TUTORIAL WEEK 7 BY: Siti Syarina Salwa Ahmad (J6)
Stages in Reading Comprehension Lesson: 1. Pre-reading 2. While-reading 3. Post-reading
Suitable Activities for pre- while- and post- Reading Comprehension Lesson:
Pre-Reading Activities:
Doing reading preference survey, reading activity survey Semantic mapping Discussion activities (“what does this word, picture, object make you think of?”) Telling a story Relating experiences associated with reading theme (“this story reminds me of…”) Explaining a concept concept or process (“How does xxx work?”) Asking students to explain a concept or process Describing an object that you bring in Keying on vocabulary from other pre-reading activities Taking a position (on a statement or a quote) Consensus forming (making choices as groups) Quick writing on a topic or a key word Taking a topical survey (what do all the people in the class think about xxx?) Making a questionnaire (group activity) Writing up survey/questionnaire results (group activity) Filling in a flow chart Filling in a modified cloze passage Guessing text genre from the title (why is text organized in a certain way?) Skimming in order to choose/make-up best title Posing questions about a topic (teacher or students) (know, want to know, have learned) Ordering chapter headings in order of perceived interest Ordering chapter sub-heading to predict arrangement of information Reading a letter that takes t akes some perspective on the text, have students identify the writer
Relating a topic to general course content Reading an excerpt—predicting the rest of the text Asking for and finding specific facts (coordinate with scanning activity) Writing a reaction or opinion after a discussion Listening to a lecture and taking notes, using the notes to compare with a section of a reading Looking at pictures, captions, and/or headings and then discussing or predicting Reading first sentences of each paragraph and predict Finding definitions Reading only sub-headings for discussion Reading only underlined sentences for discussion (teacher underlines) Seeing a film, video, slide set, picture sequence, TV show in order to discuss, write, debate Bringing in a person to talk to the class Taking a short excursion to a relevant location
While-Reading Activities:
What comes next? List the possibilities Provide two summaries, which is most accurate so f ar? Give alternative chapter/section headings Use map, chart, table, etc. to outline progress so far Ask students to elaborate on some part of the text just read: a process, description, story, etc. Fill in skeleton story line up to the point of reading, same with outline—ask what will come next Do a flyer, poster, ad, or announcement based on reading to date Correct a summary full of errors List sequence of events or steps in correct order as a chart Make a news story from reading-to-date; report as reading unfolds Playmaking, role-playing Listen to a lecture excerpt related to a section just read, or to be read Make statements about the reading; have the students rate the statements for accuracy, opinion Ask questions, give definitions, focus on vocabulary—students find words they want to remember Give information for next section; students make appropriate questions
Post-Reading Activities:
Scanning for key vocabulary; given definition, have them find other occurrences Fill in or draw grids, charts, maps, tables, outlines Expand or change a semantic map Ask questions ETR (relate Experience, read Text, Relate experiences to text) Write a reaction (express opinion) Connect with information from other articles Match information T/F statements Fix wrong information in a summary Listen to lecture and connect to reading; note points of difference, points of similarity Write a summary, fill in a summary Students take/make sentences, state as T/F, other students get points if agree with right answer Report on reading from different frames (reporter, professional, editor, colleague) Ranking of importance of information in reading (start with a list of statements about reading) Flow chart the information Decide what information can be eliminated (have lists of statements) What is the attitude/viewpoint of the writer, what is the genre of the text, who is the audience? How do you know? List examples that appear in text; what would be better examples for the students? Write a reaction evaluation as groups Write newspaper headlines Write sub-headings for text sections
