Teaching reading and writing

1. Teaching Reading
Ángel Rafael Jimenez Alvarado
Janeth Esmeralda Morales

2. Pre-Reading
Predict involves thinking ahead while reading and
anticipating information and events in the text.
Introduce components such as cause and effect,
compare and contrast, personification, main idea,
sequencing, and others.
Activate prior Knowledge is important because it
helps students make connections to the new information
they will be learning.
Engage is a merger of motivation and thoughtfulness.
Engaged readers seek to understand; they enjoy
learning and they believe in their reading abilities.

3. Reading
Reading is a multifaceted process involving
word recognition, comprehension, fluency,
and motivation.
Why Read?
 Improve Vocabulary
 Improve language acquisition
 Improve reading ability
 Improve spelling, grammar,
and writing.
 Improve reading comprehension

4. Teachers VS. Students
 Teachers allow students to practice the full repertoire of
reading strategies by using authentic reading tasks. They
encourage students to read to learn.
 Teachers have students practice reading strategies in
class and ask them to practice outside of class in their
reading assignments.
 Teachers encourage students to evaluate their
comprehension and self-report their use of strategies.
 Teachers develop students' awareness of the reading
process and reading strategies by asking students to
think and talk about how they read in their native
language.
 Teachers encourage the development of reading skills
and the use of reading strategies by using the target
language.

5. Reading Strategies: Before,
During, and After Reading
Before reading: Plan for the reading task
• Set a purpose or decide in advance what to read for
•Decide if more linguistic or background knowledge is
needed
•Determine whether to enter the text from the top
down (attend to the overall meaning) or from the
bottom up (focus on the words and phrases)

6. During and after reading: Monitor
comprehension
•Verify predictions and check for inaccurate
guesses
•Decide what is and is not important to
understand
•Reread to check comprehension
•Ask for help

7. After reading: Evaluate comprehension
and strategy use
•Evaluate comprehension in a particular
task or area
•Evaluate overall progress in reading and
in particular types of reading tasks
•Decide if the strategies used were
appropriate for the purpose and for the
task
•Modify strategies if necessary

8. Types of lecture
Extensive and Intensive
Extensive reading (Joyful Reading, reading
for pleasure): is a way of language learning,
including foreign language, learning, through large
amounts of reading. As well as facilitating acquisition
and learning of vocabulary, it is believed to increase
motivation through positive affective benefits.
Proponents such as Krashen (1989) claim that
reading alone will increase encounters with unknown
words, bringing learning opportunities, by
inferencing.

10. Intensive Reading: Reading for academic
purposes.
Intensive Reading, which is slow, careful reading of
a small amount of difficult text – it is when one is
"focused on the language rather than the text“.
You’d be reading something with a great deal of
vocabulary and/or grammar that is beyond your
current reading ability. If your instructor is kind,
maybe the vocabulary and grammar that is new to
you will be glossed page by page. If not, you’ll be
spending more time looking up a dictionary than
reading.

11. Authentic Materials and
Approaches
 The reading material must be authentic: It must be the kind
of material that students will need and want to be able to
read when traveling, studying abroad, or using the
language in other contexts outside the classroom.
 The reading purpose must be authentic: Students must be
reading for reasons that make sense and have relevance to
them. "Because the teacher assigned it" is not an authentic
reason for reading a text.
 The reading approach must be authentic: Students should
read the text in a way that matches the reading purpose,
the type of text, and the way people normally read. This
means that reading aloud will take place only in situations
where it would take place outside the classroom, such as
reading for pleasure. The majority of students' reading
should be done silently.

13. Teaching Writing
Teaching how to write effectively is one of
the most important life-long skills educators
impart to their students. When teaching
writing, educators must be sure to select
resources and support materials that not
only aid them in teaching how to write, but
that will also be the most effective in helping
their students learn to write.

14. Video
http://www.youtube.com/watch?71Y2ulyjM4g

15. What does writing involve?
Through writing, people share what
they know, debate issues, promote
their beliefs, and advocate change.
Whether you are drafting a letter to
your senator about student loan
funding or posting an online notice to
recruit players for your intramural
volleyball team, writing gives you a
public voice.

16. Why Write? Why Teach
Writing?
Adults communicate in writing on a
daily basis through notes to children’s
teachers, work activity logs and
forms, e-mails to family and co-
workers, online service forms,
shopping lists, and so on.

17. Here are four main
reasons for teaching
writing to our students
1. VARIETY
2. REINFORCEMENT
3. EXAMINATION PRACTICE
4. STUDENT NEEDS

18. The writing process and
process writing
STAGES

19. Planning ( pre- writing ) is any activity
in the classroom that encourages
students to write .It stimulates thought
for getting started. it fact, it moves
students away from having to face a
blank page toward generating tentative
ideas and gathering information for
writing.
Stage
Group brainstorming, Clustering ,
Rapid free writing.

20. Drafting : Once sufficient ideas are
gathered at the planning stage, the first
attempt at writing that is, drafting may
proceed quickly.
Revising: When students revise, they
review their texts on the basis of the
feedback given in the responding stage.
Editing: At this stage, students are
engaged in tidying up their texts as they
prepare the final draft for evolution by
the teacher.

21. The four steps of the
writing process are.
prewriting, writing, revising, and
proofreading
PreWriting - Whatever type of writing
a student is attempting, the
prewriting stage can be the most
important. This is when students
gather their information, and begin to
organize it into a cohesive unit. This
process can include reading, taking
notes, brainstorming, and categorizing
information

22.  Writing -The actual writing stage is
essentially just an extension of the
prewriting process. The student transfers
the information they have gathered and
organized into a traditional format. This
may take the shape of a simple paragraph,
a one-page essay, or a multi-page report.
 Revising , or editing is usually the least
favorite stage of the writing process,
especially for beginning writers. Critiquing
one’s own writing can easily create tension
and frustration. But as you support your
young writers, remind them that even the
most celebrated authors spend the
majority of their time on this stage of the
writing process.

23. Proofreading - This is a chance for
the writer to scan his or her paper
for mistakes in grammar,
punctuation, and spelling. Although it
can be tempting for parents to
perform this stage of the writing
process for the child, it is important
that they gain proofreading skills for
themselves as this improves a
student’s writing over time.

24. 30 Ideas for Teaching
Writing
 1. Use the shared events of students' lives to inspire writing.
 2. Establish an email dialogue between students from different
schools who are reading the same book.
 3. Use writing to improve relations among students.
 4. Help student writers draw rich chunks of writing from endless
sprawl.
 5. Work with words relevant to students' lives to help them build
vocabulary.
 6. Help students analyze text by asking them to imagine dialogue
between authors.
 7. Spotlight language and use group brainstorming to help students
create poetry.
 8. Ask students to reflect on and write about their writing.
 9. Ease into writing workshops by presenting yourself as a model.
 10. Get students to focus on their writing by holding off on grading.
 11. Use casual talk about students' lives to generate writing.
 12. Give students a chance to write to an audience for real purpose.
 13. Practice and play with revision techniques.
 14. Pair students with adult reading/writing buddies.
 15. Teach "tension" to move students beyond fluency.

25.  16. Encourage descriptive writing by focusing on the sounds of
words.
 17. Require written response to peers' writing.
 18. Make writing reflection tangible.
 19. Make grammar instruction dynamic.
 20. Ask students to experiment with sentence length.
 21. Help students ask questions about their writing.
 22. Challenge students to find active verbs.
 23. Require students to make a persuasive written argument in
support of a final grade.
 24. Ground writing in social issues important to students.
 25. Encourage the "framing device" as an aid to cohesion in
writing.
 26. Use real world examples to reinforce writing conventions.
 27. Think like a football coach.
 28. Allow classroom writing to take a page from yearbook
writing.
 29. Use home language on the road to Standard English.
 30. Introduce multi-genre writing in the context of community
service.