SESSION 5 

Teaching reading

“Reading is a means of thinking with another person's mind; it forces you to stretch your own.”

“The more that you read, the more things you will know. The more that you learn, the more places you'll go.”

“If one cannot enjoy reading a book over and over again, there is no use in reading it at all.” Oscar wilde

“I was reading the dictionary. I thought it was a poem about everything.”

“Some day you will be old enough to start reading fairy tales again.”

« I don't want anyone reading my writing to think about style. I just want them to be in the story. » Willa Sibert Cather quotes

« Often while reading a book one feels that the author would have preferred to paint rather than write; one can sense the pleasure he derives from describing a landscape or a person, as if he were painting what he is saying, because deep in his heart he would have preferred to use brushes and colors. » Pablo Picasso

“A house without books is like a room without windows. No man has a right to bring up his children without surrounding them with books, if he has the means to buy them.” Horace Mann

“Reading is to the mind what exercising is to the body.” Richard Steele, Sr.

“If you would not be forgotton as soon as you are dead and rotten, Either write something worth reading or do something worth writing.” Benjamin Franklin

“ What is reading, but silent conversation.” Charles Lamb

Do It Now Activity

What is the purpose of reading?

Why is it hard for learners to get meaning while they are reading aloud ?

How is reading in the classroom different from reading in real life?

Outline of Reading

I. What is the purpose the pre-reading stage?

Prepares learners to read the text :

1. Asks learners to predict the content of the text after skimming or scanning.

a/ Skimming is reading quickly to get the general idea of the text.

Learners may read the first and last paragraphs, the first sentence in every paragraph, the title and subtitle, photographs, charts or tables.

b/ Scanning is reading quickly to find specific information in the text.

* Learners may look for the names of characters, numbers or dates, locations or new words.

* Integrates with writing, listening or speaking.

* Ask pre-reading questions to target learners’ attention while they read.

* Give learners background information about the text.

Culture, history, the author or the work of literature from which the selection is taken.

* Connects the theme of the text with learners’ experience.

* Give learners necessary language skills -- what they need to know to understand, but can’t guess from the context.

 

The reading stage

What is the purpose of different types of reading ?

Individual silent reading gives learners a chance to get the meaning of the text.

* Should be used with every reading text.

Teacher reads aloud, learners follow.

Helps learners see the connection between written and spoken language.

Reading aloud should be used only occasionally.

If reading aloud is used, it should come after not before silent reading.

Learners read aloud.

Gives teacher a chance to assess pronunciation.

It is time-consuming and boring for the learners who are not reading.

Learners can read aloud without understanding the meaning of the text.

Stop reading.Learners stop after reading a section of text and predict what they think the text will say next, or what action will occur. They continue reading and determine if their predictions were correct or not.

III. What is the purpose of the post-reading stage, and are some post-reading activities?

a) Integrates reading with writing, speaking and listening.

b) Teacher first checks comprehension to be sure that learners understood the text.

c) After checking comprehension teacher should ask learners to use the information in the text in different ways depending on the content of the text and learners’ level

* Learners identify main ideas and supporting ideas.

* Learners transfer the information from the text into another form: a table, a chart, a concept map or timeline, an outline, Venn diagram, etc.

* Readers guess the meaning of words from the context.

* Learners summarize the text.

* Make inferences about the author’s intentions or attitudes based on information that is not directly stated in the text.

* Learners can write a new ending or beginning for the text

* The readers can write an advertisement, brochure, resume, etc.

* Readers can apply the information in the text to another situation.

* Analyze the action – who are the most important characters, what are the problems in the story, how were they solved?

* Focus on grammar, word-building, pronunciation or vocabulary using the text

* Make a poster.

* Comparing new information from the text to something familiar.

Search Word

Find the following words in the grid

C O M P A R E A N D C O N T R A S T R L

Y I A A S E V R E J K R E R G U M I W A

A D T R C A R N O E T D T A Q D E K U N

T X C A U S E A N D T E F F E C T O T G

E Q H P B S E M T D N R O T F S E L E U

S A I H V E T L R I U I R Y R G U L O A

K M N R U I N O A R I N D E F N R O D G

I N G A T T O U N E A G R S E I R M E E

M E C S I E D G S S S W O R D S E I R F

M A K I N G I N F E R E N C E S T N H O

I P T N K F I E E C W S I E N E I N N C

N P I G M R N F R K Q S N A J U N T I U

G L V D R O T D E T A I L S Y G Y E M S

D I W E E O N E N N A Q G R M W T A K O

S C A N N I N G C K L X L E O E D D I L

L A N T I Y E O E L O C P T O D S Q L M

U T C A N U N U S R U I S O L T N W E I

S I L E N T E R E A D I N G H E I E Z T

O O E S E E O C A S G O W S E D L E E E

K N U N G J M I P Z E A R D W A Q Y U H

Solution

C O M P A R E A N D C O N T R A S T L

A A R R W A

T R D A K N

C A U S E A N D T E F F E C T G

H P T R T S U

S I H R I G A

K N R A N N G

I G A N G I E

M S S W O R D S F

M A K I N G I N F E R E N C E S O

I P N E E C

N P G R U U

G L D E T A I L S G S

I N A

S C A N N I N G C L

A E O T

T U S

S I L E N T E R E A D I N G

O G

N

Riddle

What does a penguin do when he meets a bear ?

KWL Chart (Know, Want to know, Learned)

Learners record what they already know about the topic and what they would like to learn about the topic before the reading. Then, after the reading, learners record what they’ve learned about the topic.

What do you know about penguins?

What do you want to know about penguins?

What have you learned about emperor penguins?

Pre- Question« When do chicks leave their parents ? »

videofile://localhost/Users/ais/Desktop/Docs/Lexar/11 Teaching trainers/Session 5 Teaching Reading/Emperor Penguin -- Long Winter Wait.mp4

Answer Chicks leave their parents when they are 3 months old

Emperors of the Ice

The text

1- What do you know about penguins? How are they different from other birds?

2- All penguins look alike. How do penguins can find each other?

3- Who do you think is responsible for taking care of penguin eggs, the mother or the father? Why? 

4- How do penguins stay warm?

5- Where do penguin chicks go when they leave their parents?