Extensive quickly going through a text to find a particular piece
reading of information
Intensive
reading longer texts, usually for pleasure
reading

A top-down reading model

This model states that readers begin with expectations and ideas about a text, based on its
title, format and style, before they begin to look for words that will substantiate or refute these
expectations. It is an approach which begins with a picture of the whole and deals with the
parts in terms of this.

Reading is a guessing game because readers must infer meaning, decide what to retain
or not, and read on. Relying on their experience and intelligence.
emphasizes what the reader brings to the text
reading is driven by meaning
 proceeds from whole to part

Features of top-down approach...(Gove 1983)

readers can comprehend a selection even though they do not recognise each word
readers should use meaning and grammatical cues to identify unrecognised words
reading for meaning is the primary objective of reading rather than mastery of letters,
letter/sound relationships and words
reading requires the use of meaning activities rather than the mastery of a series of
word-recognition skills
the primary focus of instruction should be the reading of sentences, paragraphs, and
whole sentences
the most important aspect about reading is the amount and kind of info gained through
reading

A bottom-up reading model.

This process reflects the old models of reading as a simple process of decoding words into
thoughts. However, it accepts that words must first be recognised and, having been decoded,
the thoughts must then be remembered. It is an approach which works from the parts to the
whole, building up gradually in a process of growth.

Readers must first recognize multiple linguistic signals–letters, syllables, words,

phrases, grammatical cues, discourse markers–in order to understand their reading.
emphasizes on the written or printed text
reading is driven by a process that results in meaning (..or, reading is driven by text)
proceeds from parts to whole

Features of a bottom-up approach to reading.

identify letter features

link these features to recognise letters
combine letters to recognise spelling patterns
link spelling patterns to recognise words, and
then proceed to sentences, paragraph and text-level processing

An Interactive reading model

recognizes the interaction of bottom-up and top-down processes simultaneously

throughout the reading process (combination of both)...a bit like "inductive'/"deductive"
approach in grammar teaching.

Features of interactive reading model

the interactive model suggests that the reader constructs meaning by the selective use
of info from all sources of meaning (graphemic, phonemic, morphemic, syntax,
semantics)...ok?....without adherence to any one set order....
an interactive model is one which uses print as input and has meaning as output. But the
reader provides input too, and the reader, interacting with the text, in selective in using
just as little of the cues from text as necessary to construct meaning. (Goodman, K.
1981)
Reading is at once a perceptual and a cognitive process. it is a process which bridges
and blurs these two traditional distinctions. Moreover, a skilled reader must be able to
make use of the sensory, syntactic, semantic, and pragmatic info to accomplish the task.
These various sources of info appear to interact in many complex ways during the
process of reading (Rumelhart, D. 1985)
The Purpose of reading

Read for understanding.

Studying involves reading to comprehend concepts and details. These
components depend on each other. Details help explain or support general
concepts, and concepts provide a framework for remembering details.

Read to evaluate critically.

Critical evaluation involves understanding. It means approaching material with an
open mind, examining causes and effects, evaluating ideas, and asking questions
that test the writer's argument and assumptions. Critical reading brings a level of
understanding that goes beyond basic information recall.

Read for practical application.

A third purpose for reading is to gather usable information that you can apply
toward a specific goal. When you read a textbook preface or an instruction
booklet for a new software package, your goal is to learn how to do or use
something. Reading and action usually go hand in hand.

Read for pleasure.

Some materials you read for entertainment, such as Sports Illustrated magazine,
the latest page-turner by DaVinci Code author Dan Brown, or even novels by
Charles Dickens and Jane Austen. As Yale professor Harold Bloom points out,
reading for pleasure gives you the opportunity to enlarge your life and to enter
into "alternate realities." "Why read?" Bloom asks. "Because you can know,
intimately, only a very few people, and perhaps you never know them at all. After
reading [the Thomas Mann masterpiece] The Magic Mountain you know Hans
Castorp thoroughly, and he is greatly worth knowing."

Reading readiness

To develop own knowledge of the English Language so he can understand what he

reads
Motivation to learn to read in English
The ability to discriminate between shapes so that he can recognize letters and words
when he begins to learn to read
Recognition that print has meaning just as talk has meaning

Extensive Reading

Carried out "to achieve a general understanding of a text."

Occurring when students read large amounts of high interest material, usually out of
class, concentrating on meaning, "reading for gist" and skipping unknown words.
The aims of extensive reading are to build reader confidence and enjoyment.
Extensive reading is always done for the comprehension of main ideas, not for specific
details.

Characteristics:

Students read as much as possible.

A variety of materials on a range of topics is available.
Students select what they want to read .
The purposes of reading are usually related to pleasure, information and general
understanding.
Reading is its own reward.
 Reading materials are well within the linguistic competence of the students in terms of
vocabulary and grammar.
Reading is individual and silent.
Reading speed is usually faster than slower.
Teachers orient students to the goals of the program.
The teacher is a role model of a reader for the students.

Activities:

Reading may be combined with a speaking component. For example, they may interview
each other about their reading.
Reading may be combined with a writing component. For example, after reading the
newspaper, students may be asked to write a newspaper report.
Class time may be included for book exchange, if there is an in-class library.
Students may set their own goals for their next session.
Students may progress from reading graded reading material to authentic text . It
should be expected that students will "slow down" in their reading then, it it becomes
more challenging.
In some Extensive Reading Programs, teachers will allow their students to report on
their reading in their native language so as not to make the "proof" of reading more
difficult than the reading itself. This, of course, only works if the teacher understands
the student's first language.
Extensive reading programs are often cited as being more "pleasurable" because there
are no "tedious" exercises to complete.

Assessment:

there are no reading comprehension exercises or formal assessments in Extensive

Reading programs.
Course grades for an Extensive Reading program may be determined by marks given for
reading reports, reading journals, book reports and projects.

Role of Teacher

The teacher gives recommendations on reading materials, based on student's interests.

The teacher guides students in choosing appropriate levels of material, beginning
with easy books.
The teacher guides students in choosing a variety of materials of their interest.
This may especially be necessary for students that choose the same type over
and over.
The teacher guides students in setting specific goals for amounts read.
The teacher provides modeling. If class time is given for reading, the teacher reads at
the same time.
The teacher overlooks if students are not aware of the exact meaning of each word.
The teacher should not jump in and explain.
The teacher leads pre-reading activities to build interest in the text, such as in the
characters, places, themes, and actions. The teacher must be careful to provide just
enough to stimulate curiosity but not so much that the need to read is removed.

Role of Student

The student assumes total responsibility for developing reading ability .

The student reads without the use of a dictionary.
The student usually chooses their own material and moves along at their own pace but
 must push themselves in order to show greater progress.

Advantages

The students may:

develop a "reading habit"
gain more confidence in reading
improve their attitude towards reading and become more motivated to read
feel more autonomous over their own learning and more likely to take more
initiative.
become more " independent readers", being able to read for different purposes
and being able to change reading strategies for different kinds of texts
become more aware of what's available to them to read and how to access
materials
expand sight vocabulary
acquire "incidental" grammatical competence - that is, it may be acquired even
though it was not directly taught
build background knowledge
increase reading comprehension
improve overall language competence
be more prepared for further academic courses because they have read large
quantities

An Extensive Reading program may be combined with writing or combined with

speaking practice in a meaningful way (such as when students discuss with each other
the books they have been reading.
Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that
the volume of practice necessary to achieve rapid and efficient reading can be
achieved." (p.92)
Krashen (1993a) suggested that the benefits of free voluntary reading included
"enhanced language acquisition and literacy development, more ideas and information,
greater success in life, loss of verbal memory, and more fun."

Challenges:

An Extensive Reading program may be costly and time-consuming to set up if materials

are not already available. It may be difficult to get support from Administration.
Students need to have easy access to texts within their language proficiency level. An
Extensive Reading program is easiest to establish when the students have a high level of
second language proficiency. For intermediate levels, students require a specialized
library within their language proficiency range. They need texts they can read without
great use of a dictionary.
It may be difficult to keep students challenged to read more difficult texts as the
program continues. Some established programs use a "weighing scale" for students to
record materials read, giving more "marks" for materials read at a higher level.
Although this has proven to be a motivating or competitive factor in some cases, in
others it becomes counter-productive if students try to read texts that are more difficult
than they can manage and consequently become discouraged.
Reading each student's journals and reports can be very time-consuming for teachers.
Students who come from a culture in which literacy is not valued may be unwilling to
participate in pleasure reading or may not get support at home.
Some teachers prefer a skills based program and do not feel comfortable with Extensive
Reading.
Some teachers are unaware of how to use Graded Readers and so, provide a limited
range of activities for students, limiting their responses.
Some teachers feel that time spent on Extensive Reading will take away from time that
 could be spent on learning language skills. Others will argue that Extensive Reading
provides a "richer context" for practice.
Some people feel that if graded readers are used, they can give a false impression of
the level of reading that has been achieved. They feel that some students may try
"ungraded" materials too soon and may revert to using a dictionary to translate.
Some people feel that students may place too much emphasis on the number of pages
read instead of on the understanding achieved.
Students that have only been exposed to Intensive Reading programs may not believe
that Extensive Reading is a "proper" way to learn.
Aeberscold (1997) reported that feedback from students in an Extensive Reading
program indicated that they liked the "choice" but not the "load"

Intensive reading

Calls attention to grammatical forms, discourse markers, and other surface structure
details for the purpose of understanding literal meaning, implications, rhetorical
relationships, and the like. As a "zoom lens" strategy .
Intensive Reading, sometimes called "Narrow Reading", may involve students reading
selections by the same author or several texts about the same topic. When this occurs,
content and grammatical structures repeat themselves and students get many
opportunities to understand the meanings of the text.

Characteristics:

usually classroom based

reader is intensely involved in looking inside the text
students focus on linguistic or semantic details of a reading
students focus on surface structure details such as grammar and discourse markers
students identify key vocabulary
students may draw pictures to aid them (such as in problem solving)
texts are read carefully and thoroughly, again and again
aim is to build more language knowledge rather than simply practice the skill of reading
seen more commonly than extensive reading in classrooms

Materials:

usually very short texts - not more than 500 words in length
chosen for level of difficulty and usually, by the teacher
chosen to provide the types of reading and skills that the teacher wants to cover in the
course

Skills developed:

rapid reading practice

Interpreting text by using:

word attack skills

text attack skills
non-text information

Activities:

Intensive reading exercises may include:

looking at main ideas versus details
understanding what is implied versus stated
 making inferences
looking at the order of information and how it effects the message
identifying words that connect one idea to another
identifying words that indicate change from one section to another

Assessment:

Assessment of intensive reading will take the form of reading tests and quizzes.
The most common systems of questioning are multiple-choice and free-response.
Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the
most important objective in the reading class should NOT be the testing of the student
to see if they have understood. Teachers should, instead, be spending most of the time
training the student to understand what they read.

Role of the teacher

The teacher chooses suitable text.

The teacher chooses tasks and activities to develop skills.
The teacher gives direction before, during and after reading.
The teacher prepares students to work on their own. Often the most difficult part is for
the teacher to "get out of the way" .
The teacher encourages students through prompts, without giving answers.

Advantages

It provides a base to study structure, vocabulary and idioms.

It provides a base for students to develop a greater control of language
It provides for a check on the degree of comprehension for individual students

Disadvantages

There is little actual practice of reading because of the small amount of text.
In a class with multi-reading abilities, students may not be able to read at their own
level because everyone in the class is reading the same material.
The text may or may not interest the reader because it was chosen by the teacher.
There is little chance to learn language patterns due to the small amount of text.
Because exercises and assessment usually follow intensive reading, students may come
to associate reading with testing and not pleasure.

Skimming

Skimming is a quick reading to get:

to know the general meaning of a passage
to know how the passage is organized, that is, the structure of the text
to get an idea of the intention of the writer
Skimming is a more complex task than scanning because it requires the reader to
organize and remember some of the information given by the author, not just to locate
it.
Skimming is a tool in which the author's sequence can be observed, unlike scanning in
which some predetermined information is sought after.

When it is used

Skimming is used when reading some some general question in mind.

Skimming is used in making decisions on how to approach a text such as when
 determining if a careful reading is deserving.
Skimming is used to build student confidence and an understanding that it is possible to
gain meaning without reading every word in a text.
Skimming is a skill that a student may want to develop if they are planning to continue
with academic studies. It is often used in reviewing for a test.

Role of the teacher

Before the students start reading, the teacher should guide students to ask themselves
the following questions:
What kind of audience was the text written for? Was it, for example, the general
public, technical readers, or academic students?
What type of text is it? Is it, for example, a formal letter, an advertisement, or a
set of instructions?
What was the author's purpose? Was it , for example, to persuade, to inform or
to instruct?
The teacher should make the following clear to students before assigning a skimming
exercise:
the purpose of the exercise
how deeply the text is to be read

Role of the student

Students read through the text in the following manner:

Read the title if any.
Read the introduction or the first paragraph.
Read the first sentence of each of the following paragraphs.
Read any headings or sub-headings.
Look at any pictures or phrases that are in boldface or italics
Read the summary or last paragraph.

Activities

Students must locate facts that are expressed in sentences, not single words.
Although speed is essential and the teacher often sets a time limit to the activity,
skimming should not be done competitively. Students should be encouraged individually
to better themselves.
To improve skimming, readers should read more and more rapidly, to form appropriate
questions and predictions and then read quickly
Pugh (1978) suggests that to assess skimming, after the students have read and
completed the assigned questions, further questions may be asked, "beyond the scope
of the purpose originally set" (p.70). If students can answer these questions correctly,
it indicates they have read the text too closely.

Scanning

Scanning ia a quick reading, focusing on locating specific information.

Scanning involves quick eye movements, not necessarily linear in fashion, in which the
eyes wander until the reader finds the piece of information needed.
Scanning is used when a specific piece of information is required, such as a name, date,
symbol, formula, or phrase, is required. The reader knows what the item looks like and
so, knows when he has located what he was searching for. It is assumed then, that
very little information is processed into long-term memory or even for immediate
understanding because the objective is simply matching.
When it is used

Scanning is used often with technical, scientific or professional materials to locate

specific information.
Scanning is a valuable skill for second language learners to develop because often they
do not require a detailed read of a text. There are many everyday uses for scanning,
relevant to a purpose, such as reading a schedule.

Role of Teacher

The teacher selects passages that do include specific information.

The teacher may use authentic materials that are commonly scanned in real life, such
as the telephone directory, menus, bus schedules.
The teacher may ask students before they scan a text to note how the information is
organized in the text.
The teacher needs to remind students that as they read carefully to find the required
information, they should pay particular attention to titles and keywords.

Role of the Student

The student forms questions before reading. What specific information are they looking
for?
The student looks for contextual clues. The student tries to anticipate what the answer
might look like and what sorts of clues would be useful.
The student is aware of the graphic form that the answer may take, such as a numeral,
a written number, a capitalized word or a short phrase that includes key words.

Activities

Activities may include exercises that are devised by the teacher in which students scan
for a single word or specific text .
Activities may include exercises that are often carried on as a competition so students
will work quickly.
Students use skills of prediction and anticipation. Students may do any of the following:
make predictions and guesses
use titles and tables of contents to get an idea of what a passage is about
activate prior knowledge about the topic of the passage by answering some
questions or performing a quiz
anticipate what they want to learn about the top
use titles, pictures, and prior knowledge to anticipate the contents of the text
use key words, that may have been given to them by the teacher, that do not
appear in the text, that allude to the main idea
It is an accepted view today that efficient readers are not passive. They react with a text
by having expectations and ideas about the purposes of the text as well as possible
outcomes. They reflect on expectations as they read, anticipate what will come next. In
other words, they "interact with the text".

Reading approaches

Phonics approach – most soundly supported by research for effective instruction in

beginning reading
Must be explicitly taught
Must be systematically organized and sequenced
 Must include learning how to blend sounds together

Multi-Sensory Approach – effective for special needs

Uses all possible senses – tracing, saying, listening, looking
Typically called VAKT
Visual, Auditory, Kinesthetic, Tactile
Can be used with either Phonics or Whole Language

Linguistic Method – supported only by "qualitative research" instead of quantitative

research
Teaches "whole words" in word families
Students are not explicitly taught that there is a relationship between letters and
sounds for most sounds

Language Experience – called "Whole Language"

Expects child to learn reading as "naturally" as speech
Uses child’s oral language as content for reading
Uses child’s oral language as basis for spelling instruction
Children learn to "read" by reading and re-reading "big books" together with the
teacher and then the teacher gradually withdraws prompts so child appears to be
reading that book

Reading Comprehension Support –

Explicitly teaches strategies and techniques for studying texts and acquiring
meaning

Reading skills
Reading skills enable readers to turn writing into meaning and achieve the goals of
independence, comprehension, and fluency.

Definition

Reading skills are specific abilities which enable a reader

to read the written form as meaningful language
to read anything written with independence, comprehension and fluency, and
to mentally interact with the message.

Example

Word attack skills let the reader figure out new words.
Comprehension skills help the reader predict the next word, phrase, or sentence quickly
enough to speed recognition.
Fluency skills help the readers see larger segments, phrases, and groups of words as
wholes.
Critical reading skills help the reader see the relationship of ideas and use these in
reading with meaning and fluency.

Literacy hour

Stages of Literacy Hour

• Whole class shared text work
• Whole class shared sentence/word work
• Guided reading
• Independent work
• Plenary
Technique of assessing reading

The purpose and benefits of assessment

To identify skills that need review. Assessment provides teachers with
information on what skills students have and have not mastered. It is needed to
help teachers know the skill levels of their students, since students have varying
experiences and knowledge.
To monitor student progress. A teacher can learn which students need review
before covering additional content and which students are ready to move
forward.
To guide teacher instruction. Through consistent assessment, a teacher can
make informed decisions about what instruction is appropriate for each student.
To demonstrate the effectiveness of instruction. The information gained from
assessment allows teachers to know if all students are mastering the content
covered. It is important for teachers to use instructional time effectively, and this
can be done when teachers are knowledgeable about what their students are
ready to learn and what they already know. Therefore, the information gained
from assessment allows a teacher to create appropriate instruction for their
students
To provide teachers with information on how instruction can be improved.

Assessment examples for specific areas of reading

Letter knowledge — The ability to associate sounds with letters

Present a student with a list of letters and ask the student to name each letter.
Another example is to have a student separate the letters from a pile of letters,
numbers, and symbols. Students can also be asked to separate and categorize
letters by uppercase and lowercase

Phonemic awareness — The ability to hear and manipulate sounds in words

These assessments examine a student's knowledge of how sounds make words.
A student can be asked to break spoken words into parts, or to blend spoken
parts of a word into one word. Additionally, a student can count the number of
phonemes in a word to demonstrate understanding, or a student can delete or
add a phoneme to make a new word

Emerging practice
The theory of multiple intelligences is one that many educators support and
believe to be effective. Dr. Gardner developed this theory in 1983, and he
suggests that eight different intelligences account for student potential
(Armstrong, 1994; Gardner, 1983). They include:
linguistic intelligence
logical mathematical intelligence
visual spatial intelligence
bodily kinesthetic intelligence
musical intelligence
interpersonal intelligence
intrapersonal intelligence
naturalist intelligence
 Decoding — The process of using lettersound correspondences to recognize words
To have a student read a passage of text as clearly and correctly as possible.
The teacher records any mistakes that the student makes and analyzes them to
determine what instruction is needed.

Fluency — The automatic ability to read words in connected text

To ask a student to read a passage aloud for one minute. Words that are skipped
or pronounced incorrectly are not counted. The number of correct words read is
counted and this total equals a student's oral reading fluency rate.

Reading comprehension — The process of understanding the meaning of text

Involves a student reading a passage that is at an appropriate level for the
student, and then having the student answer factual questions about the text.

Considerations when selecting an assessment

Every assessment will not be appropriate for all students.

Different measures provide distinct information.

Assessments should always be culturally and linguistically appropriate

Planning for Teaching Reading

Principles of Lesson Planning

What is a Lesson Plan?
It’s the framework of my lesson.
It’s the map I follow during class.
It’s the product of my thoughts about the class and what I hope to achieve

Why Plan ahead?

reduces uncertainty or panic and gives you confidence and clarity.
reminds you to prepare materials beforehand, and makes it easier for you
to organize the time and activities flow in classes.
For students, evidence of a plan shows them the teacher has devoted time
to thinking about the class.
It is a way to help gain the respect of your students.
It suggests professionalism and commitment.
ensures that the class you are teaching gets a balanced mixture of
different materials, content and interaction types.
Planning helps you to develop a personal style.

Categories for Planning a Lesson

Goals
Objectives
Prerequisites
Materials
Lesson Description
Lesson Procedure
Assessment/Evaluation

What to consider?
Engage: get the students interested in the class and hopefully enjoying
what they are doing.
Study: it is a focus of language, such as grammar or vocabulary and
pronunciation. It does not have to be NEW language input.
Activate: the students do writing and/ or speaking activities which require
 them to use not only the language they are studying that day, but also
other language that they have learnt.

Goals
Goals determine:
Purpose of the lesson
How students will engage
We need to think about:
Previous plans and activities
Broader objectives of the unit plan or curriculum as well as the
goals for this unit
Future activities and new knowledge
Central objective:
What will students be able to do by the end of this lesson?

Objectives
Focus on what your students will do to acquire further knowledge and
skills

Questions to ask include:

What will students be able to do during this lesson?
Under what conditions will students' performance be accomplished?
How will you determine if the objectives have been met?
How will students demonstrate that they have learned and understood the
objectives of the lesson?
What do you want the student to learn as a result of the lesson
It should be observable and measurable.

Categories of Objectives
Knowledge - involves cognitive functions. Students categorize, analyze,
recall, synthesize, recite, define.
Skills - concerns performing an action. Students measure, sing, play.

Creating Learning Objectives

Create a stem
Eg. After completing the lesson, the student will be able to
After you create the stem, add a verb
Eg. analyze, recognize, compare, provide, list, etc
Then, determine the actual product, process, or outcome
Eg. generate ideas and plans for speech by using _____
(brainstorming, clustering, etc.)

Verbs to Use in Creating Educational Objectives (Bloom’s Taxonomy)

Knowledge – choose, collect, complete, copy
Comprehension – arrange, categorize, change
Application – organize, predict, produce
Analysis – identify, illustrate, infer, outline
Synthesis – construct, create, deduce
Evaluation – explain, interpret, justify

Prerequisites
Make sure students are ready to meet the lesson’s objectives
Check on their prior knowledge
Questions include:
What must students already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the
lesson objectives?
 Materials
Determine necessary:
Preparation time
Resources/materials
Books, equipment, etc
Helpful questions to ask are:
What materials will be needed?
What needs to be prepared in advance?

Lesson Procedure
Detailed, step-by-step description
How to achieve your objectives
How to proceed

Lesson Plan Format (L&S)

Class : Year 1 Amanah
Subject : English language
Time : 8.00 a.m -9.30 a.m.
Date : 23rd of July 2012 (Monday)
Enrolment : 34 students
Focal skills : Reading
Other skill : Listening
Previous knowledge: Students have learnt to ask simple questions and making
polite requests
Learning outcomes: By the end of the lesson, students should be able to:
sing song with guidance.
use polite requests appropriately.
respond to requests.

Stage/Time Content Teaching/Learning Activities Notes/Resources

Set Induction
Presentation
Practice
Production
Closure