creating meaning from the written word presented by carrie purcell and heather buchansky oxford...
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Creating Meaning from the Creating Meaning from the Written WordWritten Word
Presented by Carrie Purcell and Presented by Carrie Purcell and Heather BuchanskyHeather Buchansky
Oxford University PressOxford University PressFriday, December 4, 2009Friday, December 4, 2009
Presentation OnlinePresentation Online
Introduction to Reading TheoryIntroduction to Reading Theory
Introduction to Intensive Reading Introduction to Intensive Reading
Research, benefits, resourcesResearch, benefits, resources
Introduction to Extensive ReadingIntroduction to Extensive Reading Research, benefits, resourcesResearch, benefits, resources
Think About…Think About…
Why do we read?Why do we read?
Why do we teach reading?Why do we teach reading?
What reading strategies work with your What reading strategies work with your students? students?
What do your students enjoy about your What do your students enjoy about your reading lessons?reading lessons?
Second Language ReadingSecond Language Reading
““Reading is to the mind what exercise Reading is to the mind what exercise is to the body.” is to the body.” - Joseph Addison - Joseph Addison
Recently, the term ‘interactive’ has been used Recently, the term ‘interactive’ has been used to describe second language reading processto describe second language reading process
Refers to the way the reader ‘struggles’ to Refers to the way the reader ‘struggles’ to make sense of the text make sense of the text
Second Language ReadingSecond Language Reading
My Father’s Watch
In our village, there were only six good clocks. The biggest clock was in the church stram where everybody could see it. My father owned one of the others. It stood in the kitchen. He wound it every night before he went to bed.
Once a year, the clockmarret came from Winchester. He came on his horse. He cleaned the clock in the church stram first. Then he cleaned ours…
My father was a barlim and he was a busy man. When the clock had been cleaned, he always left the room. ‘Women can taddle their time with stories,’ he said, ‘but men have work to do.’ And he went back to his barl.
Second Language ReadingSecond Language Reading
It is likely that you used at least six types of knowledge It is likely that you used at least six types of knowledge to help you make sense of the text:to help you make sense of the text:
1.1. Syntactic Syntactic
2.2. Morphological Morphological
3.3. General wordGeneral word
4.4. SocioculturalSociocultural
5.5. TopicTopic
6.6. GenreGenre
““Creating Meaning”Creating Meaning”
How we read depends on what we readHow we read depends on what we read
(i.e. – newspaper article, information text)(i.e. – newspaper article, information text)
Learners need to be taught to read for meaningLearners need to be taught to read for meaning
They must learn to read in different ways and They must learn to read in different ways and read different texts for different purposesread different texts for different purposes
Different types of literaciesDifferent types of literacies
Reading government documentsReading government documents Reading signsReading signs Reading instructionsReading instructions Reading schedulesReading schedules
What else?...What else?...
Intensive Reading Overview:Intensive Reading Overview:What is Intensive Reading?What is Intensive Reading?
Reading a short text with attention to detail Reading a short text with attention to detail
Performing a series of tasks to unpack the textPerforming a series of tasks to unpack the text
Completing tasks during class timeCompleting tasks during class time
Teacher is on hand for questions and feedbackTeacher is on hand for questions and feedback
Intensive Reading Overview:Intensive Reading Overview:Why Read Intensively?Why Read Intensively?
To build basic reading strategies To build basic reading strategies
To focus on fluency and competence in the To focus on fluency and competence in the areas of vocabulary recognition and critical areas of vocabulary recognition and critical thinking thinking
What are some intensive reading activities?What are some intensive reading activities?
Intensive Reading SkillsIntensive Reading Skills
KnowledgeKnowledge VocabularyVocabulary GrammarGrammar Idioms/collocationsIdioms/collocations DescriptionsDescriptions Fact vs. opinionFact vs. opinion Scanning for infoScanning for info SurvivalSurvival Organization for Organization for
writing/note-takingwriting/note-taking
ComprehensionComprehension SummarizingSummarizing Revising and editing Revising and editing Critical thinking/analysisCritical thinking/analysis DiscussionsDiscussions CommunicationCommunication Current issuesCurrent issues Making inferencesMaking inferences GenresGenres CultureCulture
Intensive Reading ActivitiesIntensive Reading Activities
Pre-reading purpose:Pre-reading purpose:
Stimulate what they know about the topicStimulate what they know about the topic
Provide them with background info they need Provide them with background info they need to knowto know
Help with vocabulary/phrases they need to Help with vocabulary/phrases they need to know know
Intensive Reading ActivitiesIntensive Reading Activities
Pre-Reading teaching ideas:Pre-Reading teaching ideas:
Guess the topic of the text from heading/ Guess the topic of the text from heading/ illustrationillustration
Skim for topic sentence/thesisSkim for topic sentence/thesis Scan for 2-4 items of informationScan for 2-4 items of information Predict what text will sayPredict what text will say Ask questions that may be answered in the Ask questions that may be answered in the
textstexts
Intensive Reading ActivitiesIntensive Reading Activities
Creating Meaning – Upper IntermediateCreating Meaning – Upper Intermediate
Chapter 1 – Reading 1Chapter 1 – Reading 1
Pre-reading activitiesPre-reading activities
Intensive Reading ActivitiesIntensive Reading Activities
While Reading approaches:
1. Teacher – learner interaction activities1. Teacher – learner interaction activities
2. Learner – learner interaction activities2. Learner – learner interaction activities
3. Text only activities3. Text only activities ordering paragraphsordering paragraphs jumbled paragraphsjumbled paragraphs note-takingnote-taking checking pre-reading activitieschecking pre-reading activities
Intensive Reading ActivitiesIntensive Reading Activities
While Reading teaching ideas:While Reading teaching ideas:
Identify main/general ideaIdentify main/general idea Answer questions/complete sentencesAnswer questions/complete sentences Complete a table/map/pictureComplete a table/map/picture Make inferencesMake inferences Fact vs. opinion Fact vs. opinion
Intensive Reading ActivitiesIntensive Reading Activities
Creating Meaning – Upper IntermediateCreating Meaning – Upper Intermediate
Chapter 1 – Reading 1Chapter 1 – Reading 1
Vocabulary in ContextVocabulary in Context
Comprehension CheckComprehension Check
Intensive Reading ActivitiesIntensive Reading Activities
Post-reading purposes:Post-reading purposes:
Check, give feedback and follow-up workCheck, give feedback and follow-up work
Can/should involve other skills – writing, Can/should involve other skills – writing, speaking or further vocabulary developmentspeaking or further vocabulary development
Intensive Reading ActivitiesIntensive Reading Activities
Post-reading teaching ideas:Post-reading teaching ideas:
Discuss significant points in the textDiscuss significant points in the text
Discuss/debate controversial topics/charactersDiscuss/debate controversial topics/characters
Develop other skill areas Develop other skill areas WritingWriting GrammarGrammar
Intensive Reading ActivitiesIntensive Reading Activities
Creating Meaning – Upper IntermediateCreating Meaning – Upper Intermediate
Chapter 1 – Reading 1Chapter 1 – Reading 1
Writing – GrammarWriting – Grammar
Page 18 - 25Page 18 - 25
Intensive vs. Extensive ReadingIntensive vs. Extensive Reading
ExtensiveExtensive Overall understanding Overall understanding
(gist)(gist) Widespread Reading Widespread Reading Easy texts Easy texts Fluent reading Fluent reading Infer the meaning of Infer the meaning of
unknown words unknown words Reading for pleasure Reading for pleasure
IntensiveIntensive 100% understanding 100% understanding Limited reading Limited reading Difficult texts Difficult texts Word for word Word for word Use dictionaries Use dictionaries Reading to create and Reading to create and
analyze meaninganalyze meaning
Extensive Reading OverviewExtensive Reading Overview
Reading a long text (i.e. short book to a full length Reading a long text (i.e. short book to a full length novel) for pleasure, with attention to overall meaningnovel) for pleasure, with attention to overall meaning
Learners read on own time for enjoyment Learners read on own time for enjoyment
Helps increase reading fluencyHelps increase reading fluency
““What are the benefits of extensive reading?”What are the benefits of extensive reading?”((
http://www.oup-bookworms.com/successful-reading.cfhttp://www.oup-bookworms.com/successful-reading.cfm?qid=2m?qid=2))
Why Read?Why Read?
Research has shown that reading for pleasure will…
Improve vocabulary Improve grammar Improve listening skills Improve spoken fluency Improve writing skills Increase motivation
Extensive Reading SkillsExtensive Reading Skills
KnowledgeKnowledge VocabularyVocabulary GrammarGrammar CollocationsCollocations DescriptionsDescriptions ComprehensionComprehension SummarizingSummarizing
Pleasure/entertainmentPleasure/entertainment Current issuesCurrent issues Making inferencesMaking inferences Moral of the storyMoral of the story GenresGenres CultureCulture Discussions Discussions
Extensive Reading in the ClassroomExtensive Reading in the Classroom“How can I get my students to read when they
don’t read in their own language?”
Set up a novel study time in class Read the first page(s) of a story aloud to your
students Stop at an interesting or exciting point Begin discussion: “What comes next in the story?”
Wait until next week’s novel study session to find out Next week, continue with the story or start a new
novel After a few weeks, bring in the books …
Extensive Reading in the ClassroomExtensive Reading in the Classroom
How do you start an Extensive Reading How do you start an Extensive Reading programme?programme?
http://www.oup-bookworms.com/top-tips.cfmhttp://www.oup-bookworms.com/top-tips.cfm
http://www.extensivereading.net/er/start.htmlhttp://www.extensivereading.net/er/start.html
Extensive Reading in the ClassroomExtensive Reading in the Classroom
Choose an appropriate levelChoose an appropriate level
Choose from a list of genresChoose from a list of genres
Create a Book Club!Create a Book Club!
Incorporate expansion activities Incorporate expansion activities
Final projectFinal project
Extensive Reading in the ClassroomExtensive Reading in the Classroom
Bookworms Online ActivitiesBookworms Online Activities
http://www.oup.com/elt/catalogue/teachersites/http://www.oup.com/elt/catalogue/teachersites/bookworms/?cc=globalbookworms/?cc=global
Questions and Comments…Questions and Comments…
Thank-you for attending our presentation!Thank-you for attending our presentation!
Carrie PurcellCarrie [email protected]@oup.com
&&Heather BuchanskyHeather Buchansky
[email protected]@oup.com