1 英語課堂中的閱讀教學與策略運用 新竹市國小英語輔導團 ( )

2 英語課堂中的閱讀教學與策略運用 Part 1. Super Six Reading Comprehension Strategies Part 2. Super Six Reading Class Example

Making connections Predicting Questioning Super Six Reading Comprehension Strategies 3

Monitoring Visualizing Summarizing 4 Super Six Reading Comprehension Strategies

1. Making connections tex t 5 Me

1. Making connections e.g. This makes me think about… 6

2. Predicting 1. Use graphics, text and experiences to anticipate what will happen next. 2. Adjust comprehension while reading. e.g. 7

8 2. Predicting e.g. Speech bubbles

2. Predicting 9

3. Questioning Questions can be generated by the teacher or the learner. Learners ask or answer questions to clarify meaning and promote deeper understanding. e.g. 10

4. Monitoring (1)Stop and think about the text. (2) Fix-up strategies: re-read, keep reading, picture and text clues I understand I don’t understand. I fixed it up. 11

4. Monitoring (2) e.g. 12

5. Visualizing Learners create a mental image from a text read/heard. The image changes as learners read, like a movie playing in learners’ brain. 13

5. Visualizing 14

6. Summarizing Learners use their own words to retell the main idea. E.g. 15

16 6. Summarizing Making Connections Predicting Questioning Predicting Questioning Making Connections

6. Summarizing 17 Monitoring Visualizing Summarizing Visualizing Summarizing Monitoring

G3/G4 students Goals: Students are able to (1) comprehend the reading by using the super-six strategies. (2) point out the main idea and details of the reading. Materials: Hess ebook Go to the DentistGo to the Dentist 18 Super Six Reading Class Example

1. Preparation- Making Connections Ask students their experiences of going to a dentist. 19

2. Presentation-Predicting (1) Class Predicting Show story pics 1 ~ 3 and stimulate logical predictions. 20

What do you see? How do they feel? Why? Presentation-Predicting

Where is Max going? Presentation-Predicting

(2) Pair predicting(I) Pair discussion (in English or Chinese) Middle: Max is _______ because__________. End: Max is _______ because____________. Prediction sharing (English) 23 BeginningMiddleEnd ˇ ﹖﹖ 2. Presentation-Predicting

(3) Pair predicting (II): picture sequencing Give out worksheets Presentation-Predicting

(3) Pair predicting (II): picture sequencing Discuss in pairs. Share predictions. Watch E-book and adjust predictions Presentation-Predicting

26 Scaffolded / more controlled instruction. (1) BeginningMiddleEnd ˇ ﹖﹖ (2) 2. Presentation-Predicting

3. Practice-Monitoring Self-read and mark ( ˇ/? ). Pair Ss ( 明星 & 教練 ) and explain scoring systems. Pair-read and solve problems. Reading relay. 27 Students’ limitless potential.

3. Practice-QAR Questioning 28 Question-Answer Relationship In the BookIn My Head Right There The answer is easily found in the text. The exact words for the questions and answers are located in the same sentence. Author and You The answer is not in the text. The reader combines previous knowledge with text information to create a response. Think and Search The answer is in the text, but requires gathering information from different places in the selection. On My Own The answer is not in the text. The reader uses previous experience to respond.

Questioning QAR 29 Are you afraid of going to see the dentist? What is Max’s feeling from the beginning to the end? If you were Max, would you think the doctor is a monster? What time is Max’s appointment? Right there Think and Search Author and me On my own

3. Practice (3) Summarizing Pair work discussion. – Book title – Character – Setting – Plot: beginning, middle & end. Class:No: 30

clinic Max dentist nurse scared happy nervous Go to the Dentist Max, nurse, dentist Clinic scared nervous happy 31 terrific

3. Practice (4) Follow-up activities – Story worksheet – Read and circle the correct words (pair work) (5) HW: write down and draw your favorite sentence. 32

Nurse: Hello, I am Jan. What’s your name? Max: My name is Max. Nurse: Sit down, Max. Girl: Look! Boy: Listen! Nurse: Go on, Max! Dentist: Sit down, Max. How are you? Max: N…N… Not bad, th… th… thank you. Dentist: How old are you? Max: I… I… I am ten. Dentist: O.K., be quiet, Max. Let’s start. One, two, three, four, five, six, seven, eight, nine, ten. You are fine, Max. Stand up. Max: Thank you. Dentist: Goodbye, Max. Boy and Girl: How are you? Max: I’m terrific! 33 Go To the Dentist

Go to the Dentist Max goes to visit the _________ (dentist, nurse). People are __________ (sitting, dancing) in the waiting _________ (school, room). The _________ (nurse, teacher) says “hello” to him, but Max is very scared. Now, it’s Max’s turn. He climbs onto the _________ (chair, desk). The dentist wears a __________ (hat, mask) over his face. He looks into Max’s mouth. Max opens his ____________(eyes, mouth) as wide( 張大 ) as he can. The doctor checks his __________(teeth, tooth) carefully( 小心地 ). Max is very___________ (scared, happy). He tries ( 試著 )not to ________ (cry, sleep). He thinks the dentist is a ___________ (monkey, monster). “You are fine.” “Remember( 記得 ) to brush ____________(your, my) teeth.” Max is ________(happy, sad) now. He smiles at everyone! 3. Practice 34 Group work or pair work 1. 輪流依顏色寫出答 案。 #1 回答 問題 #2 回答 問題 #3 回答 問題 #4 回答 問題 2. 分組唸 、組內輪流 唸、組內一起唸 3.S1 唸,S2 finger reading ，唸完交換角 色。

What’s your favorite part of the story? Write down the sentence and draw a picture. 你最喜歡故事的哪一部分 ? 請寫出句子並 畫出來 _____________________________________________________ Practice

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結論與建議 37 貼近生活經驗、題材廣泛、喜歡小組討論 1. 增進學習動機 學生能力 A+1 ，跳出課本的單調。 2. 延伸基礎課程 課文改寫、 ebook 故事書、聽力練習文本、網路。 3. 善用現有資源

結論與建議 38 訓練學生閱讀習慣與技巧，習慣純文字閱讀 。 4. 提早訓練學生 讓學生習慣活動的型態與閱讀策略的運用。 5. 需要長期經營 調整閱讀活動設計與架構。 6. 依學生能力調整

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