Reading activities and tasks
- 1. Reading Activities and Tasks
- 2. Select appropriate reading materials
- 4. Bottom up processing • Starting from sounds and letters to make meaning • Identifying words and structures • Focus on vocabulary, grammar, organization
- 5. Vocabulary Development • Use a dictionary • Recognize word forms • Identifying affixes and roots • Understanding collocations • Guessing meaning from context
- 6. Top down processing • Comprehension resides in the reader • Reader uses background knowledge and makes predictions • Teacher focus is on meaning-generating activities (Anderson 2008)
- 7. Top down or bottom up? 4. Underline a grammar structure or verb tense 5. Skip over vocabulary words you don’t know 6. Write the number of a paragraph where you find the answer 1. Schema building to activate background knowledge 2. Pre-teaching new vocabulary words 3. Help students comprehend discourse structures
- 9. Strategies • Skim for ideas; scan for specific info • Find the main idea • Locate topic sentences • Adjust reading rate relative to purpose • Read and interpret tables, charts, maps… • Make inferences about content • Differentiate between fact and opinion
- 10. Activity and Response Types • Multiple choice • Fill in the blank • True-False • Matching • Sequencing • Completing a graphic organizer • Completing a table • Sorting or grouping • Finding information in a reading • Answering questions • Writing a reflection
- 11. Pre-reading activities • Schema building • Previewing • Predicting • Skimming • Identifying genre • Learning key vocabulary
- 12. Schema building This reading is about the invention of the telephone. -What do you know about the topic? -List anything you know about the invention of the telephone. -What do you want to know about the invention of the telephone? Write questions. -After you read, you will fill in the chart with what you learned. • What I know… • My questions: • I learned…
- 13. Previewing • Preview the reading. Answer these questions. • How many paragraphs are in the reading? How long will it take you to read? • How many sections are there? What are the titles? • Look at the photographs and read the captions. What new word is explained?
- 14. Predicting The author of the next reading has a negative opinion about reality TV shows. What issues do you think the author will discuss in the reading?
- 15. Identifying genre •Look at the magazine article. How is the format different from the newspaper article on page 17? What other kinds of differences are there?
- 16. Learning key vocabulary •Read the sentence. Choose the best definition for the bold word. •1. Company signs come in a variety of colors. • a. different kinds • b. small choice • c. unusual order
- 17. Activities while reading • Keeping questions in mind • Taking notes • Filling in a graphic organizer • Monitoring comprehension • Developing fluency
- 18. Keeping questions in mind • As you read, keep these questions in mind. • What were three steps in the design process? • What was the most difficult problem for the architects?
- 19. Underlining •As you read, use a pencil and lightly underline important information. Only underline two points in each paragraph. Don’t underline complete sentences.
- 20. Filling in a graphic organizer • As you read, fill in the T-chart. Advantages of online classes Disadvantages of online classes
- 21. Comprehension • Answer these questions. Re-read the story if you need to. • Why was the narrator afraid of the old man? • What indications are there that the narrator is mad?
- 22. Critical analysis and evaluation • In which lines of the reading does the author give factual information? • In which lines does the author give her opinion. • How do you know?
- 23. Summarizing or paraphrasing •Write a paragraph in which you summarize the reading. •Write one sentence for each paragraph. •Be sure to use your own words. Do not quote directly from the text.
- 24. Task-based output Go back to the section describing how to make a paper airplane. Take a piece of paper and follow the instructions. Show your airplane to your classmates. Did everyone’s come out the same way?
- 25. Reflection and integrated activities Do you agree with the author that technology is bad for human relationships? Write a paragraph giving your opinion. Use quotations from the text to help focus your argument.
- 26. Putting it all together
- 27. Putting it all together Directions: 1. Read the text at the end of the handout. 2. With a partner or in a small group, select two activities for either the pre-, during, or post- reading portion of the lesson. 3. What activities would you choose? How would you design each activity? What would the students need to do to complete these tasks? How long would each task take to complete?
- 28. Thank you Download the PowerPoint slides www.joemcveigh.org/resources