Presentation on theme: "Teaching Reading & Writing"— Presentation transcript:
1 Teaching Reading & Writing Latricia Trites, Ph.D.Academic AdvisorFulbright Yilan ProjectAn outline of the material from chapters 20-21: Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). White Plains, NY: Pearson Education.
2 Terms and Concepts related to Teaching Reading Bottom-up processingTop-down (conceptually driven) processingSchema Theory (background knowledge)Content SchemaFormal SchemaStrategic ReadingExtensive ReadingFluency and reading rateRole of VocabularyRole of affect and culture
3 Genres of Written Language In other words, how many different types of reading do we encounter?
4 Characteristics of Written Language vs. Spoken Language PermanenceProcessing TimeDistance (time and space)OrthographyComplexityVocabularyFormality
6 Reading Comprehension Strategies Identify purpose for readingUse graphemic rules and patterns to help with bottom-up decodingUse silent reading to improve fluency (intermediate/advanced)SkimScanUse semantic mappingGuess meaningAnalyze vocabularyDistinguish literal/implied meaningsUse discourse markers
7 Types of Classroom Reading OralSilentIntensiveExtensive
8 Tips for Teaching Reading Balance authenticity with readabilityEncourage the development of reading strategiesInclude both bottom-up and top-down techniquesUse SQ3R method (Survey, Question, Read, Recite, and Review)Use Prereading, During reading, and Post reading phasesBuild Assessment into reading instruction
9 Tips for Teaching Vocabulary Prepare class time for teaching vocabularyTeach vocabulary in contextMinimize the use of bilingual dictionariesHelp develop vocabulary learning strategies (guessing meaning)Encourage “unplanned” vocabulary teaching
12 Terms and Concepts Related to Teaching Writing Composing vs. WritingProcess vs. ProductContrastive RhetoricL1 vs. L2 WritingAuthenticity of Writing (real vs. display)Responding to Student WritingVoice and IdentityTypes of Written Language (refer to reading segment)Characteristics of Written Language (refer to reading segment)
13 Types of Classroom Writing Performance ImitativeIntensiveControlledGuidedDicto-compSelf-writingJournalsDialogue journalsDisplayRealAcademicVocational/technicalpersonal
14 What do Good Writers Do? Focus on Writing Goal (main idea) Gauge audienceTake time to planLet their ideas flow onto paperFollow general organizational plan as they writeGet and use feedbackAre not fixated on a particular surface structureRevise their work (willingly & efficiently)Make as many revisions as needed
15 Tips for Teaching Writing Teach effective writing strategiesBalance both process and productAllow for cultural and literary backgroundsConnect reading and writingProvide many opportunities for authentic writingUse prewriting, drafting, revising stagesProvide opportunities for interaction (pair/group work)Respond to writing sensitivelyProvide clear instructions on rhetorical and formal conventions of writing
16 Assessing Writing USE A RUBRIC Create a checklist to ensure that you FAIRLY evaluate the strengths and weaknesses of the writing, not the character or attitude of the writer.
17 Writing Tasks Imitative Responsive Extensive Intensive Handwriting letters, words, punctuationKeyboardingCopyingListening clozePicture-cued writing exercisesCompleting forms/questionnairesConverting numbers and abbreviations to wordsSpelling tasksOne-word dictationIntensiveDictation of phrases/simple sentencesDicto-compGrammatical transformation exercisesPicture descriptionsUse vocabulary in a sentenceOrdering taskShort –answer tasksSentence completion tasksResponsiveParaphrasingGuided writing (question/answer)Paragraph constructionResponding to a reading or lectureExtensiveEssay writing tasksTask in different types of writing (narrative, description, argument, etc.)Tasks in genres of writing (lab reports, opinion essays, research papers
18 ReferencesBrown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). White Plains, NY: Pearson Education.Richard-Amato, P.A. (2003). Making it happen: From interactive to participatory language teaching theory and practice (3rd ed.). White Plains, NY: Pearson Education.