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Reading Strategies

Reading Strategies. 吳倖誼 Sandra Wu 台北縣國中英語專任輔導員 台北縣立義學國中 doggerwu@ms29.hinet.net. Today’s Agenda. Introduction Pre-reading activities. KWL chart Brainstorming Picture walk Skimming Scanning. While-reading activities- semantic map/ graphic organizer Let’s do it!. About reading….

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Reading Strategies

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  1. Reading Strategies 吳倖誼 Sandra Wu 台北縣國中英語專任輔導員 台北縣立義學國中 doggerwu@ms29.hinet.net 2009/ 05/ 04 林口國中

  2. Today’s Agenda • Introduction • Pre-reading activities • KWL chart • Brainstorming • Picture walk • Skimming • Scanning • While-reading activities- semantic map/ graphic organizer • Let’s do it! 2009/ 05/ 04 林口國中

  3. About reading… • Intensive v.s. Extensive • Bottom-up v.s. Top-down A combination of top-down and bottom-up processing, or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. (Brown, Teaching by Principles) In practice, a reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says.(Nuttall, 1996, p.17) 2009/ 05/ 04 林口國中

  4. Pre-reading Activities • Activate background knowledge/ schema/ prior knowledge A reader will rely on knowledge about a known topic to sort out word meaning; conversely, a reader who has a mastery of the text’s vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend a text. (Mikulecky, What is Reading? ) 2009/ 05/ 04 林口國中

  5. K = what you KNOW about the topic • W= what you WANT to know about the topic • L= what you LEARNED 2009/ 05/ 04 林口國中

  6. Brainstorming- webbing 2009/ 05/ 04 林口國中

  7. Picture walk • Let’s “look at” the book! • get information without reading the texts. • posters 2009/ 05/ 04 林口國中

  8. Emma Neil 2009/ 05/ 04 林口國中 Joy, Book 5,Unit 9

  9. Skimming- get the gist • very fast-paced reading • obtain an overview of the form and contents of a text • …is easier to do if the reader is aware of how texts are organized 2009/ 05/ 04 林口國中

  10. Answers: b b d c 2009/ 05/ 04 林口國中

  11. 2009/ 05/ 04 林口國中

  12. Practice – Joy, Book 5 Unit 5 • Please read the “FIRST” and “LAST” paragraphs “THOROUGHLY”. • But read only the “FIRST SENTENCES” of the “SECOND” and “THIRD” paragraphs. 2009/ 05/ 04 林口國中

  13. …should be familiar with the lexical items used for signalingrelationship between ideas and the vocabulary of textualcohesion. (Mikulecky, Teaching Reading Skills) • Discourse Markers(Brown, Teaching by Principles) 2009/ 05/ 04 林口國中

  14. Discourse Markers 2009/ 05/ 04 林口國中

  15. Practice: Joy, Book 5, Unit 1 2009/ 05/ 04 林口國中

  16. Scanning – locate specific information • with an extremely high speed • without reading through the whole text • by reading aloud the request for information • …can serve simultaneously as a review of wh-questions (when, where, why, who, how..) (Mikulecky, Learn Not to Read Every Word) • Make readers share strategies. 2009/ 05/ 04 林口國中

  17. Practice- Joy, Book 5 Unit 2 • Since when has Buteo Huang made kites? • Why is autumn the best season for flying kites? • Where was Mr. Huang born? 2009/ 05/ 04 林口國中

  18. While-reading activities- semantic map/graphic organizer • Readers can easily be overwhelmed by a long string of ideas of events. The strategy of semantic mapping, or grouping ideas into meaningful clusters, helps the reader to provide some order to the chaos. (Brown,Teaching by Principles) 2009/ 05/ 04 林口國中

  19. Graphic organizer • a visual and graphic display that depicts the relationships between facts, terms, or ideas • a one-page form with blank areas for the student to fill in with related ideas and information. • allow for the information to be written or drawn 2009/ 05/ 04 林口國中

  20. Why use semantic map or graphic organizer? • Visualization • Process and get the information more effectively • Reduce anxiety 2009/ 05/ 04 林口國中

  21. http://www.enchantedlearning.com/graphicorganizers/ 2009/ 05/ 04 林口國中

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  24. Joy, Book 5, Unit 1 2009/ 05/ 04 林口國中

  25. Joy, Book 5, Unit 4 2009/ 05/ 04 林口國中

  26. Joy, Book 5, Unit 6 2009/ 05/ 04 林口國中

  27. Joy, Book 5, Unit 8 2009/ 05/ 04 林口國中

  28. Joy, Book 6, Unit 1 2009/ 05/ 04 林口國中

  29. Joy, Book 6, Unit 2 2009/ 05/ 04 林口國中

  30. Joy, Book 6, Unit 3 2009/ 05/ 04 林口國中

  31. Let’s create a graphic organizer! • Joy, Book 6 Unit 5 – Living in Outer Space 2009/ 05/ 04 林口國中

  32. The EndThanks for your listening! Sandra’s Blog: http://blog.yam.com/doggerwu 中英團部落格: http://blog.yam.com/etsinjhoftc 2009/ 05/ 04 林口國中

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