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Creating Meaning from the Written Word. Presented by Carrie Purcell and Heather Buchansky Oxford University Press Friday, December 4, 2009. Presentation Online. Introduction to Reading Theory Introduction to Intensive Reading Research, benefits, resources Introduction to Extensive Reading

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creating meaning from the written word

Creating Meaning from the Written Word

Presented by Carrie Purcell and Heather Buchansky

Oxford University Press

Friday, December 4, 2009

presentation online
Presentation Online
  • Introduction to Reading Theory
  • Introduction to Intensive Reading
    • Research, benefits, resources
  • Introduction to Extensive Reading
    • Research, benefits, resources
think about
Think About…
  • Why do we read?
  • Why do we teach reading?
  • What reading strategies work with your students?
  • What do your students enjoy about your reading lessons?
second language reading
Second Language Reading

“Reading is to the mind what exercise is to the body.” - Joseph Addison

  • Recently, the term ‘interactive’ has been used to describe second language reading process
  • Refers to the way the reader ‘struggles’ to make sense of the text
second language reading1
Second Language Reading

My Father’s Watch

In our village, there were only six good clocks. The biggest clock was in the church stram where everybody could see it. My father owned one of the others. It stood in the kitchen. He wound it every night before he went to bed.

Once a year, the clockmarret came from Winchester. He came on his horse. He cleaned the clock in the church stram first. Then he cleaned ours…

My father was a barlim and he was a busy man. When the clock had been cleaned, he always left the room. ‘Women can taddle their time with stories,’ he said, ‘but men have work to do.’ And he went back to his barl.

second language reading2
Second Language Reading

It is likely that you used at least six types of knowledge to help you make sense of the text:

  • Syntactic
  • Morphological
  • General word
  • Sociocultural
  • Topic
  • Genre
creating meaning
“Creating Meaning”
  • How we read depends on what we read

(i.e. – newspaper article, information text)

  • Learners need to be taught to read for meaning
  • They must learn to read in different ways and read different texts for different purposes
different types of literacies
Different types of literacies
  • Reading government documents
  • Reading signs
  • Reading instructions
  • Reading schedules

What else?...

intensive reading overview what is intensive reading
Intensive Reading Overview:What is Intensive Reading?
  • Reading a short text with attention to detail
  • Performing a series of tasks to unpack the text
  • Completing tasks during class time
  • Teacher is on hand for questions and feedback
intensive reading overview why read intensively
Intensive Reading Overview:Why Read Intensively?
  • To build basic reading strategies
  • To focus on fluency and competence in the areas of vocabulary recognition and critical thinking
  • What are some intensive reading activities?
intensive reading skills
Knowledge

Vocabulary

Grammar

Idioms/collocations

Descriptions

Fact vs. opinion

Scanning for info

Survival

Organization for writing/note-taking

Comprehension

Summarizing

Revising and editing

Critical thinking/analysis

Discussions

Communication

Current issues

Making inferences

Genres

Culture

Intensive Reading Skills
intensive reading activities
Intensive Reading Activities

Pre-reading purpose:

  • Stimulate what they know about the topic
  • Provide them with background info they need to know
  • Help with vocabulary/phrases they need to know
intensive reading activities1
Intensive Reading Activities

Pre-Reading teaching ideas:

  • Guess the topic of the text from heading/ illustration
  • Skim for topic sentence/thesis
  • Scan for 2-4 items of information
  • Predict what text will say
  • Ask questions that may be answered in the texts
intensive reading activities2
Intensive Reading Activities

Creating Meaning – Upper Intermediate

Chapter 1 – Reading 1

Pre-reading activities

intensive reading activities3
Intensive Reading Activities

While Reading approaches:

1. Teacher – learner interaction activities

2. Learner – learner interaction activities

3. Text only activities

  • ordering paragraphs
  • jumbled paragraphs
  • note-taking
  • checking pre-reading activities
intensive reading activities4
Intensive Reading Activities

While Reading teaching ideas:

  • Identify main/general idea
  • Answer questions/complete sentences
  • Complete a table/map/picture
  • Make inferences
  • Fact vs. opinion
intensive reading activities5
Intensive Reading Activities

Creating Meaning – Upper Intermediate

Chapter 1 – Reading 1

Vocabulary in Context

Comprehension Check

intensive reading activities6
Intensive Reading Activities

Post-reading purposes:

  • Check, give feedback and follow-up work
  • Can/should involve other skills – writing, speaking or further vocabulary development
intensive reading activities7
Intensive Reading Activities

Post-reading teaching ideas:

  • Discuss significant points in the text
  • Discuss/debate controversial topics/characters
  • Develop other skill areas
    • Writing
    • Grammar
intensive reading activities8
Intensive Reading Activities

Creating Meaning – Upper Intermediate

Chapter 1 – Reading 1

Writing – Grammar

Page 18 - 25

intensive vs extensive reading
Extensive

Overall understanding (gist)

Widespread Reading

Easy texts

Fluent reading

Infer the meaning of unknown words

Reading for pleasure

Intensive

100% understanding

Limited reading

Difficult texts

Word for word

Use dictionaries

Reading to create and analyze meaning

Intensive vs. Extensive Reading
extensive reading overview
Extensive Reading Overview
  • Reading a long text (i.e. short book to a full length novel) for pleasure, with attention to overall meaning
  • Learners read on own time for enjoyment
  • Helps increase reading fluency
  • “What are the benefits of extensive reading?”

(http://www.oup-bookworms.com/successful-reading.cfm?qid=2)

why read
Why Read?

Research has shown that reading for pleasure will…

  • Improve vocabulary
  • Improve grammar
  • Improve listening skills
  • Improve spoken fluency
  • Improve writing skills
  • Increase motivation
extensive reading skills
Knowledge

Vocabulary

Grammar

Collocations

Descriptions

Comprehension

Summarizing

Pleasure/entertainment

Current issues

Making inferences

Moral of the story

Genres

Culture

Discussions

Extensive Reading Skills
extensive reading in the classroom
Extensive Reading in the Classroom

“How can I get my students to read when they don’t read in their own language?”

  • Set up a novel study time in class
  • Read the first page(s) of a story aloud to your students
  • Stop at an interesting or exciting point
  • Begin discussion: “What comes next in the story?” Wait until next week’s novel study session to find out
  • Next week, continue with the story or start a new novel
  • After a few weeks, bring in the books …
extensive reading in the classroom1
Extensive Reading in the Classroom
  • How do you start an Extensive Reading programme?
  • http://www.oup-bookworms.com/top-tips.cfm
  • http://www.extensivereading.net/er/start.html
extensive reading in the classroom2
Extensive Reading in the Classroom
  • Choose an appropriate level
  • Choose from a list of genres
  • Create a Book Club!
  • Incorporate expansion activities
  • Final project
extensive reading in the classroom3
Extensive Reading in the Classroom

Bookworms Online Activities

http://www.oup.com/elt/catalogue/teachersites/bookworms/?cc=global

questions and comments
Questions and Comments…

Thank-you for attending our presentation!

Carrie Purcell

carrie.purcell@oup.com

&

Heather Buchansky

heather.buchansky@oup.com