the teaching and assessing of reading skill

8/8/2019 The Teaching and Assessing of Reading Skill

1/30


2/30

Principles of teaching reading

1. Make sure that teacher dont overlook the

importance of specific instruction in reading skill

2. Use technique that are intrinsically motivating


3/30

3. Balance authenticity and readability in choosingtexts. 3 criteria in choosing reading texts:

a) suitability-suitable and appropriate for students

goals in learning english

b)exploitability-text that facilitates theachievement

of certain language and content goals

c)readability-challenge students withoutoverwhelming them


4/30

4. Encourage the development of reading strategies

5. Include both bottom-up and top down techniques


5/30

6. Follow the SQ3R sequence Survey: skim the text for main ideas

Question: reader asks questions about what he/shewishes to get out of the text

Read: read the text

Recall: reprocess the reading through written or orallanguage

Review: assess the importance of what one has just read

and incorporate it into long-term associations


6/30

7. Subdivide techniques into pre-reading, during-reading and after-reading phases:

y

Before readingy While reading

y After reading

8. Build in some evaluative aspect to your techniques


7/30

Reading readinessyAt this stage, the child who wants to read in English

language needs the following:

y

To develop his knowledge of the Englishy Motivation to learn to read in English

y The ability to discriminate between shapes-canrecognize letters and words

y

Recognition the print has meaning just as talk hasmeaning


8/30

STAGES IN READING LESSON

y In order to provide some sort of structure to the

reading lesson, it is usually divided into three phases:a) pre-reading

b) while-reading

c) post - reading


9/30

PRE-READING A this stage, teacher will gives to his students an

explanation and information about the topic of the readinglesson.

y The teacher uses various ways to give the information,some of these ways are:

Asking the students about the reading passage, forexample: "How many paragraphs in the passage" or "what

do the pictures in the lesson contain?"

y Writing the key words of the topic on the board andexplaining them to the students.


10/30

y Giving simple information about the reading topic,same to the students' level.

For example, translate the idea of the topic by giving

them the idea in their language and culture.


11/30

IMPORTANCESOF PRE-READING

STAGESy to stimulate interest in the topic and to motivate

students by providing a reason for reading

y to activate students prior knowledge of the topic

y to provide language preparation for the text


12/30

WHILE-READING

y In this stage, the reading process begins. This stage isdividing into three smaller stages:

The first reading procedure: This stage is also called"reading for purpose". Therefore, reading here is for a

certain purpose, a certain goal must be achieved by thestudents themselves, with the guide of the teacher. Forexample, the teacher asks the students to write down

the words that begin with the letter "T" while theteacher reads aloud. Another example is that theteacher may ask the students to mark the difficult

words in the passage to explain them later on.


13/30


14/30

The last reading procedure: This stage is theinteractive stage, where the students interactive with

the teacher and read the passage one by one or bygroup to reach the goal of making the studentsunderstand the passage and read it correctly.


15/30

IMPORTANCEOFWHILE-READING

STAGES

y to clarify content and vocabulary of the text

y to help students understand the writer's purpose

y to help students understand the structure of the text


16/30

POST-READINGy This stage contains answering the book's exercises and

questions that related to the reading passage.

y

If the students answer these questions correctly with aless interference by the teacher, the goals of the lessonare achieved.

y However, the teacher must finish ten minutes earlier,giving him enough time to evaluate the students

understanding of the lesson.y Therefore, the teacher can repeat the lesson to the

students who do not understand in a quick andcomprehensive way.


17/30

IMPORTANCEOF POST

READING

y to consolidate and reflect upon what has been read

y to relate the text to the students' ownknowledge/interests/views

y to provide a stimulus for other language activities


18/30

STRATEGIES IN TEACHING

READINGy By modeling the strategies aloud, talking through the

processes of previewing, predicting, skimming andscanning, and paraphrasing. This shows students howthe strategies work and how much they can knowabout a text before they begin to read word by word.

y By allowing time in class for group and individual

previewing and predicting activities as preparation forin-class or out-of-class reading. Allocating class time tothese activities indicates their importance and value.


19/30

y By using cloze (fill in the blank) exercises to review

vocabulary items. This helps students learn to guessmeaning from context.

y By encouraging students to talk about what strategies

they think will help them approach a readingassignment, and then talking after reading about whatstrategies they actually used. This helps studentsdevelop flexibility in their choice of strategies.


20/30

INTEGRATEDACTIVITIESy Musical Books.

Chairs are placed back-to-back in a straight line, andthe teacher places a book under each chair. Every childthen sits on a chair. The children march around thechairs when the teacher starts the music. When themusic stops the children sit down and begin to readthe book under their chair. After a few minutes, the

teacher starts the music again. After the game, theteacher puts the books in a special box marked"Musical Books" so that the children may later read therest of the story.


21/30

y Scavenger Hunt.

Have a "scavenger hunt" by dividing the class into

teams and giving each team a copy of the same book.Have them find the page numbers of particularobjects, events, or people in the book. Give a reward tothe winning team.

y Name That Book!

Explain to your students how important the cover andtitle are to a story. Then read a book to your students

without telling them the title or showing them thecover. After reading the book, give the children a piece

of paper to draw what they think the cover and the titleof this book should be. Finally, display the storybooksurrounded by the children's covers.


22/30

y Story Webs.

All you need for this game is a ball of string and a storyto share. Have your students sit in a circle on the f loor.One of the students gives the beginning sentence of afamiliar story. Then the student holds onto the end of

a ball of string and rolls the ball to another student,who will give the next part of the story in sentenceform. This is repeated until the story has been told.Soon you'll have a spider's web in your students' circle.

Any story can be used for variation, or new stories can

be created with each student adding a new idea!


23/30

y Two CharactersMeet.

Pick a favorite character from each of two books andwrite a new story or play in which they meet. Have themembers of your class act out the new story.


24/30

y Reading Timeline.

Encouraging growth and a sense of accomplishmentwith intermediate readers can be attained with apersonal reading timeline. Students are asked toproduce a timeline of their lives by naming theirfavorite books through the years. Students can includepersonal pictures, books, book covers, illustrations,etc., to show the history of their reading preferences.The displayed timelines make excellent bookadvertisements, create impromptu book reports and

discussions with classmates, help students understandtimelines, and help each child to see how their readinghas matured throughout the years.


25/30

ASSESSINGREADING


26/30


27/30

RAPID NAMING


28/30

CONCEPTSABOUT PRINT


29/30

ALPHABET KNOWLEDGEy DIBELS Letter Naming Fluency

y Observation Survey Letter Knowledge

y Fox in a Box Alphabet Recognition andyAlphabet Writing

y PALS recognition, sounds

y TERA

y TPRI

y WAIT II


30/30

PHONEMIC AWARENESS

the teaching and assessing of reading skill

Documents