1. OCTUBRE
2013

3. 8,30 – 9: Registration
9 – 10,30: Teaching READING
10,30 - 11: BREAK
11 – 12,30: Teaching WRITING I
14 – 15,30: Teaching WRITING II
15,30 – 16,30: PRODUCTION
PEARSON HAPPY HOUR!!!

4. TEACHING READING

5. READING: Concept
READING: Purposes
READING as a Transaction
What makes READING difficult
PHASES in a READING Session
READING Strategies

6. What is READING?

7. Let`s take some minutes
and
think
about
a
DEFINITION!

8. What sort of definition did you give?
Did you use words from one of these groups?
A- Decode, decipher, identify, etc.
B- Articulate, Speak, Pronounce, etc.
C- Understand, Respond, Meaning, etc.

9. READING
=
COMPREHENSION

11. Main purposes of READING
Purpose 1: Read for understanding.
Concepts
Details

12. Main purposes of READING
Purpose 2: Read to evaluate critically.
Causes & Effects
Ideas
Writer`s assumptions
& arguments
Basic
Information
Recall

13. Main purposes of READING
Purpose 3: Read for practical application.

14. Main purposes of READING
Purpose 4: Read for pleasure.

15. COMPREHENSION
TRANSACTION
UNDERSTANDING

16. “Once teachers understand what is
involved in comprehending and how
the factors of readers, text and context
interact to create meaning, they can
more easily teach their students to be
effective COMPREHENDERS”

17. “Comprehension is the process of
simultaneously extracting and
constructing meaning through
interaction and involvement with
written language”.
By Laura Pardo

19. TRANSACTION
READER
TEXT
SOCIOCULTURAL
CONTEXT

20. READER
Characteristics:
 Skills.
 Knowledge of the world.
 Cognitive development.
 Culture.
 Purpose.

21. READER
Teachers support readers
 Teach decoding skills.
 Help students build fluency.
 Build and activate prior knowledge.
 Teach vocabulary words.
 Motivate students.

23. TEXT
Characteristics
 Genre.
 Vocabulary.
 Language.

24. TEXT
Teachers support texts
 Teach text structures.
 Model appropriate text selection.
 Provide regular independent reading time.

25. SOCIOCULTURAL CONTEXT
Characteristics
 Reader’s culture.
 Place.
 Situation.
 Purpose.
 Activity around the transaction.

26. SOCIOCULTURAL CONTEXT
Teachers support sociocultural contexts
 Create contexts and learning opportunities.

27. TRANSACTION
READER
TEXT
SOCIOCULTURAL
CONTEXT

28. TEACHER’S ROLES
 Provide
explicit instructions of useful
comprehension strategies.
 Teach students to monitor and repair.
 Use multiple strategy approaches.
 Scaffold support.
 Make reading – writing connections visible.

30. What makes texts difficult to understand

31. Can you find the causes?

32. CAUSES
• Illegibility
• Unfamiliar words
• Lack of Background Knowledge
• Difficult Concepts
• Complex Syntax
• Polysemy
• Poor Writing

34. PHASES
PREREADING
WHILEREADING
POSTREADING

36. Providing a reason for
READING.
Introducing the text.
Setting a top-down
task.
Breaking up the text.
Identifying
learning
points in the text.
Dealing
with
new
Language.
Signpost Questions.

39. Give the students the title of the text you are going to
be looking at and let them suggest ideas as to what it
will be about
How volcanoes are
formed

41. Rearrange the words in the title of a text for your
students to put it back in the correct order.
volcano
es
formed

42. Pre – teach the necessary vocabulary

43. Create a context

44. Other examples of PRE – READING activities
Skimming to find the theme or main idea and eliciting
related prior knowledge
Constructing semantic webs (a graphic arrangement
of concepts or words showing how they are related)
Looking at pictures, maps, diagrams, or graphs and
their captions
Reading over the comprehension questions to focus
attention on finding that information while reading

45.  Understand that reading is a process to
make meaning.
 Build up their background knowledge
on the subject before they begin to read.
 Use their background knowledge as they
read.
 Know their purpose for reading.
 Strive for fluency (conversational like
reading).

46. Order of reading the
text.
Attend
to
different
elements in the text.
Guess.
Reading silently.
Searching for answers
and confirmation.

48. Match texts with pictures

49. Use information from the text to complete sentences

50. Use information from the text to choose options or
complete charts.

51. Other examples of WHILE – READING activities
Rearrange paragraphs or sentences of the text for
students to put back in the correct order.
Give the students pictures of events in the story
which students put in order as they read the text.
Omit words in a text, giving the students a list of
words with which to fill in the gaps.
Replace certain words with a picture to help students
work out what the missing word is.

52.  Give their complete attention to the reading





task.
Keep a constant check on their own
understanding.
Adjust their reading rate to match purpose and
reading material.
Monitor their reading comprehension and do it
so often it becomes automatic.
Can match their reading strategies to a variety
of reading materials.
Stop only to use a fix-up strategy when they do
not understand.

53. POST- READING

54. POST- READING
ASSESS
VERIFY
RESPOND
TO

56. Use information from the text to solve a problem.

57. Read and Act out

58. Use information from the text to expand vocabulary /
knowledge.

59. Other possible OUTCOMES – Little or no Language
Using figures: Transfer information to grids, flow
charts, maps, graphs and so on.
Chronological order.
Classification, definition etc.
Comparison, contrast, advantages / disadvantages.

60. Other possible OUTCOMES – Involving Spoken
Language
Drama, simulation and role play.
Debate and discussion.
Reading aloud.

61. Other possible OUTCOMES – Involving Writing
Reassembling and making use of the information.
Summarizing and note taking.
Write a book review.

62.  Decide if they have achieved their goal for





reading.
Respond personally and critically to what they
read by making connections such as text/self;
text/text; or text/real world.
Evaluate their own comprehension of what
they read.
Summarize the major ideas.
Seek additional information from outside
sources.
Ask questions.

63. READING
COMPREHENSION
STRATEGIES

64. Reading comprehension
strategies are the COGNITIVE and
METACOGNITIVE strategies
readers use to
accomplish the GOAL of
COMPREHENSION.

65. Reading
Comprehension
Strategies
Cognitive
Strategies
Cognitive strategies assist in
understanding what is being
read.
Metacognitive
Strategies
Metacognitive strategies
allow individuals to monitor
and assess their ongoing
performance in
understanding what is being
read

66. Reading

67. TEACHING IDEAS are the
activities and practices that
teachers use with students to help
them
learn how to use comprehension
strategies.