TSLB 3073 Topic 2

TSLB 3073 READ AND WRITE
Topic 2
Reading skills (Skimming and scanning)
Skimming Scanning
 Just want to know the  Find specific information

most important quickly.
information  Before scan, already have
 Read newspaper and a question in mind. So
magazine you scan the text for the
 Read newspaper: skim the answer.
headlines to get the  Google search list on the
geberal news of the day. internet, a bus schedule,
a graph.
Activities of skim and scan (need to find on your own, I haven’t find de)
Reading Comprehension Skills
Reading comprehension (reading + understand)
 There is a difference between reading the text and comprehend the text
 Involves many level of understanding
 Able to
1) Read a text (learners need phonemic awareness-the relationship, between
sounds, letters and words)
2) Process it (learners need vocabulary knowledge to comprehend the meaning
of words)
3) Understand it meaning (construct meaning from the whole text)
Barrett’s Taxonomy of Reading Comprehension (1968)
Appreciation
Evaluation
Inference
Reorganization
Literal Comprehension
1. Literal comprehension (concern with information stated explicitly 明显 in the text)

 Recognition and recall
 Students need to read questions before they read the passage
 Increases reading speed and important test taking skill
 Begin with “who”, “what”, “where”, “when”, “why”, “how”
Activity: read a passage and turn the book face down on the desk, ask the first question twice
and when the teacher say “Go!”, students look at the text and scan for the correct answer.
This activity can be done in small group where one of the student be the “quiz master”
2. Reorganization (analysing, synthesizing and organizing information that has been

stated explicitly)
 Classifying, outlining, summarizing, synthesizing
 Happens during the after-reading phase
 Summarising a story or article
 Transferring the linear information into non-linear (mind maps, pictures, charts)
 Retelling the story in your own words
Activity: Jig-saw reading. Rearrange the paragraphs and form a whole context
3. Inference (using information explicitly stated along with one’s own personal
experience as a basis for conjecture and hypothesis)
 Inferring
 Think, search for clues from text and provide an acceptable answer
Activity: read parts of the story, stop them at a critical point and predict what will happen next.
Ask some questions which the answers are not in the passage. Let them infer to the passage.
4. Evaluation (judgements and decisions concerning value and worth)

 judgements
 base their answer on their own experiences plus evidence to explain why
characters are feeling, thinking or behaving in a particular way
 Questions begin with phrases like “what do you think …”
i. Deciding on fact or opinion
ii. Same or different
iii. Agree or disagree
iv. Good or bad
Activity: the teams could debate on the issue on the main character’s action or personality
of the characters
5. Appreciation (psychological and aesthetic impact of the text on the reader)

 Emotional response, identification, reactions, imagery
 Students give value to the story or text they have read
 Comes in form of giving personal response or emotional response
Activity: ask the students “did you like this story? Why?” Another good way is to teach
appreciation is to ask each student to draw a picture of one favourite scene and explain
the picture
Extra Reading: Reading Comprehension Strategies for English Language Learners
The benefits of improving comprehension skills:
 Read more accurately  Master new concepts

 Follow a text or story more closely.  Complete assignments & assessments.
 Identify important events & concepts in a text.  Feel motivated to read.
Make associations between students' experiences & new content.

Draw on students' existing
knowledge
Allow them to use native language for a quick brainstorm before presenting ideas.
Every students didn't have the same level of knowledge.

Build students' background
Build background knowledge
knowledge
When starting a new lesson, look for references that you may need to explicitly explain.
Show them different elements of text (table of contents, the glossary) and discuss how
Take students on a tour of these sections can be helpful.
the text - "virtual tour" Explain how the text is prganized, pointing out bold print, chapter headings & chapter
summaries will let them able to preview the tect independently.
Walk through the book with the students, pointing out photographs, illustrations &
graphic elements.
Use a "picture-walk"
Ask students try think how those picture relate with the content.
Use outlines to scaffold Provide a briefm simple outline of a reading will help the students pick out the
comprehension important information as they listen or read.
2. Teach vocabulary explicitly:
a) Focus on key vocabulary

 Choose the vocabulary that students need to know in order to support their
reading development & content-area learning.
 Provide friendly definitions
b) Include signal & directional words
 Signal or directional words – because; explain
c) Use a “picture-walk” for vocabulary
 After students know a new word’s definition, ask them to connect those new
words to the picture in the text.
d) Teach students to actively engage with vocabulary
 Underline, highlight, make notes, & list unknown vocabulary words
e) Give students practice with new words
 Define a word
 Recognize when to use that word
 Understand multiple meanings (such as the word “party”)
 Decode and spell that word.
f) Incorporate new word into discussion and activities
 Give students as many opportunities to use & master the new vocabulary as
possible.
3. Check comprehension frequently
a) Use informal comprehension checks

 Print sentences from a section of the text on paper strips, mix the strips & have
students put them in order.
b) Test comprehension with student-friendly questions:
 Using simple sentences & key vocabulary from the text
 For example:
o Literal level (Why do the leaves turn red & yellow in the fall?)
o Interpretive level (Why do you think it needs water?)
o Applied level (How much water are you going to give it? Why?)
c) No matter what the students’ proficiency level, ask questions that require higher-
level thinking
 ask questions that require students to analyse, interpret, or explain what they
have read
o What ideas can you add to...?

o Do you agree? Why or why not?
o What might happen if...?
o How do you think she felt...?
d) Use graphic organizers
 organize information and ideas efficiently
 Venn diagrams, K-W-L charts (Knowledge, Want to know, Learned), story
maps, cause-and-effect charts, and time lines
e) Provide students with many different ways to show what they know:
 Drawings, graphs, oral interviews, posters, and portfolios
f) Summarize
 Retell what you read, but keep it short.
 Include only important information.
 Leave out less important details.
 Use key words from the text.

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TSLB 3073 READ AND WRITE

Reading skills (Skimming and scanning)

 Just want to know the  Find specific information

Reading Comprehension Skills

Reading comprehension (reading + understand)

Barrett’s Taxonomy of Reading Comprehension (1968)

1. Literal comprehension (concern with information stated explicitly 明显 in the text)

2. Reorganization (analysing, synthesizing and organizing information that has been

4. Evaluation (judgements and decisions concerning value and worth)

5. Appreciation (psychological and aesthetic impact of the text on the reader)

Extra Reading: Reading Comprehension Strategies for English Language Learners

The benefits of improving comprehension skills:

 Read more accurately  Master new concepts

Make associations between students' experiences & new content.

Every students didn't have the same level of knowledge.

2. Teach vocabulary explicitly:

a) Focus on key vocabulary

3. Check comprehension frequently

a) Use informal comprehension checks

o What ideas can you add to...?

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