Presentation by: Prof. Maritere Cardona f it d Friday, March 24, - - PowerPoint PPT Presentation

University of Puerto Rico at Humacao English Department Techniques and Activities for Reading in Techniques and Activities for Reading in the Classroom the Classroom Techniques and Activities for Reading in Techniques and Activities for Reading in the Classroom the Classroom

Presentation by: f it d

• Prof. Maritere Cardona

Friday, March 24, 2006

Readin ing as a as a Pro Process ss Readin ing as a as a Pro Process ss e d e d g Pro e e d e d g Pro e

• A complex activity that requires

flexible application of many strategies in four distinct phases: g p pre-reading, first reading, rereading, and post-reading.

• A reader’s ability to construct

meaning as he/she interacts with the text the text.

Prepared by: Prof. Maritere Cardona 11/29/05

New and Old De New and Old Definitions o initions of the Readin the Reading Process Process New and Old De New and Old Definitions o initions of the Readin the Reading Process Process f f f f g f f f f g

Traditional Views New Views Research Base Behaviorism Cognitive Sciences Goals of Reading Mastery of isolated facts and skills Constructing meaning and self-regulated learning Reading as a Process Mechanically decoding words; memorizing by rote An interaction among the reader, the text, and the context Learner Role Passive; vessel receiving knowledge from external sources Active; strategic reader, good strategy user, cognitive apprentice

Prepared by: Prof. Maritere Cardona 11/29/05

Comprehension results Comprehension results from an from an interaction among the reader, interaction among the reader, the strategies the reader employs, the the strategies the reader employs, the material being read, and material being read, and the context in the context in which which the reading takes place the reading takes place Comprehension Strategies Reader Strategies

Prepared by: Prof. Maritere Cardona 11/29/05

Theore Theoretical tical Pre Premis mises Theore Theoretical tical Pre Premis mises Theore Theore Pre Pre e Theore Theore Pre Pre e

Critical interpretation is an Critical interpretation is an

• ngoing process of

adjustment, revision, and self discovery self-discovery. Meaning emerges in the interaction between text, reader, and culture. Critical interpretations rely

• n reading intuitions and

responses responses

Prepared by: Prof. Maritere Cardona 11/29/05

What Research Sa What Research Says about the s about the What Research Sa What Research Says about the s about the y Reading Process Reading Process Reading Process Reading Process

Meaning is not in the words of

the text, but constructed by the , y reader The essence of learning is linking new information to prior knowledge about the topic, the g p , text structure or genre, and strategies for learning.

Prepared by: Prof. Maritere Cardona 11/29/05

What Research Sa What Research Says about the s about the What Research Sa What Research Says about the s about the y Reading Process Reading Process Reading Process Reading Process

How well a reader constructs meaning depends in part on metacognition, the reader’s ability t thi k b t d t l th to think about and control the learning process Reading and writing are integrally related; that is, readers increase th i h i b iti d their comprehension by writing, and reading about the topic improves writing performance

Prepared by: Prof. Maritere Cardona 11/29/05

Exam amples o s of M Metaco tacognitiv nitive Activiti Activities Exam amples o s of M Metaco tacognitiv nitive Activiti Activities x p x p e f e g e e x p x p e f e g e e

Assessing what one already knows about a given topic before reading

Assessing the nature of the learning tasks Planning specific reading/thinking strategies, determining what needs to be learned Assessing what is comprehended during reading Thinking about what is important and unimportant Evaluating the effectiveness of the reading/ thinking strategy Evaluating the effectiveness of the reading/ thinking strategy Revising what is known Revising the strategy Revising the strategy

Prepared by: Prof. Maritere Cardona 11/29/05

The The R Readin ing Pro Process: ss: Pre Pre The The R Readin ing Pro Process: ss: Pre Pre-re readin ing re readin ing The The e d g Pro Pro e Pre Pre The The e d g Pro Pro e Pre Pre re re d g re re d g

Identify collective assumptions, genre conventions interests preconceptions conventions, interests, preconceptions, and cultural ideologies shared by texts and readers Activate and develop prior knowledge Activate and develop prior knowledge Structured previews Make predictions Present conceptual conflicts Present conceptual conflicts Use K-W-L charts Vocabulary development Anticipation guides Anticipation guides Pre-questioning Set a purpose for reading

Prepared by: Prof. Maritere Cardona 11/29/05

Suggested Pre Suggested Pre Suggested Pre Suggested Pre reading Questions reading Questions reading Questions reading Questions Suggested Pre Suggested Pre Suggested Pre Suggested Pre-reading Questions reading Questions reading Questions reading Questions

What assumptions do you have about the What assumptions do you have about the author of the text? Have you read any of his other works? Have you read any of his other works? Knowing when and where this selection was written, what are your expectations of , y p theme, character treatment, techniques? Do you have any expectations of genre y y p g from glancing at the text? What suggestions/expectations does this title convey?

Prepared by: Prof. Maritere Cardona 11/29/05

Su Sugge ggest sted ed Pre Pre Su Sugge ggest sted ed Pre Pre-re readin ing Questi stions ns re readin ing Questi stions ns gge gge ed ed Pre Pre gge gge ed ed Pre Pre re re d g Q e

• re

re d g Q e

• What are your dominant feelings

What are your dominant feelings before reading this text? Are you looking forward to reading y g g a text by this particular author? Does the author, genre, type of literature appeal to you? What are your general expectations from the reading? expectations from the reading? Are you aware of your strengths and weaknesses in reading? and weaknesses in reading?

Prepared by: Prof. Maritere Cardona 11/29/05

Th The R Readin ading Proc Process: ss: First R irst Readin ading Th The R Readin ading Proc Process: ss: First R irst Readin ading e e e e g e F e g e e e e g e F e g

Often yields an incomplete, impressionistic interpretation that tends impressionistic interpretation that tends to settle “too soon, too quickly” Disrupt the linear progress of the first p p g reading through analytical questions St i t t l d lt l Strong generic, textual, and cultural expectations regulate our responses Meant to give critical awareness about Meant to give critical awareness about the various operations that we perform during reading, as we try to make sense

• f literary texts.

Prepared by: Prof. Maritere Cardona 11/29/05

Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading

Details of plot or character that are emphasized, or that you have singled

• ut as significant

Narrative sequences, their role in foreshadowing, and building thematic coherence Words, clusters of images that stay in your memory, your immediate y y, y responses to these textual sequences

Prepared by: Prof. Maritere Cardona 11/29/05

Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading

Associations connections fantasies Associations, connections, fantasies triggered by text’s situations; specific insights they offer about the text and reader “G ” “Gaps”, contradictions, unresolved questions in story’s plot, characterization, or

• verall structure

What seems to carry forward the flow of reading, or, on the contrary, obstruct it. Narratorial voices their authority and Narratorial voices, their authority and trustworthiness

Prepared by: Prof. Maritere Cardona 11/29/05

Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading

Expectations upon opening this text and how these are fulfilled/thwarted by the text Your overall reactions to the story, aspects you found challenging or hard to accept y g g p

Prepared by: Prof. Maritere Cardona 11/29/05

The The R Readin ing Pro Process: R ss: Rere ereadin ing The The R Readin ing Pro Process: R ss: Rere ereadin ing The The e d g Pro Pro e ere ere d g The The e d g Pro Pro e ere ere d g

Draws on critical self-awareness Allows us to retrace and analyze first reading responses, relating them to g g the assumptions, biases, and experiences we bring to the text. Rereading is effective when it is

• rganized around specific questions

that call for comparison between first and second reading or between and second reading or between responses and critical interpretations

Prepared by: Prof. Maritere Cardona 11/29/05

The Reading Process: The Reading Process: Rereading Rereading The Reading Process: The Reading Process: Rereading Rereading

After a rereading, ask the reader to:

Reexamine their position towards the Reexamine their position towards the selection Ponder some of the exclusions Ponder some of the exclusions, distortions, misreadings that have perpetrated during the first reading Speculate on how successfully they have attended to details Determine how closely that have monitored the progress of the selection through inferences, predictions, and connections connections.

Prepared by: Prof. Maritere Cardona 11/29/05

Suggested Second Suggested Second Suggested Second- Suggested Second-

• Reading
• Reading

Reading Reading i i i i i i i i Quest Questionna

• nnaire

re Quest Questionna

• nnaire

re

How did the text’s general purpose How did the text s general purpose and orientation change after second reading? What aspects of the text have you “misremembered,” adapted to conform to your first reading? What possibilities of the text have you ignored during earlier reading? What “mysteries” or “gaps” in the narrative have you tried to settle and how successfully? how successfully?

Prepared by: Prof. Maritere Cardona 11/29/05

Suggested Second Suggested Second Suggested Second- Suggested Second-

• Reading
• Reading

Reading Reading i i i i i i i i Quest Questionna

• nnaire

re Quest Questionna

• nnaire

re

What aspects in the selection are still What aspects in the selection are still unresolved, what questions unanswered? Who did you identify with during first Who did you identify with during first reading, and how did this identification affect your understanding of the selection? Have your generic or thematic expectations about the selection changed? Is the text more/less satisfying after second reading, why?

Prepared by: Prof. Maritere Cardona 11/29/05

Suggested Second Suggested Second Suggested Second- Suggested Second-

• Reading
• Reading

Reading Reading i i i i i i i i Quest Questionna

• nnaire

re Quest Questionna

• nnaire

re

As you begin to sort out the textual “evidence” in support of an interpretation of the text, which details d fi d f l d hi h do you find useful, and which seem difficult to resolve with your interpretation? Has this approach to reading given you more confidence in your you more confidence in your judgments and helped you understand the intricate details of the text better?

Prepared by: Prof. Maritere Cardona 11/29/05

Th The R Readin ading Proc Process: Post R ss: Post Readin ading Th The R Readin ading Proc Process: Post R ss: Post Readin ading e e e e g e e g e e e e g e e g

Teaching, not testing g, g Review information in text/notes Discuss information that is not in the text Evaluate information in/out of text Evaluate information in/out of text Talk about reading Ask questions Give personal reactions Expand to other topics Relate information Organize activities

Prepared by: Prof. Maritere Cardona 11/29/05

Ped Pedagog gogical Im ical Implicati lications ns Ped Pedagog gogical Im ical Implicati lications ns Ped Ped gog

• g

p

• Ped

Ped gog

• g

p

• Students need to read write

Students need to read, write, reread, and rewrite, exploring leading questions related to each genre/work in order to think critically genre/work in order to think critically about a text. To keep this reading/writing process from being too subjective, it needs to be done collectively and comparatively, negotiating questions, and meaning as a class and no just as an individual. j

Prepared by: Prof. Maritere Cardona 11/29/05

Ped Pedagog gogical Im ical Implicati lications ns Ped Pedagog gogical Im ical Implicati lications ns Ped Ped gog

• g

p

• Ped

Ped gog

• g

p

• Students learn to develop stronger

p g and more persuasive interpretations as they gradually understand the strengths and weaknesses of their individual readings when challenged individual readings when challenged by other readings and responses to their own reading. Every student must participate fully in order for the class dynamic to work, and in order to develop the strongest most detailed readings of strongest, most detailed readings of a work.

Prepared by: Prof. Maritere Cardona 11/29/05

Ped Pedagog gogical Im ical Implicati lications ns Ped Pedagog gogical Im ical Implicati lications ns Ped Ped gog

• g

p

• Ped

Ped gog

• g

p

• S

d h h i f i Students must have as much information about biographical, socio-cultural and historical contexts and leading, open questions related to the text as possible, but questions related to the text as possible, but presented in a voluntary, timely fashion. The teacher’s role, then, is more of a coach , , and a collegial reader than the authoritative establisher of interpretation, participating as a more knowledgeable re-reader but still another reader in the class whose another reader in the class whose interpretation should be comparatively muted.

Prepared by: Prof. Maritere Cardona 11/29/05

Exam amples s of

• f R

Readin ing Te Techni niques Exam amples s of

• f R

Readin ing Te Techni niques x p x p e of e d g Te h q e x p x p e of e d g Te h q e

Prior Knowledge Prior Knowledge Activation Responses Responses Questioning Cooperative Learning Cooperative Learning Modeling Scaffolding Scaffolding Reading Modes

Prepared by: Prof. Maritere Cardona 11/29/05

Sca caffo ffoldin ing Sca caffo ffoldin ing ffo ffo d g ffo ffo d g

Stresses importance of freedom and self-reliance in t d t l i student learning Communication process where presentation and p p demonstration by the instructor are contextualized for the learner and are gradually taken away to allow learners to try their independence Gradual release of responsibility (Pearson, 1985)

Prepared by: Prof. Maritere Cardona 11/29/05

Mode Modes s of

• f R

Readin ing Mode Modes s of

• f R

Readin ing Mode Mode of

• f

e d g Mode Mode of

• f

e d g

READ ALOUD READ ALOUD READ ALOUD READ ALOUD Teacher reads selection aloud to students Provides adult model of fluent/proficient reading Models critical thinking Models critical thinking skills and active reading strategies Encourages predictions Develops vocabulary

Prepared by: Prof. Maritere Cardona 11/29/05

Mode Modes s of

• f R

Readin ing Mode Modes s of

• f R

Readin ing

SHARED READING SHARED READING SHARED READING SHARED READING

Mode Mode of

• f

e d g Mode Mode of

• f

e d g

Teacher and students read text together Demonstrates awareness Demonstrates awareness

• f text

Develops sense of text or content Promotes reading strategies strategies Develops fluency and phrasing

Prepared by: Prof. Maritere Cardona 11/29/05

Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading

GU GUIDED RE READ ADING NG GU GUIDED RE READ ADING NG GU GU D D AD AD NG NG GU GU D D AD AD NG NG

Teacher introduces a selection at student’s instructional level Engages reader in questioning and Engages reader in questioning and discussion Teacher acts as a guide St d t d th di Student does the reading Promotes reading strategies Increases comprehension Encourages independent reading Expand belief in own ability

Prepared by: Prof. Maritere Cardona 11/29/05

Modes of Reading Modes of Reading Modes of Reading Modes of Reading

INDEPENDENT READIN INDEPENDENT READING INDEPENDENT READIN INDEPENDENT READING

Modes of Reading Modes of Reading Modes of Reading Modes of Reading

Students read independently Student chooses the text Student practices at his/her Student practices at his/her level Encourages strategic reading I h i Increases comprehension Extend experiences with a variety of written texts Promotes reading for enjoyment and information Fosters self-confidence

Prepared by: Prof. Maritere Cardona 11/29/05

Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading Modes of Reading

INTERACTIV INTERACTIVE READI E READING INTERACTIV INTERACTIVE READI E READING Teacher and student h t t choose text Teacher and student share reading share reading Teacher encourages student to read when able

Prepared by: Prof. Maritere Cardona 11/29/05

Modes of Reading Modes of Reading Modes of Reading Modes of Reading

COOPERATIV COOPERATIVE READIN E READING COOPERATIV COOPERATIVE READIN E READING

Modes of Reading Modes of Reading Modes of Reading Modes of Reading

G

Students are given choices as to what to read Promotes metacognitive Promotes metacognitive thinking Students are taught ll b ti kill t k collaborative skills to make effective groups Students read to each other, sharing and discussing their readings Students set their own personal and group goals

Prepared by: Prof. Maritere Cardona 11/29/05

Inst Instructi uctional nal Mode Model Inst Instructi uctional nal Mode Model r

• r
• Mode

r

• r
• Mode

Instructor: Prof Maritere Cardona Instructor: Prof. Maritere Cardona Level: Secondary/ Basic/ BA Reading Selection: “The Sniper” Genre/Type of text: Short Story yp y Reading Mode: Read-Aloud Topic: Effects of War on the Individual Material: Copies of the short story for every student Objectives: After having read “The Sniper” using the reading process, students will be able to use reading strategies to further expand their responses, interpretations, and critical understanding of the text. Activities: (Demonstration)

Prepared by: Prof. Maritere Cardona 11/29/05

The The R Readin ing Pro Process: ss: Activit ctivity The The R Readin ing Pro Process: ss: Activit ctivity The The e d g Pro Pro e A y The The e d g Pro Pro e A y

Form three groups to represent the following age groups: 7th-8th , 9th-10th, 11th 12th 11th-12th Based on the given text, design a lesson plan incorporating the reading process and the following reading techniques: 7th-8th- Reading Aloud, 9th 10th Sh d R di d 11th 12th G id d R di 9th-10th Shared Reading, and 11th-12th Guided Reading. Be ready to demonstrate to the group how you applied the reading process using the assigned mode and text. Work your lesson plan on the computer( Microsoft Word )and when its ready, save it on a diskette provided by Prof. Cardona. This way you can project your work to the rest of the group.

Prepared by: Prof. Maritere Cardona 11/29/05

Thank You Thank You Thank You Thank You for Your Attention for Your Attention for Your Attention for Your Attention Thank You Thank You Thank You Thank You for Your Attention for Your Attention for Your Attention for Your Attention

Prepared by: Prof. Maritere Cardona 11/29/05