From struggling to strategic readers · From struggling to strategic readers Preparatory& Secondary Stage English Supervisors :Abdelfattah Sghaier, Bushra Medini & Duaa Mismar September

From struggling to strategic readers

Preparatory& Secondary Stage English Supervisors :Abdelfattah Sghaier, Bushra Medini & Duaa Mismar

September 29,2016

Workshop Schedule

Workshop Schedule

Time Session

10:30 - 11:00 Orientation Objectives / Common concerns

11:00 - 12:00 - Framework for reading - Reading stages and strategies (part 1)

12:00 – 12:30 Break

12:30 - 1:00 Part 2) )Reading stages and strategies

1:00 – 1:40 Inking your thinking Strategy& Practice time

1:40 – 1:55 Recommendations & Reflection

1:55 – 2:00 MOE Evaluation Sheet

Learning Outcomes

In this workshop, we will:

discuss most common teaching reading concerns

explore aims and strategies for the before/during/after- reading stages

analyze six reading comprehension question types using QAR strategy

recognize some effective reading strategies through a variety of resources

practice ‘Inking your thinking’ reading strategy using text books

Worries in a Hat Activity 1 : 5 minutes

• What are the biggest concerns

when teaching reading?

• “My learners have found the provided texts too difficult to read.”

• “My learners always say that reading is boring!”

• “My learners panic and stop reading as soon as they meet a word they don’t understand.”

• “My learners read quite well, but don’t seem to understand the meaning.”

• “There is not enough time to accomplish the reading lesson learning objectives.”

Common Concerns

Task Text

Activity 2 /Spend 3-5 minutes thinking about common mistakes in

reading classes.

Lack of methodological awareness / all texts are treated alike

no clear or logical staging

pre-reading is dominant

focus on vocab more than other reading comprehension skills

Questions are surface

wasting time in defining skimming and scanning

Reading aloud : students focus on decoding and not comprehension

Insufficient time to think about the answers.

Students do not monitor their comprehension

teacher’s interference interrupts students’ concentration

What are the Common mistakes in reading classes?

Framework for a reading lesson Teacher Responsibility

Student Responsibility

• Ask open ended questions in order to : • activate prior knowledge • teach key vocabulary if need be • build background information • make connections

Preview & predict

• Promote incidental vocabulary acquisition

• Model reading strategies • Ask questions • Teach students how to

summarize main ideas

• Skim & scan • Identify main

ideas • Make inferences • Check predictions • Paraphrase and

summarize

Provide activities that teach Ss

how to: -reflect

- Reread

- respond

Reflect Retell

Reread selectively Transform information

Before Reading 7-10 min “I Do it”

During Reading 20-30 min

- “We Do It” - “You do it together”

After Reading

10-15 min “You do it

alone”

Before Reading : Sample

Strategies/activities

• Guided Discussion

• SPQ: Asking signpost question

• Concept Cube

• Visuals

• Prediction Strategies

• Making connections

• Talking places/Graffiti Walls

• Brainstorming

Activating prior knowledge

Introducing the text

Providing a reason

for reading

Previewing

vocabulary

How to introduce a reading lesson appropriately? Activity3: 5 minutes

• Read “the Risky business” text from grade 7B text book and decide which of the following introductions you would choose or reject. Why ?

1- Our text today is about Blaze Condor who is a bomb squad. I suppose you have all heard about Hiroshima bomb that had a disastrous effect on the whole region. It killed 130,000 persons. The atomic bomb radiation caused severe illnesses including Chromosome changes, cancer and Unhealed scars. 2- What is in common between the 3 pictures provided in ex1?Would a career in the army, navy or air force interest you? Are such careers risky? Have you ever heard, read or seen a documentary about bomb squad technicians ?What do you think this job is likely to be about?

The first sentence may help the students interpret the text but the rest is off the point. Knowledge about H.bomb is not important

This introduction tries to help the student to see the significance of the career in relation to the overall theme of risky business

Signpost questions /SPQ

• Direct the reader’s attention to the important points in the text

• Prevent readers from going off along a false track.

• Require students to think about the meaning, not just locate information.

• SPQs should be few and clear.

• Can’t be answered until the whole of the section has been read

How can we implement SPQ ? Activity 4 – 5 minutes

• Look at “The Young at Heart ” text from grade 12 text book and decide which of the following questions you would choose as SPQ and why ?

• Read the text and answer the following questions:

1- What is the main theme of the text?

2- Why does the elderly woman have a ‘sad smile’

on her face?

3-Why should we help elderly people?

4-What is the main difference between the two

texts?

5- What technique does the writer use to

persuade the reader ?

-

Q4+5 : The answers are

important but come too early in

the text

Q1+2+3 : The best choices ; cannot be answered without understanding the

whole text

Grade 8 / Module 4a /page 50

• How can ‘Graffiti Wall’ be implemented?

• How can ‘Concept Cube’ be implemented?

How can ‘Graffiti Wall’ be implemented?

Suggested implementation Grade 8 / Module 4a /page 50 (group work) 1- Look at the provided pictures and use the following prompts to record your thoughts on the graffiti wall. You may express opinions ,doubts, and find links between pictures & ideas.

Do you think …………?

The man is walking in the desert on his own

I wonder………..

Maybe …………………

I wonder why ………………………….

The sandstorm might …………………..

How can ‘Graffiti Wall’ be implemented?

Do you think he is dead?

The man is walking in the desert on his own

I wonder why he is in hospital

Maybe he lost the race

I wonder why his friends left him alone

The sandstorm might stop the foot race

Concept Cube /pre

Antonym Define

blindly Synonym Sentence

Suggested implementation /Grade 8 / Module 4a /page 50 Use the given cube and on each of the squares write down one of the following: -Vocabulary word & definition/use dictionary -Antonym -Synonym -one sentence

• Visualization/ Mental imagery

• Grammar analysis/ Oral Cloze

• Contextual definition(Vocab)

• Skimming & scanning

• Say Something

Check predictions

Read for gist and detailed comprehension

Make inferences

Discuss text structure& language items

While Reading Stage

QR

Concept Cube /while Use the same cube and on each of the squares write down one of the following: -definition/ according to the text -Word association/ Prefix/root/suffix

Meaning in the text

Prefix/root/suffix

Antonym Define Synonym Sentence Define blindly

Visualization Activity5: Great Expectations / G12 F /P 22

Sounds Sights Smells Feelings

footsteps darkness mildew loneliness

etc.

etc.

etc.

etc.

etc. etc. etc. etc.

etc. etc. etc. etc.

Read the following text about Pip. Visualize the situation and the environment and describe the conditions he is encountering. What sounds , smells , sights and innermost feelings does he experience ? Answer based on clues provided in the text.

Visualization Activity5: Great Expectations / G12 F /P 22

Sounds Sights Smells Feelings

footsteps darkness mildew loneliness

Door creaking

old house Candles perfume

fear

etc. etc. etc. etc.

etc. etc. etc. etc.

Skimming

Read in this direction

Scanning Read in these directions

Glancing rapidly through a text

• Read the first and last sentence of each paragraph

• Look at the pictures, charts or diagrams, to understand the main ideas .

• move your eyes horizontally and quickly as you skim

• Do not read every word

• Search for specific information by finding relevant words , dates, places ,etc..

• Note how the information is arranged in the text.

• Move your eyes vertically or diagonally down a page

• It is not scanning unless it is done fast

How to teach skimming and scanning skills?

• Activity 6 : (5 minutes)

• Read the text and write down as many questions as you can about it.

“Poor questions defeat even the ablest teacher” Christine Nuttall

Last week, Rahman's wife Leila had an accident. Rahman's

youngest child, Yusof, was at home when it happened. He was

playing with his new toy car. Rahman had given it to him the week

before, for his third birthday.

Suddenly Yusof heard his mother calling "Help! Help!' He ran

to the kitchen. His mother had burned herself with some hot

cooking oil. She was crying with pain and the pan was on fire.

Rahman had gone to his office. Both the other children had

gone to school. Yusof was too small to help his mother, and she

was too frightened to speak sensibly to him. But he ran to the

neighbor's house and asked her to come and help his mother. She

soon put out the fire and took Yusof's mother to the clinic.

When Rahman came home, Leila told him what happened. He

was very proud of his son. 'When you are a man, you will be just

like your father,' he said.

QARs

QARs Classify the questions you wrote in relation to their answers in the below table

Think & Search

Right There

In t

he

bo

ok

On My Own

Author & Me

In m

y h

ead

Types of question: What questions to ask during the reading?

Type 1 • Questions of literal comprehension

Type 2 • Questions involving reorganization or reinterpretation

Type 3 • Questions of inference.

Type 4 • Questions of evaluation

Type 5 • Questions of personal response

Type 6 • Questions concerned with how writers say what they mean

QARs & Questions types Activity7:(10 min)

• G12 F page 23

• Grade 9 page 82& teacher’s guide page 82

Read the questions and say how you would “manage” them to make the reading more effective?

“Manage”: Accept- modify - reject- add

Prep task Feedback

QARs Type Question

Right There Questions of literal comprehension

Author & Me Questions of inference 3.What does the word ‘scatter’ in line 28 mean?

On My Own Questions of evaluation

On My Own Questions of personal response

Think & Search Questions involving reorganization or reinterpretation

Where will the two suspects spend their time before the trial? (T’s guide)

Author & Me Questions concerned with how writers say what they mean

Add a new question

QARs Type Question

Right There

Questions of literal comprehension

Add questions

On My Own Questions of evaluation/inference


Q3/4- Which features do both text A and Text B share?


2-How does Dickens portray the young lady’s character in paragraph B?

Author & Me Questions of inference


5- Find examples of paralinguistic features in text B?

On My Own Questions of personal response

Secondary /task Feedback

Prep task Feedback

Type QARs Question


Right There

1.Why did the police pull over the black saloon?

Questions of inference Author & Me

3.What does the word ‘scatter’ in line 28 mean?

Questions of evaluation On My Own

5.What's the purpose of the last paragraph?

Questions of personal response

On My Own

C. What do you think leads people to commit crimes?

Questions involving reorganization or reinterpretation

Think & Search

Where will the two suspects spend their time before the trial? (T’s guide)

Questions concerned with how writers say what they mean

Author & Me

How did the writer describe the suspects? (Added)

QARs Type Question

Right There


-Who is Pip? -How does the house look like? -What caused Pip to feel uncomfortable?

On My Own Questions of evaluation/inference

1-What is the primary purpose of text A?


Q3/4- Which features do both text A and Text B share?


2-How does Dickens portray the young lady’s character in paragraph B?

Author & Me Questions of inference

4- From which point of view is this text narrated ? What helps you identify it?


5- Find examples of paralinguistic features in text B?

On My Own Questions of personal response 6- What do you think happens next in the novel?

Secondary /task Feedback

• Reflect

• Compare and contrast,etc…

• Debate

• Role Play/ Imaginary Interview

• Extended Writing • Expert Panel • GRASP(Guided

reading and summarizing procedure)

Translations:

Replicate the topic & genre

Innovations:

Replicate the genre but

change the topic

Connections:

Text to self

Text to text

Text to world

Transformations:

Maintain the topic but change the genre

After Reading Stage

Goal • To get students to demonstrate deep understanding of the text. • To get students to demonstrate linguistic and conceptual mastery and provide an

opportunity for communicative and meaningful language practice

Translation Replicate the topic and the

genre

Transformation Maintain the topic but

change the genre

Innovation Replicate the genre but

change the topic

Connections Text to text

Strategies to Do Before/During/After Reading

Strategies for strategic

reading

Reciprocal teaching

Inking your

Thinking

CSR

SCORE reading strategy

Anticipation Guide

Inking your thinking

predict the topic

# Number

your paragraphs

Circle

unknown

words

! Surprising decisions

∞ Connections

Box the title

Summarize sections

Draw arrows

★ Star

?

Inking your thinking

• How can a reader become a strategic reader?

• What roles does/ should a reader play to read strategically?

Code breaker: Reading the lines for recognition

Text analyst: Reading ………… the lines for creation

What are the roles of a strategic reader?

:Meaning Maker

Text user :

Reading ………….. the lines for meaning

Reading ………..the lines for application

Code breaker: Reading the lines for recognition Decoding the codes and conventions of written, spoken and visual texts, eg: • focuses on particular words in texts • carefully reads and rereads the text

focusing on specific wording

:Meaning Maker the lines for meaning insideReading

Comprehending written, spoken and visual texts, eg: • links the text to real life issues • focuses on the literal and inferential

meaning of the language used in the text

• draws on background knowledge to interpret the text

the lines for between:Reading user Text application Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg: • develops an awareness of how the

cultural and social context shapes the nature of texts

• develops a critical response based on own knowledge of how texts are used to convey meaning

the lines for beyond Text analyst: Reading creation Understanding how texts position readers, viewers and listeners, eg: • examines how the writer says what he

means • explores and be aware of word attack

and text attack skills • develops a critical response to the text

,ie: be conscious of what they do when they interpret text

What are the roles of a strategic reader?

Concept Mapping MM

Question generation TA&MM

Visualization TU&MM

Vocabulary

CB&MM

Summary MM&TU

Question and action (Q & Do)TA&MM

Bef

ore

W

hile

Reading response CB&MM&TA

• Read the title • Examine a relevant concept mapping • Identify key words

• Think how much you know about the topic • What might the text be about? • How do you connect to this text? • Answer the provided questions to guide your reading(SPQ)

Circle unknown words: • Predict definitions while scanning the text • Decide how important the unknown words are.

• Get help(dictionary, friend,teacher)

• Construct visual that represents main ideas in the text. You may include symbols ,signs , etc..

• List main verbs in a paragraph • List the nouns associated with these verbs • Use conjunctions to combine ideas /see Top level

structure sheet

• Why did the author compose that text? • Different question types • If so…. So what? • How could you use this text in your own life?

• Replicate the topic and genre of the original text( translations) • Replicate the genre but change the topic (Innovation) • Maintain the topic but change the genre(Transformations)

Aft

er

How to implement ‘Inking your thinking’ learning strategy /Modeling

Inking your thinking Learning Log(Tom Sawyerp14&15/F)

What impact does the picture have on you ?..................................................................................... What kind of eyesight does the boy show? Why?.............................................................................. What type of story do you think it is? ………………………………………………………………………………………….. What might the text be about ?........................................................................................................ a ‘………………………………sad B

efo

re

Re

adin

g

Q & Do

TA &MM

&Summary Visualization

TU &MM

Q & Do MM

Vocabulary

CB&MM

Du

rin

g R

ead

ing

• Q2 • Q3

-Q4 5Q

-Read question 3c and design your own story board showing how the characters’ feelings change throughout the events.

Read the text and answer the questions as follows:

- Q1b b(1- 5)

- Identify keywords in each paragraph.

- p1………. - P2……….. - P3……….. - Find synonyms to the

following words : - Brave:…… - Collapsed:…. - Choice:…..

- Transformation (Imaginary Interview) - Write a set of questions to interview Tom, your partner. These questions should

focus on his emotions and ambitions.

Aft

er

Re

adin

g

Inking your thinking Learning Log Topic: _____________ Group:____________ Date:______________

Summary Vocabulary

Q and Do Visualization

It’s your turn Preparatory/Activty8:

• Use the text “The Qatari Education System” from grade 9A text book/module 1 to apply “Inking your Thinking” strategy .

• Use texts “The Young at Heart”& “Drop-in Centre” from grade 12F/A text book to apply “Inking your Thinking” strategy .

It’s your turn Secondary Stage/Activty6:

Inking your thinking Learning Log

Bef

ore

R

ead

ing

Q & Do

TA &MM

&Summary Visualization

TU &MM

Q & Do MM

Vocabulary

CB&MM

Du

rin

g R

ead

ing

Aft

er

Re

adin

g

Quick Reminders

look at the picture. then you will answer some questions.

There are 8 rabbits hidden in this picture. You have 30 seconds to

find them all.

This is how some of you set

up tasks

This is how it should be done

Remember: (Making sense of the text)

The text functions like a do-it-yourself construction kit

Make sure to involve your readers actively by providing the appropriate tools and support

Remember : Different texts need different treatment and can’t all be handled within a single frame work.

Turn to your partner

• Now you are going to

interview your partner

about how she is

going to use what she

has learned in the

workshop.

QARs Think & Search

-Questions involving reorganization or reinterpretation

1-How old was Yusof? 2-What in the text proves that Yusof was not in the kitchen at the time of the accident?

Right There -Questions of literal comprehension

1- When did Leila have an accident? 2- What was Yusof doing when the accident happened? 3-How did yusof help his mother

In t

he

bo

ok

On My Own

-Questions of evaluation -To what extent did the writer succeed in portraying the setting? -Questions of personal response -What is your opinion of Yusof's behavior? -How would you have felt if you were Rahman?

Author & Me

-Questions of inference - Why was Rahman proud of his son? -Questions concerned with how writers say what they mean - Find all the words the writer uses related to being scared . What effect does this have on the reader?

In m

y h

ead

Documents

From struggling to strategic readers · From struggling to strategic readers Preparatory& Secondary Stage English Supervisors :Abdelfattah Sghaier, Bushra Medini & Duaa Mismar September