Uploaded byLy Sam Ath
How to teach reading by Ly Sam Ath, Adult Academic Officer, AIS
This document outlines various techniques for teaching reading at different stages - pre-reading, while-reading, and post-reading. In pre-reading, teachers introduce topics and activate prior knowledge through activities like brainstorming, questions, and visual aids. While-reading guides active engagement through comprehension checks and techniques like GRP where students organize facts. Post-reading focuses on reviewing, consolidating knowledge, and relating information through discussions, summaries, debates and other reflective activities. A variety of additional exercises are also described to support teaching reading skills.
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Overview by an Adult Academic Officer; key principles about teaching reading including pre, while, and post-reading.
Important pre-reading strategies such as prediction, class discussion, visual aids, and KWL to enhance student engagement and preparatory skills.
Essential while-reading strategies like comprehension checks, GRP technique, and tasks guiding active reading and critical thinking.
Post-reading strategies to review content, including summarization, debates, reflections, and creative group activities to consolidate learning.
Various engaging activities and exercises to enhance reading comprehension and maintain students' interest in reading.
List of resources and references used in the presentation regarding teaching reading strategies.
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How to teach reading by Ly Sam Ath, Adult Academic Officer, AIS
- 1. By Adult AcademicOfficer
- 2. 1. Key Principlesabout Teaching Reading 2. Pre-reading 3. While-reading 4. Post-reading 5. Extra Techniques used in teaching reading 6. Conclusion 7. References
- 3. Prediction playsa vital role in teaching reading Effective teaching reading makes students thinks Always give reason for students to read Interesting topics motivate students Using texts which relate to students’ own knowledge and experience speeds up learning
- 4. In pre-reading stageteachers should spend some time introducing a topic, encouraging skimming, scanning, predicting and activating schemata (activating prior knowledge) so that students can bring the best of their knowledge and skills to a text when they have been given a chance to read through the passage.
- 5. Brainstorming the titleof the text
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- 8. Pre-True or FalseStatements _____ 1. Vatican City is the smallest county in the world. _____ 2. The city is the city of Catholic religion. _____ 3. There is zero crime rate in the city.
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- 13. 1. Brainstorming thetitle of the text 2. Class Discussion 3. Pre-questions 4. Pre-True or False Statements 5. Visual Aids 6. Vocabulary Preview 7. Structure Organizers 8. Using KWL
- 14. While-reading givestudents a sense of purpose for reading rather than just reading because you order it. This stage, too, requires the teacher’s guidance to ensure that students assume an active, questioning approach to the material. Such guidance can be supplied by a number of while- reading tasks.
- 15. True or FalseStatements
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- 17. GRP Technique 1. Reada text 2. Put the text away 3. Note down the important facts from the text as you can remember 4. Go back into the text to look for things you missed 5. Finally organize your information Advantages of GRP: 1. Help students read more critically and show them the importance of looking back in the text when they need additional information. 2. Allow students to think more deeply about what they read by creating their own categories or main ideas found in the text. 3. It can be used in both while-reading and post-reading. 4. It can also be adapted to include a summary piece after categorizing the information from the reading.
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- 20. Expert Family GroupReading
- 21. 1. True orFalse Statements 2. Comprehension Strategy (Q & A) 3. GRP Technique 4. Key Sentence 5. Making in Text 6. Expert Family Group Reading
- 22. The laststage of the reading lesson is intended to review the content; work on bottom-up concerns such as grammar, vocabulary, and discourse features; and consolidate what has been read by relating the new information to the learners’ knowledge, interests, and opinions. At this point, it would be appropriate to put the students in pairs or small groups to compare and verify their responses to the questions or graphics and then check the results with the entire class.
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- 30. Classroom Survey (Findsomeone who) SHOP Till You DROP Find someone who: Student 1 Student 2 Student 3 1. Go shopping very weekend 2. Buy cheap clothes at BKK market 3. Eat something in the market
- 31. 1. Resolution Discussion 2.Summarization (Remember Me) 3. 3-2-1 Technique 4. Classroom Debate 5. Reflection Writing 6. WANTED Poster 7. Imaginary Interview 8. Classroom Survey (Find someone who)
- 32. Text onthe wall Word Matching Cloze exercise Scrambled stories (Jigsaw Reading) Making inferences Contextual guessing Running Dictation Reordering Main Idea Word Hunting
- 33. Give studentsreasons to read Say something to make students predict something right
- 34. 103 things todo before/during/after reading. (2012). Retrieved May 30, 2013, from http://www.readingrockets.org Cuatemal, C.B.V (2008). Reading Strategies: Before, during and after reading. Slideshare. Retrieved My 30, 2013, from http://www.slideshare.net Elizabeth S. Pang, Angluki Muaka & Michael L. Kamil (2003). International Academy: Teaching Reading. Geneva: Switzerland. Retrieved from http://www.ibe.unesco.org All images used in the presentation are retrieved from http://www.google.com.kh