1. Strategic Reading for Success Or Learning to Learn how to Read

2. What is Strategic Reading? “Reading is a process of constructing meaning by interacting with text: as individuals read, they use their prior knowledge along with clues from the text to construct meaning.” “Reading is a process of constructing meaning by interacting with text: as individuals read, they use their prior knowledge along with clues from the text to construct meaning.” “A strategy is a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task.” “A strategy is a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task.” Source: www.eduplace.com/rdg/res/literacy/st_read0.html

3. Strategic Teachers By adopting a strategic approach to our pedagogy, we are empowering students to learn how to learn effectively and develop the skills they need for when they leave the safety of school or college. The strategies we adopt will serve to scaffold our students’ interactions with texts of all kinds and help them towards greater achievement and success.

4. Developing the Strategies and Learning the Foreign Language Gradual Steady Progress Understanding the skill Pre- reading Engaging with reading Response to texts Increasing confidence and autonomy to read and engage Door to total independence STRATEGIES

5. Ideas fished out as events and experiences Concepts and ideas fall on and influence society Writing is published Inspiration Lexicon Style + Register Structure GrammarMeanings Message

6. Reading Strategies Linked to Other Multiple Intelligences Visual: Exploiting photos, cartoon strips, graphs and charts, puzzle pages Visual: Exploiting photos, cartoon strips, graphs and charts, puzzle pages Auditory: Reading the article aloud, music to set the scene Auditory: Reading the article aloud, music to set the scene Kinaesthetic: matching headlines to articles Kinaesthetic: matching headlines to articles Naturalistic: Reading about nature / weather / animals extinction / environment etc.; change of classroom environment Naturalistic: Reading about nature / weather / animals extinction / environment etc.; change of classroom environment Interpersonal: Read an article in pairs or small groups and then act out the events based on the text. Interpersonal: Read an article in pairs or small groups and then act out the events based on the text. Intrapersonal: Skim and scan the passage for subtle emotions, feelings, insinuations and judgements. Ask for personal feedback on how the text makes the students feel or want to react. Let students write a personal response, e.g. letter to the editor. Good texts may include agony aunt columns, political comments, etc. Intrapersonal: Skim and scan the passage for subtle emotions, feelings, insinuations and judgements. Ask for personal feedback on how the text makes the students feel or want to react. Let students write a personal response, e.g. letter to the editor. Good texts may include agony aunt columns, political comments, etc. Logic / mathematical / technological: Set reading tasks that are in the form of logic problems or puzzles. Crosswords and other word games are appropriate here. Put paragraphs back in the right order. Create a time line of events. Logic / mathematical / technological: Set reading tasks that are in the form of logic problems or puzzles. Crosswords and other word games are appropriate here. Put paragraphs back in the right order. Create a time line of events. Musical: Play suitable background music while an article is read, have sound effects, use songs with their lyrics by a singer discussed in an article. Poetry and discussions around rhythm and rhyme and word play work well for headlines. Musical: Play suitable background music while an article is read, have sound effects, use songs with their lyrics by a singer discussed in an article. Poetry and discussions around rhythm and rhyme and word play work well for headlines. Philosophical / ethical: Have a moral debate or group discussion about the issues raised in a text. Select texts of a religious nature or of a controversial ethical nature. Keep to topical issues that are relevant to the students’ ages. Let students have input into choice of material for reading – even looking for their own material. Philosophical / ethical: Have a moral debate or group discussion about the issues raised in a text. Select texts of a religious nature or of a controversial ethical nature. Keep to topical issues that are relevant to the students’ ages. Let students have input into choice of material for reading – even looking for their own material. Verbal: Reading aloud, discussions, Q + A sessions, debates, oral comprehension tasks, arguing a point of view, explaining the meaning or idea of the text orally to the class. Verbal: Reading aloud, discussions, Q + A sessions, debates, oral comprehension tasks, arguing a point of view, explaining the meaning or idea of the text orally to the class.

7. Strategy Models Hermeneutic Spiral (Müller-Michaels, 1996) I Pre-reading Context, structure, first impression, striking features III Deep understanding Author’s intention, actualisation II Analysis People, time, language, style, Motifs, themes, narrative structure, conflicts, problems

8. And now for some more specific strategies that you could try in the MFL classroom.

9. Pre-Reading Strategies Answer these questions: Who is the author? Who is the intended reader? What visual stimulus is there? What can we infer from the title (or other means) about the topic / issue / vocabulary / style and register? Brainstorming and mind maps to warm students up to the topic / issue of the text Anticipation guides to focus readers The QAR Strategy (Question-Answer Relationships): ‘right there’ questions, ‘think and search’ questions, ‘author and you’ questions and ‘on my own’ questions Students pose their own questions in advance about what they want to find out

10. Strategies for Engagement with Texts Annolighting Annolighting Annotating Annotating Conversations across time Conversations across time Inferential reading Inferential reading Interactive notebook (also post- reading strategy) Interactive notebook (also post- reading strategy) Key concept synthesis Key concept synthesis Listening to voice Listening to voice

11. Post-Reading Strategies Collaborative annotation Collaborative annotation Dense questioning (cf. thinking skills and questioning techniques later) Dense questioning (cf. thinking skills and questioning techniques later) Interactive notebook (also a strategy to use while reading) Interactive notebook (also a strategy to use while reading) RAFT – based on suggestions generated from class discussions, students respond to the text by choosing a Role, an Audience, a Format and a Topic on which to write a response. RAFT – based on suggestions generated from class discussions, students respond to the text by choosing a Role, an Audience, a Format and a Topic on which to write a response. Drawing sociograms to demonstrate relationships between characters / people in texts Drawing sociograms to demonstrate relationships between characters / people in texts