1. 整合閱讀與寫作的大學英語課 台灣師範大學英語系教授 陳秋蘭 clchern@ntnu.edu.tw

2. What is reading? Words, sentences, grammar Meaning, world knowledge Cognitive process vs. social process

3. What do good readers do while reading?

4. 1. Good readers are active readers. 2. Good readers have clear goals in mind for their reading. 3. Good readers look over the text before they read. 4. As they read, good readers frequently make predictions about the next part of the text. 5. Good readers read selectively. 6. Good readers construct, revise, and question the meanings they make.

5. 7. Good readers try to determine the meaning of unfamiliar words and concepts in the text. 8. Good readers integrate their prior knowledge with material in the text. 9. Good readers think about the authors of the text. 10. Good readers monitor their understanding of the text. 11. Good readers evaluate the text’s quality and value and react to the text. 12. Good readers read different kinds of text differently.

6. Reading Process Bottom-up vs. Top-down Interactive & Transactional Reader-based vs. Text-based

7. Reading Instructional Activities Part-to-whole Whole-to-part Pre-reading activities During-reading activities Post-reading activities

8. Pre-reading activities Predicting from words Predicting from title or first sentence Predicting from a key illustration Sequencing illustrations Reader questions Storytelling in L1/L2 Sharing existing knowledge

9. During-reading activities( Ⅰ ) Modeled reading Skimming and scanning the text Rereading for details Word masking Pause and predict

10. During-reading activities( Ⅱ ) Shadow reading Summarizing the text Jigsaw reading Reading aloud

11. Post-reading activities( Ⅰ ) Story innovation Innovation on the ending Cartoon strip Readers’ theater Wanted posters Story map Time lines Hot Seat Freeze frames

12. Reciprocal Teaching

13. What is Reciprocal Teaching? instruction using the four comprehension strategies – predicting, questioning, clarifying, summarizing a special kind of cognitive apprenticeship

14. Four Roles Predictor Clarifier Questioner Summarizer

15. Predictor Predict what is likely to happen next based on clues from the text or illustrations Stop to predict during reading Use what they know (from text and prior knowledge) to help make a prediction Continue to make logical predictions based on clues from the text

16. The language of prediction that students can use I think…because I’ll bet…because I wonder if…because I imagine…because I suppose…because

17. Clarifier Give strategies for clarifying words that are difficult to pronounce or understand Express confusion with specific portions of text, such as ideas or events, that are difficult to understand Tell strategies for clarifying ideas, and tell how clarifying helps them to understand text.

18. The language of clarification that students can use ( Ⅰ ) I didn’t understand the part about…, so I.. I didn’t understand the part about…, so I … and… I can’t figure out…, so I

19. The language of clarification that students can use ( Ⅱ ) So I… reread, reread, reread; read on for clues; checked the parts of the word I knew blended the sounds of the word reread the sentence to see if it made sense tried another word

20. Questioner Ask questions based on the text (that is, the answers are in the text) Ask questions that are based on the main ideas or questions of the story. Ask some detail-oriented questions, and Ask some inferential questions.

21. The language of questioning that students can use who, what, when, where, why, how, what if.

22. Summarizer Give only key points in a short one- or two-sentence summary, Summarize in a logical order Reread to remember main ideas Refer to illustrations to retell or summarize the text. Retell the story in their own words and include the setting, characters, problem, key events, and resolution.

23. The language of summarizing that students use First,… Next,… Then,… Finally,… The most important ideas in this text are… The story takes place… The main characters are… A problem occurs when… A key event is when… This part is about… This book is about…

24. My Reading Journal Name of the Book: Author: Date: Chapter: Clarify I don’t understand the part about so I ___________________________________________________ Question Write down some questions for your friends to see if they have understood this chapter. _______________________________________________________ Summarize Retell this part of the story in your own words. First,___________________________________________________ Next,___________________________________________________ Then___________________________________________________ Finally,_________________________________________________ Predict I think/wonder if/imagine/suppose/predict ________________________because_________________________ Appreciate/Acquire I. The sentences/expressions I like are__________________________ II. The new words I have learned in this chapter are _______________

25. Samples of Reading, Writing, and Thinking

26. From Reading to Writing Twenty Years from Now

27. Reading John Grisham’s Novels The Street Lawyer The Client The Firm

30. Examples of Critical Reading Jig-saw reading of Another World Reading about Columbus

32. Reference Farstrup, A; & Samuels, S. (2002). What research has to say about reading instruction. Newark, DE: IRA. Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

33. Questions? Clarification? Summaries? Predictions?

34. Bloom’s Taxonomy Bloom's Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

35. Bloom's Taxonomy Level 1: Knowledge exhibiting previously learned material by recalling facts, terms, basic concepts and answers. Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

36. Questions: What is... ? How is... ? Where is... ? When did ______ happen? How did ______ happen? How would you explain... ? Why did... ? How would you describe... ? When did... ? Can you recall... ? How would you show...? Can you select..? Who were the main.. ? Can you list three. ? Which one... ? Who was... ?

37. Bloom's Taxonomy Level 2: Comprehension demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

38. Questions: How would you classify the type of.. ? How would you compare.. ? contrast.. ? Will you state or interpret in your own words….? How would you rephrase the meaning.. ? What facts or ideas show. ? What is the main idea of.. ? Which statements support. ? Can you explain what is happening.. ? What can you say about..? Which is the best answer... ? How would you summarize... ?

39. Bloom's Taxonomy Level 3: Application solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

40. Questions:. How would you use... ? What examples can you find to... ? How would you solve _______ using what you have learned... ? How would you organize _______ to show... ? How would you show your understanding of... ? What approach would you use to... ? How would you apply what you learned to develop... ? What other way would you plan to... ? What would result if... ? Can you make use of the facts to... ? What elements would you choose to change... ? What facts would you select to show... ? What questions would you ask in an interview with.. ?

41. Bloom's Taxonomy Level 4: Analysis examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

42. Questions: What are the parts or features of... ? How is _______ related to... ? Why do you think... ? W hat is the theme... ? W hat motive is there... ? C an you list the parts... ? What inference can you make... ? What conclusions can you draw... ? How would you classify... ? How would you categorize... ? Can you identify the difference parts... ? What evidence can you find... ? What is the relationship between... ? Can you make a distinction between... ? What is the function of... ? What ideas justify... ?

43. Bloom's Taxonomy Level 5: Synthesis compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

44. Questions: What changes would you make to solve... ? How would you improve... ? What would happen if... ? Can you elaborate on the reason... ? Can you propose an alternative... ? Can you invent... ? How would you adapt ________ to create a different... ? How could you change (modify) the plot (plan)... ? What could be done to minimize (maximize)... ? What way would you design... ? What could be combined to improve (change)... ? Suppose you could _______ what would you do... ? How would you test... ? Can you formulate a theory for... ? Can you predict the outcome if... ? How would you estimate the results for... ? What facts can you compile... ? Can you construct a model that would change... ? Can you think of an original way for the... ?

45. Bloom's Taxonomy Level 6: Evaluation presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion,,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence

46. Questions: Do you agree with the actions/the outcomes... ? What is your opinion of.. ? How would you prove/disprove.. ? Can you assess the value or importance of... ? Would it be better if... ? Why did they (the characters) choose.. ? What would you recommend... ? How would you rate the... ? What would you cite to defend the actions... ? How would you evaluate... ? How could you determine... ? What choice would you have made... ? What would you select... ? How would you prioritize... ? What judgment would you make about... ? Based on what you know, how would you explain... ? What information would you use to support the view... ? How would you justify... ? What data was used to make the conclusion... ? Why was it better that.. ? How would you prioritize the facts.. ? How would you compare the ideas/people... ?