Ten good ideas for teaching l2 reading
This presentation is the property of its rightful owner.
Sponsored Links
1 / 52

Ten Good Ideas for Teaching L2 Reading PowerPoint PPT Presentation


  • 63 Views
  • Uploaded on
  • Presentation posted in: General

Ten Good Ideas for Teaching L2 Reading. William Grabe Northern Arizona University [email protected] Research Implications Curriculum Principles (Temple of Learning) Demo Task 10 (+) Ideas for Teaching Reading Additional Information. PowerPoint Guides.

Download Presentation

Ten Good Ideas for Teaching L2 Reading

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Ten good ideas for teaching l2 reading

Ten Good Ideas for Teaching L2 Reading

William Grabe

Northern Arizona University

[email protected]


Powerpoint guides

Research Implications

Curriculum Principles (Temple of Learning)

Demo Task

10 (+) Ideas for Teaching Reading

Additional Information

PowerPoint Guides


Implications from research what l2 students need

Implications from Research: What L2 Students Need

  • Decode forms for efficient word recognition

  • Access the meanings of a large number of words automatically

  • Draw meaning from phrase and clause level grammatical information

  • Combine clause-level meanings to build a larger network of text comprehension

  • Recognize discourse level relationships that build and support comprehension

  • Use reading strategies with more difficult texts


Implications from research what l2 students need1

Implications from Research: What L2 Students Need

  • Set goals for reading, adjust them as needed

  • Make inferences of various types and monitor comprehension in line with reading goals

  • Draw on prior knowledge as appropriate

  • Evaluate and synthesize information from a text

  • Develop fluent reading processes and read fluently for an extended period of time

  • Develop and maintain motivation to persist in reading, and recognize the benefits of reading


Curricular principles

Curricular Principles

  • Engage students in extensive practice and exposure to print (extensive reading)


Curricular principles1

Curricular Principles

  • Engage in extensive practice and exposure to print (extensive reading)

  • Use reading resources that are interesting, varied, good-looking, abundant, accessible


Curricular principles2

Curricular Principles

  • Engage in extensive practice and exposure to print (extensive reading)

  • Use reading resources that are interesting, varied, good-looking, abundant, accessible

  • Provide some degree of student choice


Curricular principles3

Curricular Principles

  • Engage in extensive practice and exposure to print (extensive reading)

  • Use reading resources that are interesting, varied, good-looking, abundant, accessible

  • Provide some degree of student choice

  • Introduce reading skills by examining and using the primary texts in the textbook


Curricular principles4

Curricular Principles

  • Develop lessons structured around pre-reading, during-reading, and post-reading

    • Pre-reading: focus on vocabulary, a key idea, a difficult paragraph

    • During-reading: focus on predicting, clarifying, summarizing

    • Post-reading: focus on comprehension, vocabulary, evaluation, information transfer


Curricular principles5

Curricular Principles

6. Provide opportunities for students to experience success in reading


Curricular principles6

Curricular Principles

  • Provide opportunities for students to experience success in reading

  • Build expectations that reading occurs in class every day or in every lesson


Curricular principles7

Curricular Principles

  • Provide opportunities for students to experience success in reading

  • Build expectations that reading occurs in class every day or in every lesson

  • Incorporate teaching practices that support the research implications above


Trans fats in trouble

Trans Fats in Trouble

(From Anderson, 2008)

Read the text for 90 seconds to prepare for a set of tasks.


1 select vocabulary for instruction

#1: Select Vocabulary for Instruction

  • Select a small number of key words (5-8 words)

  • Note 30-50 words from a text to use for vocabulary practice activities

  • Gloss uncommon words (fuss: attention)


1 select vocabulary for instruction1

#1: Select Vocabulary for Instruction

flavorproven revolving

ruled outstaples texture

attributed tomedical study allowed

processchemically changed the addition of

a greater chancelinked to controlling

proven heart disease cancer

requiresobesity to alert

health conditionsrestrict forced

mandatory labeling created

banresulting heating

criticsswitch adhere to

abundantvalidating correlating


2 use large sets of words

#2: Use Large Sets of Words

Working with large sets of words provides a vocabulary–rich environment to support learning

  • Sorting

  • Using continua


2 use large sets of words1

#2: Use Large Sets of Words

Based on the text, sort words into 3 categories (problems, processes, solutions):

attributed tomedical study allowed

processthe addition of validated

a greater chancelinked to controlling

proven heart disease eliminate

requiresobesity to alert

health conditionsrestrict forced

mandatory labeling created

banresulting heating

adhere topersonal freedom strict rules

allowedintrude into choice


2 use large sets of words2

#2: Use Large Sets of Words

Sort solution (control) words along the continuum below

Minimal control Maximal control

adhere to, allow, ban, eliminate, willing, forced, mandatory, voluntarily, control, not intrude into, restrict, choice


2 use large sets of words3

#2: Use Large Sets of Words

— mandatory

Sort solution (control) words along the continuum below

Minimal control Maximal control

— not intrude into

— restrict

— eliminate

— adhere to

— voluntarily

— willing

— allow

— choice

— forced

— control

— ban


3 collect words own them

#3: Collect Words & Own Them

Mature words on the board (during text unit)

attributed toabundant

texture ruled out

mandatory adhere to

intrude intocritics

Words chosen by students for their word journals. Four words they like and want to learn. (Add definitions)


4 practice comprehension skills

#4: Practice Comprehension Skills

  • Engage students in discussions about text information (questions on how to understand the text, use of “why” questions)

  • Identify main ideas in the text


4 practice comprehension skills1

#4: Practice Comprehension Skills

Finding main ideas in Trans Fats in Trouble

  • Paragraph 1: Sentence 2 states the problem, connecting trans fats to heart disease.

  • Paragraph 2: Trans fats repeated in first sentence. Sentence indicates a comparison

  • Paragraph 3: First sentence uses trans fats in a general statement followed by supporting examples


5 identify signals for discourse organization

#5: Identify Signals for Discourse Organization

Find patterns of discourse organization and word signals in a text:

  • cause-effect

  • comparison-contrast

  • problem-solution

  • process


5 identify signals for discourse organization1

#5: Identify Signals for Discourse Organization

Look at Trans Fats in Trouble

  • What is the problem? (problem, cause & effect, para 1) attributed, linked to, proven

  • How are trans fats made? (process, para 2) created, process, change, resulting

  • Why are they so useful? (comparison & contrast, para 2) longer, higher, cheaper

  • What are solutions to the problem of trans fats? (solutions, para 3-5) restrict, allow, requires, forced, ban


6 build awareness of text structure

#6: Build Awareness of Text Structure

Fill in graphic organizers that highlight discourse structure

  • They are relatively few in number

  • They need to be repeated for multiple texts

  • They need to be simple and consistent


6 build awareness of text structure1

#6: Build Awareness of Text Structure

Fill in the graphic organizer for solutions (para 3-5)

Problem

Solutions


6 build awareness of text structure2

#6: Build Awareness of Text Structure

Problem (para 1)

Solutions (para 3-5)

  • Countries restrict TF:

  • Denmark, Canada

  • Foods labeled for TF:

  • Canada, US

  • City requires ban on TF

  • in restaurant:NYC

  • City voluntarily eliminates

  • TF: Tiburon, CA

  • States ban TF: CA, MA,

  • MD, VT

Trans fats affect health (para 1)


6 build awareness of text structure3

#6: Build Awareness of Text Structure

Cause and effect (para 1)

Cause

Effect

  • Heart disease

  • Obesity

  • Cancer

  • 18,000 deaths under 65 (para 4)

Trans Fats


6 build awareness of text structure4

#6: Build Awareness of Text Structure

Definition of trans fat (para 2)

Trans Fat is a component of oil that results from hydrogenation


6 build awareness of text structure5

#6: Build Awareness of Text Structure

Process definition of hydrogenated oil (para 2)

  • Heat

  • Add hydrogen atoms

Hydrogenated oil

Natural oil


6 build awareness of text structure6

#6: Build Awareness of Text Structure

Comparing hydrogenated oil and other oil (para 2)

  • Other Oils and Butter

  • (Spoils faster)

  • (Melts at lower temps)

  • (Less useful in baking)

  • (Less rich flavor/texture)

  • (Butter more expensive)

  • Hydrogenated Oil

  • Lasts longer

  • Melts at higher temps

  • More useful for baking

  • Richer flavor/texture

  • Cheaper than butter


7 use important reading strategies

#7: Use Important Reading Strategies

  • Plan and form goals before reading

  • Form predictions before reading

  • Reread as appropriate

  • Monitor reading continuously

  • Identify important information

  • Fill in gaps in the text through inferences and prior knowledge


7 use important reading strategies1

#7: Use Important Reading Strategies

  • Make guesses about unknown words

  • Use text structure information to guide understanding

  • Integrate ideas from different parts of the text

  • Build main idea summaries

  • Evaluate the text and the author

  • Attempt to resolve difficulties


7 reading strategies teachers role

#7: Reading Strategies: Teachers’ Role

  • Introduce a strategy, talk about how, when, and why to use it

  • Add the strategy to a class list

  • Model strategic reading with teacher think-alouds

  • Provide extensive practice


7 reading strategies teachers role1

#7: Reading Strategies: Teachers’ Role

  • Encourage student modeling and use of strategies

  • Make strategy instruction a part of everyday instruction, and not separate lessons

  • Gradually automatize student strategy use for fluent reading over time


Demo teacher modeling strategic reading

Demo: Teacher Modeling Strategic Reading

Think-aloud modeling demonstration

Trans Fats in Trouble

What strategies do I verbalize?


Teacher modeling strategic reading

Teacher Modeling Strategic Reading

Student strategy list:

  • Call up background knowledge

  • Form a question

  • Note text support (the glossed word)

  • Guess a word meaning

  • Use a dictionary

  • Predict

  • Summarize


8 guess word meanings in the text

#8: Guess Word Meanings in the Text

Look at Trans Fats in Trouble

  • Guessing word meanings in context is a good strategy

  • The goal is to maintain comprehension, not learn precise vocabulary meanings

  • Practice strategy with words in main texts when appropriate, not with separate made-up exercises


9 develop word recognition skills

#9: Develop Word Recognition Skills

  • Practice word recognition exercises

    • Timed matching activities

    • Timed resorting activities

    • Reading word lists as timed activity

  • Use flash cards and computer word-recognition activities


9 develop word recognition skills1

#9: Develop Word Recognition Skills

obesityproduced

createdhealth condition

attributed related to

correlatelinked to

abundantchoice

alternativemany

eliminateaccept

adhere toban

restrictrequired

mandatoryprevent


9 develop word recognition skills2

#9: Develop Word Recognition Skills

eliminateproduced

createdrelated to

abundant ban

correlatelinked to

restrictrequired

obesitymany

attributedaccept

adhere tohealth condition

alternativechoice

mandatoryprevent


9 develop word recognition skills3

#9: Develop Word Recognition Skills

Sort words quickly into 3 categories (problems, processes, solutions):

attributed tomedical study allowed

processchemically changed the addition of

proven heart disease eliminate

requiresobesity to alert

health conditionsrestrict forced

mandatory correlating created

banresulting heating

adhere topersonal freedom strict rules

validatedintrude into choice


10 recycle texts for fluency practice

#10: Recycle Texts for Fluency Practice

Recycle and reread texts used in class for multiple purposes

  • Reread text quickly to begin post-reading discussion

  • Reread to work with a graphic organizer

  • Reread to connect to information from a previous text

  • Reread to make a summary or fill in an outline


10 recycle texts for fluency practice1

#10: Recycle Texts for Fluency Practice

  • Read 3-4 times as rereading fluency practice

  • Read text while taking a different position from author

  • Read to look for text structure signals

  • Read to look for signals for main ideas

  • Read to create a radio report script

  • Read to find 5 words they still don’t know or want to own in their vocabulary journals


11 practice paired rereading for fluency

#11: Practice Paired Rereading for Fluency

Students in pairs read a short passage multiple times for fluency practice


Demo paired rereading of trans fats in trouble

Demo: Paired rereading of Trans Fats in Trouble

Get in Pairs and you need a pen or pencil:

Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and help if needed.


Demo paired rereading of trans fats in trouble1

Demo: Paired rereading of Trans Fats in Trouble

Get in Pairs and you need a pen or pencil:

Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: listen and help if needed.


Demo paired rereading of trans fats in trouble2

Demo: Paired rereading of Trans Fats in Trouble

Get in Pairs and you need a pen or pencil:

Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: listen and help if needed.

Person A: again read FROM THE BEGINNING for 30 seconds, then stop and mark.


Demo paired rereading of trans fats in trouble3

Demo: Paired rereading of Trans Fats in Trouble

Get in Pairs and you need a pen or pencil:

Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: listen and help if needed.

Person A: again read FROM THE BEGINNING for 30 seconds, then stop and mark.

Person B: again read FROM THE BEGINNING for 30 seconds, then stop and mark.


11 paired rereading fluency practice teacher s role

#11: Paired Rereading Fluency Practice: Teacher’s Role

  • Keep passage practice short

  • Ask students to read texts they have already worked with or texts with at least 98% vocabulary knowledge

  • Have students read for a set number of seconds (40, 60, or 90 seconds)

  • Student can usually work with a reading partner, but they can also read with a tape recorded version, read with a teacher, or read by themselves with a clock


11 paired rereading fluency practice teacher s role1

#11: Paired Rereading Fluency Practice: Teacher’s Role

  • Students who have great difficulty should be given easier texts

  • Pronunciation is not the issue for repeated reading unless the word is not intelligible

  • Reading the same passage three-four times is usually the limit for a session

  • Students should keep a record of how well they do


Ten good ideas for teaching l2 reading1

Ten Good Ideas for Teaching L2 Reading

William Grabe

Northern Arizona University

[email protected]


  • Login