ten good ideas for teaching l2 reading

Ten Good Ideas for Ten Good Ideas for Teaching L2 ReadingTeaching L2 Reading

William GrabeWilliam Grabe

Northern Arizona UniversityNorthern Arizona University

[email protected]@nau.edu

PowerPoint GuidesPowerPoint Guides

Research ImplicationsResearch Implications

Curriculum Principles (Temple of Learning)Curriculum Principles (Temple of Learning)

Demo TaskDemo Task

10 (+) Ideas for Teaching Reading10 (+) Ideas for Teaching Reading

Additional InformationAdditional Information

Implications from Research: Implications from Research: What L2 Students NeedWhat L2 Students Need

1.1. Decode forms for efficient word recognition Decode forms for efficient word recognition 2.2. Access the meanings of a large number of Access the meanings of a large number of

words automatically words automatically 3.3. Draw meaning from phrase and clause level Draw meaning from phrase and clause level

grammatical informationgrammatical information4.4. Combine clause-level meanings to build a Combine clause-level meanings to build a

larger network of text comprehensionlarger network of text comprehension5.5. Recognize discourse level relationships that Recognize discourse level relationships that

build and support comprehensionbuild and support comprehension6.6. Use reading strategies with more difficult texts Use reading strategies with more difficult texts

Implications from Research: Implications from Research: What L2 Students NeedWhat L2 Students Need

7.7. Set goals for reading, adjust them as needed Set goals for reading, adjust them as needed 8.8. Make inferences of various types and monitor Make inferences of various types and monitor

comprehension in line with reading goals comprehension in line with reading goals 9.9. Draw on prior knowledge as appropriateDraw on prior knowledge as appropriate10.10. Evaluate and synthesize information from a Evaluate and synthesize information from a

text text 11.11. Develop fluent reading processes and read Develop fluent reading processes and read

fluently for an extended period of timefluently for an extended period of time12.12. Develop and maintain motivation to persist in Develop and maintain motivation to persist in

reading, and recognize the benefits of readingreading, and recognize the benefits of reading

Curricular PrinciplesCurricular Principles

1.1. Engage students in extensive practice and Engage students in extensive practice and exposure to print (extensive reading)exposure to print (extensive reading)


1.1. Engage in extensive practice and exposure to Engage in extensive practice and exposure to print (extensive reading)print (extensive reading)

2.2. Use reading resources that are interesting, Use reading resources that are interesting, varied, good-looking, abundant, accessible varied, good-looking, abundant, accessible




3.3. Provide some degree of student choiceProvide some degree of student choice




3.3. Provide some degree of student choiceProvide some degree of student choice

4.4. Introduce reading skills by examining and Introduce reading skills by examining and using the primary texts in the textbookusing the primary texts in the textbook


5.5. Develop lessons structured around pre-Develop lessons structured around pre-reading, during-reading, and post-readingreading, during-reading, and post-reading

• Pre-reading: focus on vocabulary, a key Pre-reading: focus on vocabulary, a key idea, a difficult paragraph idea, a difficult paragraph

• During-reading: focus on predicting, During-reading: focus on predicting, clarifying, summarizing clarifying, summarizing

• Post-reading: focus on comprehension, Post-reading: focus on comprehension, vocabulary, evaluation, information transfervocabulary, evaluation, information transfer


6. Provide opportunities for students to 6. Provide opportunities for students to experience success in reading experience success in reading


6.6. Provide opportunities for students to Provide opportunities for students to experience success in readingexperience success in reading

7.7. Build expectations that reading occurs in class Build expectations that reading occurs in class every day or in every lessonevery day or in every lesson


6.6. Provide opportunities for students to Provide opportunities for students to experience success in readingexperience success in reading

7.7. Build expectations that reading occurs in class Build expectations that reading occurs in class every day or in every lessonevery day or in every lesson

8.8. Incorporate teaching practices that support the Incorporate teaching practices that support the research implications aboveresearch implications above

Trans Fats in TroubleTrans Fats in Trouble(From Anderson, 2008) (From Anderson, 2008)

Read the text for 90 seconds to prepare for a set Read the text for 90 seconds to prepare for a set of tasks.of tasks.

#1: Select Vocabulary for #1: Select Vocabulary for InstructionInstruction

1.1. Select a small number of key words (5-8 Select a small number of key words (5-8 words)words)

2.2. Note 30-50 words from a text to use for Note 30-50 words from a text to use for vocabulary practice activitiesvocabulary practice activities

3.3. Gloss uncommon words (Gloss uncommon words (fussfuss: attention): attention)

#1: Select Vocabulary for #1: Select Vocabulary for InstructionInstruction

flavorflavor provenproven revolving revolvingruled outruled out staplesstaples texture textureattributed toattributed to medical studymedical study allowed allowedprocessprocess chemically changedchemically changed the addition of the addition ofa greater chancea greater chance linked to linked to controlling controllingproven proven heart diseaseheart disease cancer cancerrequiresrequires obesityobesity to alert to alerthealth conditionshealth conditions restrictrestrict forced forced mandatory mandatory labelinglabeling created createdbanban resultingresulting heating heatingcriticscritics switchswitch adhere to adhere toabundantabundant validatingvalidating correlating correlating

#2: Use Large Sets of Words#2: Use Large Sets of Words

Working with large sets of words provides a Working with large sets of words provides a vocabulary–rich environment to support vocabulary–rich environment to support learninglearning

• SortingSorting• Using continuaUsing continua

#2: Use Large Sets of Words#2: Use Large Sets of Words

Based on the text, sort words into 3 categories (problems, Based on the text, sort words into 3 categories (problems, processes, solutions):processes, solutions):

attributed toattributed to medical studymedical study allowed allowedprocessprocess the addition ofthe addition of validated validateda greater chancea greater chance linked to linked to controlling controllingproven proven heart diseaseheart disease eliminate eliminaterequiresrequires obesityobesity to alert to alerthealth conditionshealth conditions restrictrestrict forced forced mandatory mandatory labelinglabeling created createdbanban resultingresulting heating heatingadhere toadhere to personal freedompersonal freedom strict rules strict rulesallowedallowed intrude intointrude into choice choice

Sort solution (control) words along the continuum belowSort solution (control) words along the continuum below

Minimal controlMinimal control Maximal control Maximal control

#2: Use Large Sets of #2: Use Large Sets of WordsWords

adhere to, allow, ban, eliminate, willing, forced, mandatory, voluntarily, control, not intrude into, restrict, choice

Sort solution (control) words along the continuum belowSort solution (control) words along the continuum below

Minimal controlMinimal control Maximal control Maximal control

#2: Use Large Sets of #2: Use Large Sets of WordsWords

— w

illin

g

— a

llow

— c

hoic

e

— n

ot in

trud

e in

to

— v

olun

taril

y

— a

dher

e to

— r

estr

ict

— fo

rced

— c

ontr

ol

— b

an

— m

anda

tory

— e

limin

ate

#3: Collect Words & Own Them#3: Collect Words & Own Them

Mature wordsMature words on the board (during text unit) on the board (during text unit)

attributed toattributed to abundantabundant

texture texture ruled out ruled out

mandatory mandatory adhere to adhere to

intrude intointrude into criticscritics

Words chosen by students for their Words chosen by students for their word journalsword journals. . Four words they like and want to learn. (Add Four words they like and want to learn. (Add definitions)definitions)

#4: Practice Comprehension #4: Practice Comprehension SkillsSkills

1.1. Engage students in discussions about text Engage students in discussions about text information (questions on how to understand information (questions on how to understand the text, use of “why” questions) the text, use of “why” questions)

2.2. Identify main ideas in the text Identify main ideas in the text

#4: Practice Comprehension #4: Practice Comprehension SkillsSkills

Finding main ideas in Finding main ideas in Trans Fats in Trouble Trans Fats in Trouble • Paragraph 1: Sentence 2 states the Paragraph 1: Sentence 2 states the

problem, connecting trans fats to heart problem, connecting trans fats to heart disease. disease.

• Paragraph 2: Paragraph 2: Trans fatsTrans fats repeated in first repeated in first sentence. Sentence indicates a comparisonsentence. Sentence indicates a comparison

• Paragraph 3: First sentence uses Paragraph 3: First sentence uses trans fatstrans fats in a general statement followed by in a general statement followed by supporting examples supporting examples

#5: Identify Signals for #5: Identify Signals for Discourse OrganizationDiscourse Organization

Find patterns of discourse organization and word Find patterns of discourse organization and word signals in a text:signals in a text:

cause-effect cause-effect comparison-contrastcomparison-contrast problem-solutionproblem-solution process process

#5: Identify Signals for #5: Identify Signals for Discourse OrganizationDiscourse Organization

Look at Look at Trans Fats in TroubleTrans Fats in Trouble

1.1. What is the problem? (problem, cause & effect, What is the problem? (problem, cause & effect, para 1) para 1) attributed, linked to, provenattributed, linked to, proven

2.2. How are trans fats made? (process, para 2) How are trans fats made? (process, para 2) created, process, change, resultingcreated, process, change, resulting

3.3. Why are they so useful? (comparison & Why are they so useful? (comparison & contrast, para 2) contrast, para 2) longer, higher, cheaperlonger, higher, cheaper

4.4. What are solutions to the problem of trans What are solutions to the problem of trans fats? (solutions, para 3-5) fats? (solutions, para 3-5) restrict, allow, restrict, allow, requires, forced, banrequires, forced, ban

#6: Build Awareness of Text #6: Build Awareness of Text StructureStructure

Fill in graphic organizers that highlight Fill in graphic organizers that highlight discourse structurediscourse structure

1.1. They are relatively few in numberThey are relatively few in number

2.2. They need to be repeated for multiple textsThey need to be repeated for multiple texts

3.3. They need to be simple and consistentThey need to be simple and consistent


Fill in the graphic organizer for solutions (para 3-5)Fill in the graphic organizer for solutions (para 3-5)

Problem Solutions


Trans fats affect health (para 1)

Solutions (para 3-5)Problem (para 1)

1. Countries restrict TF: Denmark, Canada 2. Foods labeled for TF: Canada, US 3. City requires ban on TF in restaurant ： NYC4. City voluntarily eliminates TF: Tiburon, CA5. States ban TF: CA, MA, MD, VT

CauseCause and and effecteffect (para 1) (para 1)


Trans Fats

1. Heart disease2. Obesity3. Cancer4. 18,000 deaths under 65 (para 4)

Cause Effect


Trans Fat is a component of oil that results from

hydrogenation

Definition of trans fat (para 2)


Natural oil

Process definition of hydrogenated oil (para 2)

1. Heat2. Add hydrogen

atoms

Hydrogenated oil

Comparing hydrogenated oil and other oil (para 2)


Other Oils and Butter

• (Spoils faster)• (Melts at lower temps)• (Less useful in baking)• (Less rich flavor/texture)• (Butter more expensive)

Hydrogenated Oil

• Lasts longer• Melts at higher temps• More useful for baking• Richer flavor/texture• Cheaper than butter

#7: Use Important Reading #7: Use Important Reading StrategiesStrategies

1.1. Plan and form goals before readingPlan and form goals before reading

2.2. Form predictions before readingForm predictions before reading

3.3. Reread as appropriate Reread as appropriate

4.4. Monitor reading continuously Monitor reading continuously

5.5. Identify important information Identify important information

6.6. Fill in gaps in the text through inferences and Fill in gaps in the text through inferences and prior knowledge prior knowledge

#7: Use Important Reading #7: Use Important Reading Strategies Strategies

7.7. Make guesses about unknown wordsMake guesses about unknown words

8.8. Use text structure information to guide Use text structure information to guide understandingunderstanding

9.9. Integrate ideas from different parts of the textIntegrate ideas from different parts of the text

10.10. Build main idea summaries Build main idea summaries

11.11. Evaluate the text and the authorEvaluate the text and the author

12.12. Attempt to resolve difficultiesAttempt to resolve difficulties

#7: Reading Strategies: #7: Reading Strategies: Teachers’ RoleTeachers’ Role

1.1. Introduce a strategy, talk about how, when, Introduce a strategy, talk about how, when, and why to use it and why to use it

2.2. Add the strategy to a class listAdd the strategy to a class list

3.3. Model strategic reading with teacher think-Model strategic reading with teacher think-alouds alouds

4.4. Provide extensive practice Provide extensive practice

#7: Reading Strategies: #7: Reading Strategies: Teachers’ RoleTeachers’ Role

5.5. Encourage student modeling and use of Encourage student modeling and use of strategies strategies

6.6. Make strategy instruction a part of everyday Make strategy instruction a part of everyday instruction, and not separate lessons instruction, and not separate lessons

7.7. Gradually automatize student strategy use for Gradually automatize student strategy use for fluent reading over timefluent reading over time

Demo: Teacher Modeling Demo: Teacher Modeling Strategic ReadingStrategic Reading

Think-aloud modeling demonstrationThink-aloud modeling demonstration

Trans Fats in TroubleTrans Fats in Trouble

What strategies do I verbalize?What strategies do I verbalize?

Teacher Modeling Strategic Teacher Modeling Strategic ReadingReading

Student strategy list:Student strategy list:

1.1. Call up background knowledge Call up background knowledge

2.2. Form a questionForm a question

3.3. Note text support (the glossed word)Note text support (the glossed word)

4.4. Guess a word meaningGuess a word meaning

5.5. Use a dictionaryUse a dictionary

6.6. PredictPredict

7.7. SummarizeSummarize

#8: Guess Word Meanings in #8: Guess Word Meanings in the Textthe Text

Look at Look at Trans Fats in TroubleTrans Fats in Trouble

1.1. Guessing word meanings in context is a good Guessing word meanings in context is a good strategystrategy

2.2. The goal is to maintain comprehension, not The goal is to maintain comprehension, not learn precise vocabulary meaningslearn precise vocabulary meanings

3.3. Practice strategy with words in main texts Practice strategy with words in main texts when appropriate, not with separate made-up when appropriate, not with separate made-up exercisesexercises

#9: Develop Word Recognition #9: Develop Word Recognition SkillsSkills

1.1. Practice word recognition exercises Practice word recognition exercises • Timed matching activitiesTimed matching activities• Timed resorting activitiesTimed resorting activities• Reading word lists as timed activityReading word lists as timed activity

2.2. Use flash cards and computer word-Use flash cards and computer word-recognition activitiesrecognition activities

obesityobesity producedproducedcreatedcreated health conditionhealth conditionattributed attributed related torelated tocorrelatecorrelate linked tolinked toabundantabundant choicechoicealternativealternative manymanyeliminateeliminate acceptacceptadhere toadhere to banbanrestrictrestrict requiredrequiredmandatorymandatory preventprevent



eliminateeliminate producedproducedcreatedcreated related torelated toabundant abundant ban ban correlatecorrelate linked tolinked torestrictrestrict required required obesityobesity manymanyattributedattributed acceptacceptadhere toadhere to health conditionhealth conditionalternativealternative choicechoicemandatorymandatory preventprevent


Sort words quickly into 3 categories (problems, processes, Sort words quickly into 3 categories (problems, processes, solutions):solutions):

attributed toattributed to medical studymedical study allowed allowedprocessprocess chemically changedchemically changed the addition of the addition ofproven proven heart diseaseheart disease eliminate eliminaterequiresrequires obesityobesity to alert to alerthealth conditionshealth conditions restrictrestrict forced forced mandatory mandatory correlatingcorrelating created createdbanban resultingresulting heating heatingadhere toadhere to personal freedompersonal freedom strict rules strict rulesvalidatedvalidated intrude intointrude into choice choice

#10: Recycle Texts for Fluency #10: Recycle Texts for Fluency Practice Practice

Recycle and reread texts used in class for multiple Recycle and reread texts used in class for multiple purposespurposes

1.1. Reread text quickly to begin post-reading Reread text quickly to begin post-reading

discussiondiscussion2.2. Reread to work with a graphic organizerReread to work with a graphic organizer3.3. Reread to connect to information from a Reread to connect to information from a

previous textprevious text4.4. Reread to make a summary or fill in an outlineReread to make a summary or fill in an outline

#10: Recycle Texts for Fluency #10: Recycle Texts for Fluency Practice Practice

5.5. Read 3-4 times as rereading fluency practiceRead 3-4 times as rereading fluency practice6.6. Read text while taking a different position from Read text while taking a different position from

authorauthor7.7. Read to look for text structure signalsRead to look for text structure signals8.8. Read to look for signals for main ideasRead to look for signals for main ideas9.9. Read to create a radio report scriptRead to create a radio report script10.10. Read to find 5 words they still don’t know or Read to find 5 words they still don’t know or

want to own in their vocabulary journalswant to own in their vocabulary journals

#11: Practice Paired Rereading #11: Practice Paired Rereading for Fluency for Fluency

Students in pairs read a short passage multiple Students in pairs read a short passage multiple times for fluency practicetimes for fluency practice

Get in Pairs and you need a pen or pencil:Get in Pairs and you need a pen or pencil:

Person A: read for 30 seconds aloud (low voice), then Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: stop and mark after the last word read. Person B: listen and help if needed.listen and help if needed.

Demo: Paired rereading of Demo: Paired rereading of Trans Fats in TroubleTrans Fats in Trouble


Person A: read for 30 seconds aloud (low voice), then stop Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and and mark after the last word read. Person B: listen and help if needed.help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: then stop and mark after last word read. Person A: listen and help if needed.listen and help if needed.



Person A: read for 30 seconds aloud (low voice), then stop and mark Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and help if needed.after the last word read. Person B: listen and help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, then stop Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: listen and help if and mark after last word read. Person A: listen and help if needed.needed.

Person A: again read FROM THE BEGINNING for 30 seconds, Person A: again read FROM THE BEGINNING for 30 seconds, then stop and mark.then stop and mark.



Person A: read for 30 seconds aloud (low voice), then stop Person A: read for 30 seconds aloud (low voice), then stop and mark after the last word read. Person B: listen and mark after the last word read. Person B: listen and help if needed.and help if needed.

Person B: read FROM THE BEGINNING for 30 seconds, Person B: read FROM THE BEGINNING for 30 seconds, then stop and mark after last word read. Person A: then stop and mark after last word read. Person A: listen and help if needed.listen and help if needed.

Person A: again read FROM THE BEGINNING for 30 Person A: again read FROM THE BEGINNING for 30 seconds, then stop and mark.seconds, then stop and mark.

Person B: again read FROM THE BEGINNING for 30 Person B: again read FROM THE BEGINNING for 30 seconds, then stop and mark.seconds, then stop and mark.


#11: Paired Rereading Fluency #11: Paired Rereading Fluency Practice: Teacher’s Role Practice: Teacher’s Role

1.1. Keep passage practice shortKeep passage practice short2.2. Ask students to read texts they have already Ask students to read texts they have already

worked with or texts with at least 98% worked with or texts with at least 98% vocabulary knowledgevocabulary knowledge

3.3. Have students read for a set number of Have students read for a set number of seconds (40, 60, or 90 seconds)seconds (40, 60, or 90 seconds)

4.4. Student can usually work with a reading Student can usually work with a reading partner, but they can also read with a tape partner, but they can also read with a tape recorded version, read with a teacher, or read recorded version, read with a teacher, or read by themselves with a clockby themselves with a clock

#11: Paired Rereading Fluency #11: Paired Rereading Fluency Practice: Teacher’s Role Practice: Teacher’s Role

5.5. Students who have great difficulty should be Students who have great difficulty should be given easier textsgiven easier texts

6.6. Pronunciation is not the issue for repeated Pronunciation is not the issue for repeated reading unless the word is not intelligiblereading unless the word is not intelligible

7.7. Reading the same passage three-four times is Reading the same passage three-four times is usually the limit for a sessionusually the limit for a session

8.8. Students should keep a record of how well Students should keep a record of how well they dothey do

Ten Good Ideas for Ten Good Ideas for Teaching L2 ReadingTeaching L2 Reading

William GrabeWilliam Grabe

Northern Arizona UniversityNorthern Arizona University

[email protected]@nau.edu

ten good ideas for teaching l2 reading

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