Session 3 objectives: Reading: Jack and Jill go 21st
century
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By the end of this session you will be able to:
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Download handouts to help you take notes and
complete the session.
Before
you start, make a list of the things you read in your day-to-day life. Do you read
these in the same way or do you apply different skills when you read them (e.g.
do you read a bus timetable in as much detail as a recipe? Do you read a
semi-interesting newspaper article as closely as you do a set of instructions
for building an Ikea cabinet?)
What
do we read?
Understanding
our learners’ problems
Task 1a: Read the text below. Why might learners find this difficult to
understand?
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Task 1b: Listen here to compare
your answers.
Some
of the things which were talked about included the level of complex vocabulary,
the use of the passive structure, the lack of visual clues, unfamiliarity with
the script and lack of background knowledge. These are some of the factors which we need to remember when we present
our learners with things to read.
Task 1c: Rewrite the text to make it
more readable. Now look at the suggested answer. Remember there isn’t
one correct answer.
The sound – spelling relationship in English isn’t always consistent and this can present further challenges. Look at how many ways words with the ending –ough can be pronounced.
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cough
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•
bough
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•
through
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•
though
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•
hiccough
–
•
thought
–
•
thorough
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What good
readers do when they read
Task 2: Have a look again at the text
in 1a. Make a list of the strategies you
used to understand it. Compare your
answers.
One
thing which helps us to understand the text in 1a is knowing what Pyrex is, how
it is used and for what purposes. As
experienced readers, we are able to use this knowledge to understand the text. One of the main challenges learners have with
reading is lack of background knowledge of the subject of the text. Knowing our learners’ understanding of the
world may be different to ours will help us empathise with some of the problems
facing them when we present them with something to read. We will look at how to address this in
sections 4 and 5.
The sub-skills
of reading
Task 3a: Where’s Wally? Look at the
picture and answer the questions.
1. What is the picture of?
2. Find the boy in the stripy shirt pulling the small
teddy bear. Who is he with?
3. How does the person with that boy feel?
4. How many boys are using the ‘long nine’ (cannon)?
(Available at: http://alsspreadtheword.blogspot.co.uk/2010_04_01_archive.html)
Reflection
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How
did you find the information?
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How
did you read?
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Did
you read in the same way or differently?
Task 3b: Complete the matching task. Once completed, check your
answers.
Knowing
that experienced readers read in different ways depending on purpose and make
use of a range of sub-skills when they read can help us to select exercises
which develop these skills in our learners.
Knowing that they don’t have to understand every word in order to make
sense of a text will help build learners’ confidence and motivation.
Planning a
reading lesson
This
section looks at how to plan a reading lesson.
Although there are many alternatives, this gives you basic suggested
structure which you can use as a starting point to plan for your own
learners. The best way to demonstrate
how this works is for you to imagine you are a student and work through the
tasks as indicated. Now, complete tasks
4a – 4e.
Task 4a: What do these people have in
common (click on the names to see a picture)?
Check your answer at the end of the post after the 'further reading' section.
Task 4b: Read the article titled “Dyslexiais not a disability – it’s a gift”
What
do you think the article is about? Make a list of ideas and then click on the
link to read the article quickly to compare your ideas. You have about 3 minutes to do this.
Task 4c: Read
the article again and tick the topics that are discussed. You have about 5 minutes to do this.
- A
school reading scheme called Janet and John.
- Government
policy on dyslexia.
- The importance of imagination.
Check your answers.
Task 4d: Read the article again and
answer the questions. You have about 10 minutes to do this.
The
author:
a)
enjoyed the Janet and John reading scheme;
b)
found maths difficult at school;
c)
thinks rote learning is a good idea;
d)
learned to read at 14;
e)
sees the world in pictures;
f) says many people don’t believe she is a writer;
g)
believes famous people with dyslexia are open about it;
h)
says imagination is key to writing.
Check your answers.
Task 4e: Write a paragraph about your
schooldays.
Task 4f: Taking into consideration the
tasks you have just completed, what are the stages of a reading lesson? Listen to the answers.
Look
at a simplified reading lesson structure, where there are texts related to the text
throughout the lesson.
Top tips for
supporting learners to develop their reading skills.
Task 5: look at the top tips for
supporting learners to develop their reading skills. Which do you routinely do?
Session 3: Top Tips!
Remember to……
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1
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Choose interesting,
relevant and suitable texts.
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2
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Provide tasks
that are appropriate for the text and the students.
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3
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Stage the lesson
so that you establish interest in the topic and provide a variety of
different tasks to keep the students engaged.
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4
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Try to finish off
the reading stage with a speaking or writing task, which is linked to the topic
of the text - this is good for multi-skills development.
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5
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Set the tasks
before giving out the text so that students can complete them while they
read.
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6
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Set time limits
for each stage which are suitable for the reading activity.
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7
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Check the answers
to the tasks and encourage students to give you reasons for them.
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8
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Not to ask the
students to read aloud when the learning aim is understanding the text.
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9
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Stay focused on
the main aim which is reading.
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10
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Encourage the
students to tell you what they find difficult (and easy) and ask them about
they like reading.
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Now over to you:
Considering
what we’ve covered in this session, plan a lesson which focuses on supporting
learners to develop their reading skills.
You could give the text you select along with the tasks you prepare to a
colleague for feedback; alternatively, you could teach the lesson and ask a
colleague to observe it. Here are some reading activities you can experiment with. Good luck!
Further
reading
- The Practice of English Language Teaching by Jeremy Harmer: Chapter 15
- Teaching English as a Foreign Language by David Riddell: Chapter 11
- Teaching Adult ESOL: Principles and Practice: Anne Paton and Meryl Wilkins (eds): chapter 6
Answer to 4a: They all have/had dyslexia.
