Integrated Skills in the Communicative Classroom, Focus on Reading Sarah Klinghammer, Leslie Opp-Beckman University of Oregon, Eugene, Oregon

 5 Principles Revisited  Literacy-rich Environment  Student Needs  Genres  Sub-skills (strategies)  Ideas for Activities Introduction

 Function (purpose for language)  Content  Focus on Form (skill areas)  Learning and Teaching Strategies  Cooperative Learning 5 Principles Revisited

 Academic (content-based)  Stories (mysteries, folk…)  Procedures (e.g. Language Experience Approach)  High-interest news  Connecting worldwide Genres

 Age-appropriate  Skill level / challenging  Individual interests  Connect to real-life experiences  Extensive & intensive reading Student Needs

 Background knowledge  Vocabulary support  Skimming, scanning  Prediction (e.g. scaffolding)  Connecting to other skills Sub-skills (Reading Strategies)

1)Read the signs in the picture below. What do they mean? 2)Read the added text. Draw a picture to add that information to the picture, also. Activities, Idea #1 Authentic Materials

When trying to get out of being issued a ticket, most drivers tell police officers they missed the sign. 17% cry and 11% say they feel sick. (Draw your picture here.)

 Dream interpretation  Wacky web tales  Action mazes Activities, Idea #2 Interactive Reading

 Reading + writing  Teacher-student; peer-peer  Assigned vs. “free” topics  Linked with personal life Activities, Idea #3 Journals

 Reading + (writing +) drama  Group work  Minimal props  Stories with a “twist” Activities, Idea #4 Readers Theater

 Reading environment  Stimulating desire to read  Fostering fluency  Relating to real life  Opening new worlds Wrapping Up

Integrated Skills in the Communicative Classroom, Focus on Reading Sarah Klinghammer, Leslie Opp-Beckman University of Oregon, Eugene, Oregon