Didactics for Reading and Listening in English

8/11/2019 Didactics for Reading and Listening in English

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Reading Strategies

Didactics for Reading


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What is reading

A first definition: learning toread means learning topronounce words.

Second definition, learning toread means learning to identifywords and get their meaning.

Third definition, learning to readmeans learning to bringmeaning to a text in order toget meaning from it.


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Teaching StrategiesComprehension

Learning Walls

Generate a list of essential

words, concepts, formulas,

etc. and begin a word wall.Create charts and place them

in a prominent place.

Use color and patters toenhance learners.

Students connect new info

with the learning walls.


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Learning Walls

Location: Where the kids can

see it

Content: Pictures, phrases, 4x6index cards, color code

words that share same

concept


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Learning Word Walls Critical

Elements:

Include essential words

Add no more than 5 words perweek

Put words where everyone can

see themPractice words daily (chanting,

writing, and moving), make sure

words are spelled correctly.

(Cunningham, 1990)

Did you know black

text on yellow paper

stimulates learning?


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Word Walls

Guess the WordStudents

number papers 1-5. Give 5 clues

focusing on one word.

1stclue: It is a word on the WordWall.

After each clue have students

guess the word from the word

wall.

By the 5thclue students should

be able to guess the word.

Each clue narrows

the possible

answer.


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Guess the Word Game Numberour paper 1-5.

1. It is a word from the Word

Wall.

2. It has ________ syllables.

3. Its used only when ______

4. Its part of ____________

5. It completes thissentence: _______________


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Visual Reading Guides (Stein, 1978)Skimming.

How is the visual related to the text?

Why did the author include the visual?

What does the visual show me?

How can I use the information from the visual tohelp me understand the text?

Why is the information from the visualimportant?


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General tips.

A new strategy must be taught,modeled, and supervised in orderfor students to incorporate the

strategy.


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Teaching Listening Skills


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Standard Format

1. Pre-listening

2. Listening

3. Post-listening


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#1 Pre-listening

Do NOT pre-teach ALL

important new vocabulary

in the passage

Instead set the contextand create motivation

Do this by activating

students prior knowledge

through a cooperative

learning activity


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#2 Listening

Extensive listening -

students listen for the main

idea then answer the

general questions toestablish the context

Intensive listening - students

listen again to answer

detailed comprehensionquestions

This is too simple and

perhaps dull


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#2 Listening

Starting with extensive

listening is a good

technique, but add focus

to the attitude of thespeaker

Instead of detailed

comprehension questions

for intensive listening,involve students in a

listening task

Upon completion of thelistenin task have students


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Listening Tasks

Listing

Ordering and sorting

Comparing

Problem solving

Sharing personal

experiences

Creative tasks


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#3 Post-listening

Do NOT analyze the

linguistic elements through

discussing grammar and

repetition exercises. Instead examine the

functional language and

infer the meaning of

vocabulary.

Allow students to negotiate

the meaning rather than

telling them the correctinter retation.


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Documents

Didactics for Reading and Listening in English