1 / 19

The Art of Idea-Based Reading!

The Art of Idea-Based Reading!. Cristin A. Boyd Studies in American Language, San Jose State University, San Jose , CA superteach@cristinanderic.com http://boydsteachingresources.pbworks.com/. Background & Disclaimers . 18 years teaching experience

dung
Download Presentation

The Art of Idea-Based 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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. The Art of Idea-Based Reading! Cristin A. Boyd Studies in American Language, San Jose State University, San Jose, CA superteach@cristinanderic.com http://boydsteachingresources.pbworks.com/

  2. Background & Disclaimers • 18 years teaching experience • Stilted reading skills at higher levels (high-intermediate/advanced IEP) • Concepts/ideas based mainly on classroom experience • Evidence of S improvement • In class practice • On exams • Comments from Ss • Increased TOEFL (iBT and PB) scores • These skills are for high-int/advd readers • Limited time w/ Ss; main skills I focus on www.boydsteachingresources.pbworks.com

  3. Do your students. . . • Get side-tracked with individual words? • Misunderstand small & large portions of what they read? • Miss key ideas and concepts? • Take hoooooours to read something that should take 20 minutes? • Insist on understanding e-v-e-r-yw-o-r-d? • Cling too tightly to translators? www.boydsteachingresources.pbworks.com

  4. Why do Ss read this way? • Very strong desire to understand everything • Words are tangible; ideas often elusive • Native country/culture learning/experience • Math-like learning of language • Bottom-up processing • Heavy focus on vocabulary • Limited T proficiencyLimited reading resources • Memorization-focused learning • Reader responsible backgrounds • Word/character-focused L1 (example) www.boydsteachingresources.pbworks.com

  5. L1 Influence on Word focus mu ('tree') shows a trunk and two leafless branches of a tree. The bottom half of the character may be hanging branches or the roots of a tree .… the character doubles to represent "forest" and triples to represent "dense forest." It joins with the character for "person" to represent "rest,” . . . mo ('last' or 'top') shows a tree in which the top is marked with a horizontal stroke, while ben ('source' or 'origin') shows a tree in which the root is marked with a horizontal stroke. Relationships between characters complex also From: http://www.mmtaylor.net/Literacy_Book/DOCS/pt1.html

  6. Why Else?Us… Teachers! We train, teach, test and talk Words • Low-level reading/learning • Translation • Intensiverather than extensive reading • Vocabulary words, definitions, meaning, exams • Limited real-life reading practice • Vocabulary learning (vs. acquisition) • Grammar, sentence structure, vocabulary all focus on words www.boydsteachingresources.pbworks.com

  7. Why is word-level focus problematic for higher level readers? English meaning is not word-based Meaning is found in . . . -- collections of words (groups of sentences and paragraphs) -- “discourse blocks” (Christensen 1963, Pitkin 1969) -- paragraphs (Kaplan 1972) What are the parts & functions of a paragraph? www.boydsteachingresources.pbworks.com

  8. Higher level readers need fluency-focused reading skills Fluent readers read quickly & efficiently They do not focus intensively on words They expect & focus on ideas www.boydsteachingresources.pbworks.com

  9. Implications for Teaching “. . . students need to learn to read, think and interpret text in news ways” B. Mikulecky, co-author of Reading Power Series One fundamental ‘new way’ isidea-focused reading www.boydsteachingresources.pbworks.com

  10. What skills are needed for idea-focused reading? • Focusing on ideas • Rhetorical features • Expectations • Not reading every word • Using context to understand vocabulary • Reading faster & more efficiently • Reading through Ambiguity • Embracing a new “western style” approach to reading (not a complete list) www.boydsteachingresources.pbworks.com

  11. Resource 1: What Good Readers Do handout Purpose: Reviewhigher level reading skills; Help socialize Ss to new reading style www.boydsteachingresources.pbworks.com

  12. Important Features of Good Readers handout Everything…. But in particular • Focus on main ideas • Reading faster • Not reading every word • Ambiguity Tolerance • Understanding concept • Understanding self • Changing reading style www.boydsteachingresources.pbworks.com

  13. Resource 2: Paragraph Rhetorical Structure • Skill: main idea reading, faster reading www.boydsteachingresources.pbworks.com

  14. Teaching Parts of Paragraph • Lecture/discussion format • Review parts of a paragraph/emphasis on main idea • What are the parts of a paragraph? • What does a topic sentence DO? • Supporting sentences? • Conclusion? • What other things make a good paragraph? • Coherence: repeated key words • Do all these apply to an essay, article, chapter? Good readers expect paragraphs to be about one idea! www.boydsteachingresources.pbworks.com

  15. Practice using Longer Readings & Summary Grid Skills: faster reading, focusing on main ideas, not focusing on words www.boydsteachingresources.pbworks.com

  16. Resource 3: Cloze exercises for “not” reading every word Skills: not reading every word; using context Short reading time = increased speed www.boydsteachingresources.pbworks.com

  17. Resource 4: Vocabulary in Context handout Skill: use of context to understand vocabulary; not use dictionaries or translation www.boydsteachingresources.pbworks.com

  18. Resource 5 Lots of opportunities to practice “western style” Reading (in class and out) www.boydsteachingresources.pbworks.com

  19. Resource 6 A Short Course in Teaching Reading 2eby B. Mikulecky (2011) Pearson-Longman www.boydsteachingresources.pbworks.com

More Related