Reading

1
Reading

• English Literature Course 20021173 Cho Yu-kyung
• 20071209 Kim
  Hye-Rin

2
Reading

• 1) The reading process
• 2) Reading skills
• 3) Reading in the class room
• 4) Reading for younger learners

3
The reading process

• Reading Materials
• novels, menus, text messages, course books,
  letters, street signs, emails, labels, time
  tables, application forms, newspapers, websites,
  magazines, flight or train information boards
• two basic types of texts
• authentic
• non authentic
• authentic texts
• newspaper articles, website pages, emails,
  packaging and labels and so on.
• Non authentic texts
• a reading text in an elementary course book, a
  reader for young learners

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The reading process

• In terms of the way they are organized, the
  writing style or register, and length
• there are differences between the texts in terms
  of the way they are organized.
• Ex1) email is laid out in a different way from a
  letterEx2) website looks very different from
  textbook
• The writing style or register changes according
  to the text
• The way we read will depend partly on how long
  the text is.
• We read for a variety of reasons.
• We read to learn about something
• To access new language and practice language
  learners have already met

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Reading skills

• learning to read in various ways
• adapting the way they read according to the text
  and their reason for reading
• reading 'actively' using a dictionary, guessing
  or asking about unknown words
• understanding the relationship between sentences
• helping understanding by using textual and visual
  clues
• using contextual clues
• inferring meaning
• guessing meaning
• background knowledge of the culture about which
  they are reading

text
Visual input
Input into Working memory
Connection to long term memory
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Reading skills

• reading for gist / skimming
• Scanning 
• This is the kind of reading you do when you want
  to find out about something specific
• ex) look up a word in a dictionary
• Reading for detail
• if we want to follow a text in detail we read
  more slowly
• if we reading a book in order to get information
  for our studies, we will also tend to read more
  carefully
• Reading for pleasure
• a letter from a friend we are reading for
  enjoyment or to relax
• Reading for general meaning
• We often read at a steady pace, and skipping
  parts, rereading some parts, taking notes of some
  detais, and ignoring others.
• Inferring meaning

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Reading in the classroom

• reading activities aim to
• introduce and develop reading skills
• introduce or practice language
• Planning a lesson
• You must decide what the aim of lesson is .
• Choosing the right text about topic, level
• Reading lesson
• Pre-reading stage activities that prepare the
  learners for what they read and set the task for
  the second stage
• Reading stage   provide a purpose for reading,
  enable the teacher to monitor the learners
• Post -reading stage checking, feed back, follow
  up work

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Reading in the classroom

• Pre-reading activities
• Pre-reading activities are designed to
• set a task for the learners
• help the learners prepare for the task
• motivate the learners to read
• stimulate what they already know about the topic
• Provide them with back ground information
• Help them with words and phrases
• You can get learners to brainstorm
• Two basic types of the tasks
• answering questions
• 'doing' something for example, drawing, moving ,
  problem solving

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Reading in the classroom

• Answering question
• Teacher use questions to check whether the
  learners have understood the text.
• Ex)'who is who?'  'What happened ?' 'Did it turn
  out all in the end?' 'What did the writer want to
  know?' 'What should the reader do next?'
• Questions can also ask the reader to interact
  with the text
• Three types of the question
• gist question
• detailed question
• scanning question

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Reading in the classroom

• Answering question
• Question can also be set to be answered in the
  pre-reading activity then checked in the reading
  activity.
• Questions can also focus on the language.
• Ex) 'Which words in the text refer to food?

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Reading in the classroom

• Doing something
• Jigsaw reading for example, reading about two
  famous people 'How are they similar?' 'How are
  they different?'
• Problem solving  'Who was murderer?'
• moving miming a story
• order in time sequence, prioritize according to
  likes or preferences, etc.
• Pre-reading activities
• stimulate what they already know about the topic
• Provide them with back ground information
• Help them with words and phrases
• You can get learners to brainstorm

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Reading in the classroom

• Pre-teaching vocabulary
• teach only the new words which are necessary
  to unde-rstand the text
• receptive vocabulary the words which are
  necessary to understand the text, but in general
  are not useful
• productive vocabulary the words which appear in
  the text which are us-eful and should be focused
  on fully.

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Reading in the classroom

• Reading activities
• Teacherlearner interaction activities
• Teacher can stop learners during their
  reading to ask them questions
• Learnerslearners interaction activities
• involve the learners interacting with one
  another and the text.
• e.g.) jigsaw reading, problem solving, and
  reading race
• Textonly activities
• e.g.) ordering, jumbled paragraphs, note
  taking , checking prereading activities,
  identifying a picture related to the text,
  following directions, drawing a picture from a
  text, choosing a title or headline.

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Reading in the classroom

• Post-reading activities
• Involve other skills, such as writing,
  speaking, or vocabulary development
• Vocabulary
• Teachers can use some of the words in the text
  after the reading text
• Learners can write down the meanings of some of
  the new words, and can check these with the
  teacher
• Writing
• Ask learners to change the ending of the text
• rewite the last few
  sentences
• give the text a
  different title
• Speaking
• One person starts and each person following
  adds a bit more of the story
• Grammar
• Teachers can develop exercises which encourage
  learners to notice or pra-ctice particular
  language structures

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Reading in the classroom

• Creating a reading environment
• Using real examples
• help learners to understand that reading
  involves understanding a message, rather than
  just sounding out the letters of a word.
• Positive reading environment
• -Label things in the classroom
• -Display learners' work
• -Make posters of classroom language
• -Write instructions on the board
• -Create a reading corner

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Reading for younger learners

• look for a good story with pictures that
  illustrate the meaning
• discuss the cover, the title, and the author
• use your voice slow down, pause, and elicit
• eye contact essential for control and for
  conveying the drama
• use the pictures to preteach key vocabulary
• point to the words as you read
• encourage the children to predict what will
  happen
• find out what they know about the topic
• encourage them to join in with any repetition,
  sound effects, mime

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Reading for younger learners

• Interactive reading for younger learners
• get the children to draw
• get the children to match
• get the children to color things in
• gtgood ideas for active participation
• give younger learners a reason to read