Support for English, maths and ESOL Level 3 Award in English for literacy and language teaching Reading master class

Session aims To review and extend participants’ personal reading abilities To develop reading strategies for carrying out real-world tasks / solving problems

Outcomes In this session, participants will have: Located, researched and select texts relevant for purpose Used a range of reading skills appropriate to purpose e.g. identify and compare lines of reasoning and main points Recognised and evaluated linguistic devices in texts Used results of reading effectively Recorded own interpretation of texts coherently Applied reading strategies to carry out real-world tasks and solve practical problems

Schema theory Schema theory holds that the meaning of reading materials is constructed by readers on the basis of the information they encounter, the information they already have in memory and the way in which readers interact with new information. John Glover, Royce Ronning, Roher Bruning (1990), Cognitive Psychology for Teachers, Oxford: Macmillan

Reading techniques Skimming Scanning Detailed reading Predicting Guessing unknown words Understanding main ideas Understanding text organisation Understanding a writer’s purpose Evaluating a writer’s attitude

Linguistic devices – instructions Work in pairs or threes to do this task:   Identify three linguistic devices from the examples provided, ideally ones which are new to all or some members of your group. Find examples of texts online which contain each of these linguistic features (it is OK if one text contains all three of the linguistic devices). Record your research findings with web-page references.

Note-taking Think about how you make and take notes. Have you ever had any training in note-making and note-taking? Is it something you find easy or difficult? Are you satisfied with your note-making and note-taking skills?