1. Marjorie Hall Haley, PhD - GMU 20041 Chapter 5 Interactive Listening and Reading

2. Marjorie Hall Haley, PhD - GMU 20042 Interactive Listening and Reading in Content-Based Classes Reading comprehension should be regarded as an interactive (active) process. Testing hypotheses Separating main ideas from details Deducing meaning Searching for cohesive elements Contextual guessing

3. Marjorie Hall Haley, PhD - GMU 20043 Interactive Listening and Reading in Content-Based Classes Listening Comprehension: develops when learners have been engaged in meaningful and comprehensible oral interactions. generally precedes oral production

4. Marjorie Hall Haley, PhD - GMU 20044 Interactive Listening and Reading in Content-Based Classes Different perspectives: Listening Pyscholinguistic- skills and stragegies Sociocultural- respond to and create interpretations Reading Pyscholinguistic - autonomous, mental process; coordination of attention, perception and memory Sociocultural - oral/written uses of language are interdependent; function relates to context.

5. Marjorie Hall Haley, PhD - GMU 20045 Interactive, Content-Based Listening Comprehension Interactive Listening Comprehension Development in Content-Based Classes Build awareness and use of appropriate reception strategies Consider characteristics that affect listening text task interlocutor listener process

6. Marjorie Hall Haley, PhD - GMU 20046 Interactive, Content-Based Listening Comprehension Diverse Learners When planning consider Multiple intelligences Learning styles Incorporate listening strategies Cognitive Metacognitive

7. Marjorie Hall Haley, PhD - GMU 20047 Interactive, Content-Based Listening Comprehension Linking Assessment to Interactive Learning Use a variety of instruments and procedures Oral report Outlines, web pages, maps, charts, t-lists Computer assisted language activities/simulations Musical cloze

8. Marjorie Hall Haley, PhD - GMU 20048 Literacy Create opportunities for reading, listening, viewing in your classroom Resource centers/Learning stations Reading aloud Guided reading

9. Marjorie Hall Haley, PhD - GMU 20049 Literacy Moving from Guided Reading to Independent Reading Combine top-down and bottom-up approach Text strategic approach – ideas/generalizations rather than facts

10. Marjorie Hall Haley, PhD - GMU 200410 Reading Selecting and Accessing Authentic Texts Topic should be accessible to the learner Appropriate length Linguistic level achieving (i+1) Abundance of clues (contextual, verbal, pictorial, linguistic)

11. Marjorie Hall Haley, PhD - GMU 200411 Reading Four Types of Reading Skills: Intensive reading Extensive reading Skimming Scanning Bottom-up vs. Top-down Activity: The Take-Five Model

12. Marjorie Hall Haley, PhD - GMU 200412 Reading vs. Literacy Sociocultural View – move student from the known to the unknown; construct his/her own meaning Whole language is an approach where: literacy meaning through collaboration, sharing, interaction

13. Marjorie Hall Haley, PhD - GMU 200413 Reading vs. Literacy Critical literacy: Context of its TEXT Social Use social constuction backforward

14. Marjorie Hall Haley, PhD - GMU 200414 Reading vs. Literacy Socially responsible critical literacy interaction: Ask yourself: 1) What relationships between the reader & written text do you want to cultivate? 2) What are some potential meaning that can be derived from the text?

15. Marjorie Hall Haley, PhD - GMU 200415 Reading vs. Literacy ESL standards emphasize: Language as communication Language learning through meaningful use The individual and societal value of bi- and multilingualism The role of ESOL students native language in their English language and academic development Cultural, social, and cognitive processes in language and academic development Assessment that respects language and cultural diversity

16. Marjorie Hall Haley, PhD - GMU 200416 Reading and literacy Listening and Reading Strategy Instruction Competencies needed for comprehension: Grammatical Sociolinguistic Discourse Strategic

17. Marjorie Hall Haley, PhD - GMU 200417 Reading and literacy Designing interactive reading techniques: Offer specific instruction in reading skills Use motivating techniques Choose texts for authenticity and readability Encourage the development of reading strategies Include both bottom-up/ top-down techniques Follow SQ3R sequence Subdivide techniques into prereading, during reading and after-reading Evaluate your techniques

18. Marjorie Hall Haley, PhD - GMU 200418 Strategy-Based Reading Instruction Reading Strategies: Prereading strategies During-reading strategies After-reading strategies

19. Marjorie Hall Haley, PhD - GMU 200419 Strategy-Based Reading Instruction Reading response logs Anticipation guides Literacy scaffolds Semantic mapping SQ3R Advance organizers Think aloud Read aloud Morning message Language experience approach Echo reading Guided reading Silent sustained reading

20. Marjorie Hall Haley, PhD - GMU 200420 Reading Assessments Types of Assessments: Checklist, conference notes, observations, interviews, exit slip, admit slip,dialogue journal IRI Reading levels Independent, Instructional, Frustration