Materials Design and Development Week 10 Grellet: Developing Reading Skills

EIF Lesson Plans Due  In class today  By (Tuesday at the latest) 1.Please make sure your name is on your lesson plan and materials 2.Make sure the age and level of Ss are described on first page of lesson plan 3.Make sure your materials are labeled in terms of lesson plan steps

WeekContent Week 11PDP Framework Week 12Sample Lesson Plan 1 Week 13Sample Lesson Plan 2 Week 14Teacher Conferencing Week 15Teacher Conferencing Week 16PDP Lesson Plan Due WeekContent “Week 17”Teaching EIF for practicum “Week 18”Teaching PDP for practicum I recommend turning in your PDP lesson plan Week 15 so that you have more time for feedback and correction.

Today: Grellet’s Reading This is actually a sample PDP Lesson Plan for high-intermediate/advanced adult teachers (sound familiar?) Let’s try it out and then see how it fits into the PDP framework

Warm-Up Do you like to read in Korean? Do you often read in your L2 (English)? What kind of books or articles do you like to read? What subjects do you like to read about?

What Do You Think? I’m going to read several statements. ◦If you think it true – thumbs up ◦If You think its false – thumbs down

When using reading comprehension exercises, it’s better to start with general understanding and then move toward detailed understanding.

Simplifying a text often helps students understand it.

Reading is an active skill, and not a passive skill.

It’s better to use exercises that have a simple direct answer.

Vocabulary Skim Scan Inference Straightforward Which would I use if trying to read a telephone book?

Vocabulary Skim -finding the main idea, reading for the gist Scan - looking for particular details & information Inference - a kind of educated guessing, based on the details found in the text. ◦“read between the lines” ◦Text + Previous Knowledge = Inference Straightforward – Stated directly in the text

What inference can you make? John was running to catch the bus again. It was a morning routine; a routine that didn’t bother John, but drove his mother crazy. What can we say about John?

Open your book to p.231 We will read p.231 and 232 for the next activity

Task 1 Who is the author? (scan) What is it about? (skim)

Task 2 Highlight the author’s main ideas. (skim)

Main Ideas What do we read Why do we read How is reading used in relation to other skills Who are you as a reader Provide Ss with whole texts Start with Global understanding Use authentic texts reinforce reading as an active skill provide an assortment of activites

Task 3 Look at the main ideas Pick one and summarize it to the others in your group (scan)

Task 4 Answer the guiding questions for the Grellet reading page 230

Task 5 (inference) What is the author’s purpose? Why did she write it? How does she assume you are teaching reading?

Task 6 Journaling: ◦What do you think about this article? ◦Do you agree or disagree with the author? Why do you agree or disagree? Group Discussion ◦Share what you wrote in your journals with your group

Vocabulary Review Skim Scan Inference Straightforward Write about a reading lesson you have taught or will teach in the future and use these four words.

When using reading comprehension exercises, it’s better to start with general understanding and then move toward detailed understanding. (T) Reading is an active skill, not a passive, skill. (T) Simplifying a text often helps students understand it. (F) It’s better to use exercises that have a simple direct answer. (F) Has Your Opinion Changed? Why or Why Not?

Listen to this story:

Processing Questions When did I give the tasks, before or after the reading? Why? If you want to use authentic texts, should you simplify them? Why or why not? If you don’t simplify an authentic text, then what can you do to help your Ss understand the text? What can you simplify and how will it help Ss?

Translation Is teacher translation of the text an effective and efficient way to have Ss demonstrate their understanding? Why or why not? How does this quote relate to the above question: “ Give a man a fish feed him for a day. Teach a man to fish and feed him for a lifetime.”

Receptive Skills are Active not Passive

Model of the ESL Reader (Coady 1979) Conceptual Abilities Processing Strategies Background Knowledge

Choosing a text that Ss already knows something about helps Ss learn English faster Helps learners understand new and unfamiliar grammar Allows Ss to comprehend more of the text at a faster rate

In Receptive Skill Lessons Which Is More Important? Vocabulary is more important than grammar in receptive skill lessons Grammar helps us use language, vocabulary helps us understand language GrammarVocabulary

Task Sequencing in Receptive Skill Lessons General  Specific Easy  Difficult Concrete  Abstract

Introduction to Bloom’s Taxonomy Sequencing of tasks and questions in reading activities is not a new idea Bloom introduced his taxonomy of reading questions in 1956 Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Warning: This is more appropriate for Native Speaker learners, so use this information carefully.

Knowledge Useful Verbs Sample Question Stems Potential activities and products tell list describe relate locate write find state name What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the.... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension Useful Verbs Sample Question Stems Potential activities and products explain interpret outline discuss distinguish predict restate summarize compare describe Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.

Application Useful Verbs Sample Question Stems Potential activities and products solve show use illustrate construct complete examine classify Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? Would this information be useful if you had a...? Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material.

Analysis Useful Verbs Sample Question Stems Potential activities and products analyze distinguish examine compare contrast investigate categorize identify explain separate advertise Which events could have happened...? If... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? Why did... changes occur? Can you explain what must have happened when...? Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person.

Synthesis Useful Verbs Sample Question Stems Potential activities and products create invent compose predict plan construct design imagine propose devise formulate Can you design a... to...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation Useful Verbs Sample Question Stems Potential activities and products judge select choose decide justify debate verify argue recommend assess discuss rate prioritize determine Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? What changes to... would you recommend? Do you believe? Are you a... person? How would you feel if...? Prepare a list of criteria to judge a... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

Homework PDP Framework read and answer Qs