My Sidewalks on Reading Street Early Reading Intervention
Stages of a Reading Lesson
Practicing reading skills is ane of the cornerstones of language learning. They not only better the overall linguistic communication competence but as well enhance the learners' critical thinking, belittling skills and equally a source of information.
In order to accept a productive reading session the instructor must conduct the lesson following these stages:
- pre-reading — to set the learners for the reading activity, to ready a context, familiarize them with the unknown vocabulary, arouse interest.
- while-reading — this is the main task the reading session is aimed at comprehension questions (Truthful/False statements, skimming and scanning, etc.).
- mail-reading- its aim is to understand the texts further through disquisitional analysis of what they have read or to provide personalization.
This article aims at giving some practical guidance to teachers who are eager to take productive reading sessions.
Pre-reading activities
One of the most important stages of whatsoever reading activeness is the advisable setting of the context, familiarization with the active vocabulary, getting to know how much the learners know about the topic. For this purpose, the following activities may exist used,
- Crumpled papers: The teacher prints out the text which is going to be read and crumples it. He/she divides the class into groups and gives each group one crumpled version of the text. Students are not allowed to move the paper merely they can move themselves trying to read some words, phrases, sentences. They take notes of whatever they are able to read and in a grouping discussion try to guess the chief idea of the text.
- Corner Statements: The instructor prepares 4 sentences expressing opinions about the topic, then sticks them in 4 corners of the classroom. Students go and stand about the opinion they disagree with the most. The group explains why they disagree about the topic.
- Guessing from words or pictures: The teacher boards the keywords from a reading, students work in pairs or groups and try to estimate the text. In the aforementioned manner, the pairs or groups may exist given some topic-related pictures and they need to requite the master idea of the text.
- Sound effects: The teacher plays on some sound upshot related to the reading and students are asked to guess the topic by giving the associations which came to them while listening to those sounds.
- Positive or Negative words: The teacher divides the class into ii groups and gives two sets of unlike words taken out from the text. One grouping is given words with a positive connotation, the 2nd group needs to deal with negative connotation words. They demand to estimate the story having in heed those words. As a event, the class comes up with two totally unlike versions of the aforementioned text.
- KWL Charts : Ask students to write everything they know about the topic (M column) and everything they want to know (W column) and what they learned after the reading (50 Column) . G and W aspects can exist practiced as pre-reading activities.
While-reading activities
They aid students to focus on aspects of the text and to understand it better. The goal of these activities is to assist learners to deal with the text as if it was written in their mother natural language.
- Topic Sentences: Each paragraph stands for one master thought. Students are asked to find the topic sentence and explain how information technology describes the whole reading passage and the given paragraph.
- Guessings: Read the text (skimming the text for general information) to see if the guessings and predictions are met.
- Scanning: Students look for specific information from the text. Learners may exist too asked to write comprehension questions for their peers.
Mail-reading activities
These activities mainly aim at integrating the target fabric into the real-life and personalized practice in gild to keep the accurate apply of the linguistic communication, make the learners feel that whatsoever they learn they plough into real-life experience in terms of language employ.
- Discussions: Learners are divided into groups and are given a set of text-related questions to discuss. Questions may be near some characters, their behaviour, how the text has interested the students, what they accept learned from it, etc.
- Story Continuation: Students may be given some time to think and come upwardly with the continuation of the story. They may change some traits of the principal characters and imagine how the text would proceed to accept into account those changes.
- Statements: Students are given statements about the reading topic, they work in pairs and discuss them.
Considering the utmost importance of reading skill in language learning, all the above-mentioned activities can serve every bit nice tools to hone the learners' reading skills.
Yous tin can look at some more interesting ideas and useful resources here .
Source: https://skyteach.ru/2019/06/08/stages-of-a-reading-lesson/
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