Presentation on theme: "ESL Teaching and Reading Strategies"— Presentation transcript:
1 ESL Teaching and Reading Strategies This PowerPoint explores the parallels betweenESL teaching methodologyandreading comprehension strategiesKate McAll – July 2010
2 What it might look like in class: ‘What did we learn yesterday?’ ESL TeachingReading StrategiesElicit what the students knowBuild on their previous knowledgeMake connections to what students already knowBuild on previous knowledgeWhat it might look like in class:‘What did we learn yesterday?’‘What can you see in this picture.’‘What do you know about the Solar System?’‘Look at the picture (graph, diagram) and talk with the person next to you about what you see.’
3 Language at the right level ESL modified texts Five finger Rule ESL TeachingReading StrategyComprehensible inputLanguage at the right levelESL modified textsFive finger Ruletoo hard (5 words not understood on one page )just right (2-3 words not understood on one page )too easy (0-1 words not understood on one page)What it might look like in class:Speech and text usually at a level students can understandStudents understand most of the words they read and hearSome speech and text just above the students level where the teacher supports understandingSpeech and text supported by visualsWritten, spoken and visuals all work together to help student understandingStudents read books they can understand
4 Help students become independent readers ESL TeachingReading StrategyProvide opportunities for students to practise new languageStudents work cooperatively in groupsHelp students become independent readersWhat it might look like in class:Make Predictions: In groups of three look at the cover of the book and write down three predictions – what will happen in this story?Read the text and write three questions. Ask the person next to you your three questions. Listen to their questions. Try to ask and answer questions that will help you understand the text.Jigsaw activity: 1.Move into groups of four. 2. Read about one of the oceans. 3. Write down three important things. 4. Go back to your home-group and tell the group about your ocean.
5 Read about one ocean Write down three important things Indian OceanPacific OceanAtlantic OceanAntarctic Ocean
6 Listen to other student talk about the oceans Listen to other student talk about the oceans. Share your 3 important ideasPacific OceanAntarctic OceanAtlantic OceanPacific Ocean
7 What it might look like in class: ‘What do I want you to do now?’ ESL TeachingReading StrategiesChecking for understandingReading is more than looking at the words on the page. Good readers make meaning as they readWhat it might look like in class:‘What do I want you to do now?’‘What is that book about?’‘What will this lesson be about?’ / ‘What was that lesson about?’‘What will this story (text) be about? / ‘What was that story (text) about?’‘What question could you ask that would help you understand this text (story, video, diagram.)’
8 Reading Comprehension Strategies Predicting / Using Prior KnowledgeThinking aloudUsing text structures and featuresVisualisingSummarisingQuestions and QuestioningThis terminology could be a little confusing for ESL teachers.
9 Language Text Structures Narrative Procedure Description Narrative orientationproblemSolutionProcedureA lead-in sentence to state the goalStart with a list of materialsSeries of sequential sentences which may be numberedOrder of the sentences is importantConcluding sentence expresses successDescriptionStatement of the topic being describedA series of paragraphs each giving details of different aspects of topicDoes not contain opinion or evaluationLanguageNarrativeOpening words capture reader’s interestMay use the first personMost often in the past tense, but may be in the immediate present for effectProcedureUse command words (Cut, Pour, Mix)Most sentences start with a verbUse correct technical termsSequence: first, then, next, finallyExact details or informationDescriptionUse of adjectivesPresent tenseIncludes details and comparisonsDescribes what things look, feel, sound smell likeContains subjective language and opinions
10 Text Features: help readers locate and understand information index illustrations and photographstables of contentsheadings and subheadingdiagrams, maps, tablesprint: bold, italics, underlined
11 Information Report Text Structure Text Features Title Headings Opening statementto states the topic and capture interestParagraphseach paragraph is about a different aspect of the subject.begin with a topic or a preview sentencefocus is on facts not opinionConclusionSummarises the information presentedDoes not include any new informationText FeaturesTitleHeadingsDiagrams, Pictures, MapsLanguage FeaturesGeneralisationDescriptionComparison/ContrastImpersonal, third person
12 Reading Comprehension Strategies and parallels with ESL Teaching Predicting / Using Prior Knowledge / Eliciting what the students already knowThinking aloudUsing text structures and featuresVisualisingSummarisingQuestions and Questioning1. Eliciting what the students already know2. Explicit teaching of language and skills3. Teaching through genre (narrative, report, procedural, persuasive, etc)4. Using pictures, diagrams and graphics to support meaning5. Students practise new language and talk about what they have learned6. Explicit teaching and practise of question formsDemonstration of reading skills by the teacher – students follow the modelFocus on one reading skill at a timeNot too much new language at a time, repetition, visual aids, multiple examplesLanguage input before output
13 National Reading Panel, 2000 (U.S. Department of Education) I am not a speed reader. I am a speed understander. Isaac AsimovEducation is what survives when what has been learned has been forgotten.B. F. Skinner, New Scientist, May 21, 1964(Albert Einstein)There is ample evidence that one of the major differences between poor and good readers is the difference in the quantity of total time they spend reading.National Reading Panel, 2000 (U.S. Department of Education)