2009/ 05/ 04 林口國中 reading strategies 吳倖誼 sandra wu...
TRANSCRIPT
2009/ 05/ 04 林口國中
Today’s Agenda Introduction Pre-reading activities
1. KWL chart
2. Brainstorming
3. Picture walk
4. Skimming
5. Scanning While-reading activities- semantic map/ graphic organizer Let’s do it!
2009/ 05/ 04 林口國中
About reading… Intensive v.s. Extensive Bottom-up v.s. Top-down
A combination of top-down and bottom-up processing, or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. (Brown, Teaching by Principles) In practice, a reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. (Nuttall, 1996, p.17)
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Pre-reading Activities Activate background knowledge/
schema/ prior knowledge
A reader will rely on knowledge about a known topic to sort out word meaning; conversely, a reader who has a mastery of the text’s vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend a text. (Mikulecky, What is Reading? )
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K = what you KNOW about the topic W= what you WANT to know about the topic L= what you LEARNED
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Brainstorming- webbing
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Picture walk Let’s “look at” the book! get information without reading the texts.
posters
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Emma
Neil
Joy, Book 5, Unit 9
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Skimming- get the gist very fast-paced reading obtain an overview of the form
and contents of a text …is easier to do if the reader is
aware of how texts are organized
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Answers: b b d c
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2009/ 05/ 04 林口國中
Please read the “FIRST” and “LAST” paragraphs “THOROUGHLY”.
But read only the “FIRST SENTENCES” of the “SECOND” and “THIRD” paragraphs.
Practice – Joy, Book 5 Unit 5
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Discourse Markers (Brown, Teaching by
Principles)
…should be familiar with the lexical items used for signaling relationship between ideas and the vocabulary of textual cohesion. (Mikulecky, Teaching Reading Skills)
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Discourse Markers
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Practice: Joy, Book 5, Unit 1
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Scanning – locate specific information
with an extremely high speed without reading through the whole text by reading aloud the request for
information …can serve simultaneously as a
review of wh-questions (when, where, why, who, how..) (Mikulecky, Learn Not to Read Every Word)
Make readers share strategies.
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Practice- Joy, Book 5 Unit 2
Since when has Buteo Huang made kites?
Why is autumn the best season for flying kites?
Where was Mr. Huang born?
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While-reading activities- semantic map/graphic
organizer Readers can easily be
overwhelmed by a long string of ideas of events. The strategy of semantic mapping, or grouping ideas into meaningful clusters, helps the reader to provide some order to the chaos. (Brown, Teaching by Principles)
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Graphic organizer a visual and graphic display that
depicts the relationships between facts, terms, or ideas
a one-page form with blank areas for the student to fill in with related ideas and information.
allow for the information to be written or drawn
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Why use semantic map or graphic organizer?
Visualization Process and get the information more effectively
Reduce anxiety
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http://www.enchantedlearning.com/graphicorganizers/
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2009/ 05/ 04 林口國中
2009/ 05/ 04 林口國中
Joy, Book 5, Unit 1
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Joy, Book 5, Unit 4
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Joy, Book 5, Unit 6
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Joy, Book 5, Unit 8
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Joy, Book 6, Unit 1
2009/ 05/ 04 林口國中Joy, Book 6, Unit 2
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Joy, Book 6, Unit 3
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Let’s create a graphic organizer!
Joy, Book 6 Unit 5 – Living in Outer Space
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The EndThanks for your listening!
Sandra’s Blog: http://blog.yam.com/doggerwu
中英團部落格 : http://blog.yam.com/etsinjhoftc