1. Reading Strategies 2
Reading to learn: For learning to happen, has to be active and purposeful / strategic

2. Outline Review – marking up text Simon & Smith, Barrington
Reading list access May (2013, 2010)
Bilingual education reading May (2013) – extract pp

3. Discuss the effects of assimilation on Māori
Reading with purpose
Discuss the effects of assimilation on Māori
Meanings: discuss, assimilation (integration not same). Could integration result in assimilation?

4. Marking up text (Barrington; Simon & Smith)
Number paragraphs (every indentation, not quotes)
Circle keywords and phrases
Asterisk tricky words; look up & note
Underline author’s Point or claim
Highlight Evidence, Examples, or Explanations
Note in margin what’s Relevant to your purpose
Identify Link to next/ previous paragraph with an arrow
[Use Simon et al or Barrington. Mark, highlight and annotate. Groups allocated paragraphs]
Simon et al: 2&5; 6; 8&9; 13&14; 15; 17
Barrington: 1&2; 8&9; 12-14; 21; 23; 24&26

5. Reading list
Moodle > EDUCM 118 > Required reading list

6. Reading with purpose 2 Bilingual education
What do we already know?
What do we want to know?
Bilingual education

7. Pre-reading: Scan Ko wai te kaituhi? He aha tana kaupapa?
Notice layout, structure, reading aids
Predict genre/ audience
Predict author’s main idea
Review your purpose & prior knowledge for this text
Decide what to read
Liz models with May (2013)

8. Close reading: May (2013) pp. 59-63
What is this paragraph about – key message? What have we learned about bilingual education?

9. Jigsaw / 30 sec experts! Silent reading, quick write notes
Pairs report to each other: 30 seconds each.
Decide who reports
Combine: spokespeople have 30 seconds total to report back to class [timed]
Jigsaw: 30 second expert pp
Allocate paragraphs 1-13 [7&8; 12&13] ie 11x twice

10. Review & Reflect
Is your reading helping to answer the question / your purpose?
What will you do next?
Individuals: Learned part of KWL