Friday, 5 June 2015

Developing Reading Activities

As a child these stepping stone in Gargrave frightened me.

 Developing Reading Activities
Developing reading activities involves more than identifying a text that is "at the right level,"
writing a set of comprehension questions for students to answer after reading,
handing out the assignment and sending students away to do it.
A fully-developed reading activity supports students as readers through pre-reading,
while-reading, and post-reading activities.
As you design reading tasks, keep in mind that complete recall of all the information in a text
is an unrealistic expectation even for native speakers.
Reading activities that are meant to increase communicative competence should be
success oriented and build up students' confidence in their reading ability.
Construct the reading activity around a purpose that has significance for the students
Make sure students understand what the purpose for reading is: to get the main idea,
obtain specific information, understand most or all of the message, enjoy a story,
or decide whether or not to read more. Recognizing the purpose for reading will help students select appropriate reading strategies.
Define the activity's instructional goal and the appropriate type of response
In addition to the main purpose for reading, an activity can also have one or more
instructional purposes, such as practicing or reviewing specific grammatical constructions, introducing new vocabulary, or familiarizing students with the typical structure
of a certain type of text.
Check the level of difficulty of the text
The factors listed below can help you judge the relative ease or difficulty of a reading text
for a particular purpose and a particular group of students.
How is the information organized? Does the story line, narrative, or instruction conform
to familiar expectations? Texts in which the events are presented in natural chronological order, which have an informative title, and which present the information following
an obvious organization (main ideas first, details and examples second) are easier to follow.
How familiar are the students with the topic?
Remember that misapplication of background knowledge due to cultural differences
can create major comprehension difficulties.
Does the text contain redundancy? At the lower levels of proficiency, listeners may find short, 
simple messages easier to process, but students with higher proficiency
benefit from the natural redundancy of authentic language.
Does the text offer visual support to aid in reading comprehension?
Visual aids such as photographs, maps, and diagrams help students preview the content of the text, guess the meanings of unknown words, and check comprehension while reading.
Remember that the level of difficulty of a text is not the same as the level of difficulty
of a reading task. Students who lack the vocabulary to identify all of the items on a menu
can still determine whether the restaurant serves steak and whether they can afford to order one.
Use pre-reading activities to prepare students for reading
The activities you use during pre-reading may serve as preparation in several ways.
During pre-reading you may:
Assess students' background knowledge of the topic and linguistic content of the text
Give students the background knowledge necessary for comprehension of the text,
or activate the existing knowledge that the students possess
Clarify any cultural information which may be necessary to comprehend the passage
Make students aware of the type of text they will be reading and the purpose(s) for reading
Provide opportunities for group or collaborative work and for class discussion activities
Sample pre-reading activities:
Using the title, subtitles, and divisions within the text to predict content
and organization or sequence of information
Looking at pictures, maps, diagrams, or graphs and their captions
Talking about the author's background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior knowledge
Reviewing vocabulary or grammatical structures
Reading over the comprehension questions to focus attention on finding
that information while reading
Constructing semantic webs (a graphic arrangement of concepts or words showing
how they are related)
Doing guided practice with guessing meaning from context or checking comprehension
while reading
Pre-reading activities are most important at lower levels of language proficiency
and at earlier stages of reading instruction. As students become more proficient
at using reading strategies, you will be able to reduce the amount of guided pre-reading
and allow students to do these activities themselves.
Match while-reading activities to the purpose for reading
In while-reading activities, students check their comprehension as they read.
The purpose for reading determines the appropriate type and level of comprehension.
When reading for specific information, students need to ask themselves,
have I obtained the information I was looking for?
When reading for pleasure, students need to ask themselves,
Do I understand the story line/sequence of ideas well enough to enjoy reading this?
When reading for thorough understanding (intensive reading), students need to ask themselves,
Do I understand each main idea and how the author supports it?
Does what I'm reading agree with my predictions, and, if not, how does it differ?
To check comprehension in this situation, students may
Stop at the end of each section to review and check their predictions,
restate the main idea and summarize the section
Use the comprehension questions as guides to the text, stopping to answer them as they read.

Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:         gives many ways for you to work with the stresses of life               which takes advantage of the experience and expertise of others.         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

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