1. Materials Design and Development
Week 10
Grellet: Developing Reading Skills 1

2. Mid-Term Projects Due
Please put your Lesson Plan and Materials in an envelop
Make sure your name is on you’re the envelop, lesson plan and materials
Make sure the age and level of Ss are described on first page of lesson plan
Make sure your materials are labeled in terms of lesson plan steps

3. Warm-Up
Do you like to read in Korean? Do you often read in your L2 (English)?
What kind of books or articles have you read?
Have you ever read anything about teaching reading?
In the future do you think you might choose to read an article about reading?

4. What Do You Think? Stand up I’m going to read several statements.
If you think it true go
If You think its false go

5. When using reading comprehension exercises, it’s better to start with general understanding and then move toward detailed understanding.

6. Simplifying a text often helps students understand it.

7. Reading is an active, not a passive, skill.

8. It’s better to use exercises that have a simple direct answer.

9. Vocabulary
Skim
Scan
Inference
Straightforward

10. What inference can you make?
John was running to catch the bus again. It was a morning routine; a routine that didn’t bother John, but drove his mother crazy.
What can we say
about John?

11. Task 1
Who is the author?
What is it about?

12. Task 2
Make a list of the author’s main ideas.

13. Main Ideas What do we read Why do we read
How is reading used in relation to other skills
Who are you as a reader
Provide Ss with whole texts
Start with Global understanding
Use authentic texts
reinforce reading as an active skill
provide an assortment of activites

14. Task 3 Look at the main ideas
Pick one and summarize it to the others in your group

15. Task 4
Answer the guiding questions for the Grellet reading page 209.

16. Task 5 What is the author’s purpose? Why did she write it?
How does she assume you are teaching reading?

17. Task 6 Journaling: Group Discussion
What do you think about this article?
Do you agree or disagree with the author? Why do you agree or disagree?
Group Discussion
Share what you wrote in your journals with your group

18. Vocabulary Review Skim Scan Inference Straightforward
Write about a reading lesson you have taught
or will teach in the future and use these four words.

19. Has Your Opinion Changed?
Why or Why Not?
When using reading comprehension exercises, it’s better to start with general understanding and then move toward detailed understanding.
Reading is an active skill, not a passive, skill.
Simplifying a text often helps students understand it.
It’s better to use exercises that have a simple direct answer.

20. Processing Questions
When did I give the tasks, before or after the reading? Why?
If you want to use authentic texts, should you simplify them? Why or why not?
If you don’t simplify an authentic text, then what can you do to help your Ss understand the text? What can you simplify and how will it help Ss?

21. Haven’t you quit smoking?
Listen to this story:
Quit? I’ve known since I was twelve that smokin’ would be the death of me, so if it hasn’t killed me yet, then why should I stop?”
Haven’t you quit smoking?

22. Processing Questions
Is teacher translation of the text an effective and efficient way to have Ss demonstrate their understanding? Why or why not?
How does this quote relate to the above question: “ Give a man a fish feed him for a day. Teach a man to fish and feed him for a lifetime.”

23. Receptive Skills are Active not Passive

24. Model of the ESL Reader (Coady 1979)
Conceptual Abilities
Background Knowledge
Process Strategies

25. Background Knowledge
Choosing a text that Ss already knows something about helps Ss learn English faster
Helps learners understand new and unfamiliar grammar
Allows Ss to comprehend more of the text at a faster rate

26. In Receptive Skill Lessons Which Is More Important?
Vocabulary is more important than grammar in receptive skill lessons
Grammar helps us use language, vocabulary helps us understand language
Grammar
Vocabulary

27. Task Sequencing in Receptive Skill Lessons
General  Specific
Easy  Difficult
Concrete  Abstract

28. Introduction to Bloom’s Taxonomy
Sequencing of tasks and questions in reading activities is not a new idea
Bloom introduced his taxonomy of reading questions in 1956
Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking

29. Bloom’s Taxonomy Knowledge Comprehension Application Analysis
Synthesis
Evaluation
Warning: This is more appropriate
for Native Speaker learners, so
use this information carefully.

30. Knowledge tell list describe relate locate write find state name
Useful Verbs
Sample Question Stems
Potential activities and products
tell list describe relate locate write find state name
What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?
Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember.  List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

31. Comprehension
Useful Verbs
Sample Question Stems
Potential activities and products
explain interpret outline discuss distinguish predict restate summarize compare describe
Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...?
Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like.
Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.

32. Application
Useful Verbs
Sample Question Stems
Potential activities and products
solve show use illustrate construct complete examine classify
Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? Would this information be useful if you had a ...?
Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material.

33. Analysis
Useful Verbs
Sample Question Stems
Potential activities and products
analyze distinguish examine compare contrast investigate categorize identify explain separate advertise
Which events could have happened...? If ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? Why did ... changes occur? Can you explain what must have happened when...?
Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person.

34. Synthesis
Useful Verbs
Sample Question Stems
Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate
Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...?
Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

35. Evaluation Useful Verbs Sample Question Stems
Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritize determine
Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...?
Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

36. Homework PDP Framework read and answer Qs
Post entry and reply to two others on discussion board