2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
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What do successful readers do? As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves. Presented at the 30th PARK conference, Brno, Czechia
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2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
- 1. http://sandymillin.wordpress.com/parksuccessfulreaders What do successful readers do? Sandy Millin 30th P.A.R.K. conference 23rd March 2024 http://sandymillin.wordpress.com/parksuccessfulreaders sandymillin@gmail.com LinkedIn: https://www.linkedin.com/in/sandymillin/ While you wait Tell a new person you don’t know: - Your name - What kind of learners you teach - What questions you have about teaching reading
- 2. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …understand the context
- 3. http://sandymillin.wordpress.com/parksuccessfulreaders Context Outside the classroom This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-NC
- 4. http://sandymillin.wordpress.com/parksuccessfulreaders Context What can go wrong? Gif source: Tenor Image taken from ELTpics, by @sueannan
- 5. http://sandymillin.wordpress.com/parksuccessfulreaders Context Inside the classroom Make the context clear Where might you see this? Provide visual clues Reflect on the genre features: What is the layout of the text? What kind of grammar can they see? For example, are there lots of extended noun phrases? Are there any typical tenses? What lexical fields (areas of vocabulary) are featured? What register is used? Formal? Academic? Scientific? Chatty, more like spoken than written language?
- 6. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …know why they’re reading
- 8. http://sandymillin.wordpress.com/parksuccessfulreaders Know why Outside the classroom This Photo by Unknown Author is licensed under CC BY-NC
- 10. http://sandymillin.wordpress.com/parksuccessfulreaders Know why What can go wrong? This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY-NC
- 11. http://sandymillin.wordpress.com/parksuccessfulreaders Know why Inside the classroom Set clear tasks = how much attention = how much depth = how much time (time limits?) ‘Read this text and…’ Learners set the tasks This Photo by Unknown Author is licensed under CC BY-NC-ND
- 12. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …make predictions and test them
- 13. http://sandymillin.wordpress.com/parksuccessfulreaders Predictions Outside the classroom Source: https://readingstrategiesmsu.weebly.com/predicting.html 22/3/23 This Photo by Unknown Author is licensed under CC BY-SA-NC
- 14. http://sandymillin.wordpress.com/parksuccessfulreaders Predictions What can go wrong? This Photo by Unknown Author is licensed under CC BY-SA-NC
- 15. http://sandymillin.wordpress.com/parksuccessfulreaders Predictions Inside the classroom Source: https://thehoneycombers.com/bali/nyepi-bali-day-of-silence/ 23/3/23
- 17. http://sandymillin.wordpress.com/parksuccessfulreaders Predictions Inside the classroom and so on…
- 19. http://sandymillin.wordpress.com/parksuccessfulreaders Sound-spelling relationships Outside the classroom
- 20. http://sandymillin.wordpress.com/parksuccessfulreaders Sound-spelling relationships Outside the classroom sound out + get corrected mostly silently except challenging words silently = unconscious reading
- 21. http://sandymillin.wordpress.com/parksuccessfulreaders Sound-spelling relationships What can go wrong? /ðəʊ/ /dʒæk/ Source for words: https://bookriot.com/twords-we-mispronounce-because-weve-only-ever-read-them/ segue colonel quiche
- 22. http://sandymillin.wordpress.com/parksuccessfulreaders Sound-spelling relationships Inside the classroom Low-pressure reading aloud = whole class, pair reading One student reads to the whole class, on the spot, no practice before Reading aloud once students can already read silently Reading aloud with a clear focus to develop sound-spelling awareness e.g. choral reading, teacher indicates sounds As a transition stage > Aim = move towards silent reading More on reading aloud: https://speakinggames.wordpress.com/2020/11/11/reading-aloud-what-its-really- called-and-why-its-essential-to-formal-language-learning/
- 23. http://sandymillin.wordpress.com/parksuccessfulreaders Sound-spelling relationships Inside the classroom Source: English File Intermediate Student's Book (fourth edition), Latham-Koenig, Oxenden and Lambert, p166
- 24. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …know how to deal with unknown language
- 25. http://sandymillin.wordpress.com/parksuccessfulreaders Unknown language Outside the classroom This Photo by Unknown Author is licensed under CC BY-SA-NC
- 26. http://sandymillin.wordpress.com/parksuccessfulreaders Unknown language What can go wrong? This Photo by Unknown Author is licensed under CC BY-SA
- 27. http://sandymillin.wordpress.com/parksuccessfulreaders Unknown language Inside the classroom reading to read reading to improve vocabulary
- 28. http://sandymillin.wordpress.com/parksuccessfulreaders Unknown language Inside the classroom This Photo by Unknown Author is licensed under CC BY
- 29. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …know how they read best
- 30. http://sandymillin.wordpress.com/parksuccessfulreaders How we read Outside the classroom This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA
- 31. http://sandymillin.wordpress.com/parksuccessfulreaders How we read What can go wrong? Source: https://www.semanticscholar.org/paper/New-COLD-Feature-Based-Handwriting-Analysis-for-Nag- Shivakumara/f37d24d0ad6c212c83188f9a1ca15e245ad07c08/figure/0
- 32. http://sandymillin.wordpress.com/parksuccessfulreaders How we read Inside the classroom This Photo by Unknown Author is licensed under CC BY
- 36. http://sandymillin.wordpress.com/parksuccessfulreaders Read more! Outside the classroom Source: Teaching Reading Skills In a Foreign Language by Christine Nuttall, p127
- 37. http://sandymillin.wordpress.com/parksuccessfulreaders Read more! What can go wrong? Source: Teaching Reading Skills In a Foreign Language by Christine Nuttall, p127
- 38. http://sandymillin.wordpress.com/parksuccessfulreaders Read more! Inside the classroom This Photo by Unknown Author is licensed under CC BY-SA-NC
- 39. http://sandymillin.wordpress.com/parksuccessfulreaders Read more! Inside the classroom https://esl-bits.net/
- 41. http://sandymillin.wordpress.com/parksuccessfulreaders Successful readers… …understand the context …know why they’re reading …make predictions and test them …understand sound-spelling relationships …know how to deal with unknown language …know how they read best …read more! This Photo by Unknown Author is licensed under CC BY-NC-ND
- 43. http://sandymillin.wordpress.com/parksuccessfulreaders https://sandymillin.wordpress.com/takeyourtimedelta/ https://sandymillin.wordpress.com/my-books/ https://eltplaybook.wordpress.com/ My e-books and Cambridge DELTA courses
- 44. http://sandymillin.wordpress.com/parksuccessfulreaders What do successful readers do? Sandy Millin 30th P.A.R.K. conference 23rd March 2024 http://sandymillin.wordpress.com/parksuccessfulreaders sandymillin@gmail.com LinkedIn: https://www.linkedin.com/in/sandymillin/ While you wait Tell a new person you don’t know: - Your name - What kind of learners you teach - What questions you have about teaching reading
Notas do Editor
- 7 things successful readers do + how we can help learners to do them All slides at link
- Always contextualised Know what you’ve picked up e.g. book, food packaging Know what you’ve clicked on e.g. email / facebook Activating schemata – mental map
- Think you’re reading something based on one context, then you’re actually reading something different – expect sth formal, then it’s informal, expect an important message, then it’s a joke Coursebooks remove context – all texts look the same. Schemata = ‘texts I’ll see in the classroom’ / ‘texts in my coursebook’
- Aim in mind. What questions do you have? = gives us focus
- Aim in mind. What questions do you have?
- Aim in mind. What questions do you have?
- No questions = no motivation Teacher told me to (texts and tasks) = no curiosity Same types of tasks regardless of the genre, not reflective of most reading outside classroom
- Ideas of what to read next Success depends on our familiarity with that text type / situation Schemata are activated = not reading ‘cold’ Not necessarily explicit, but can be e.g. children’s books
- See something unexpected – pause, re-read, create new predictions Consistently wrong = give up, can’t do it – reduce confidence = I’m an unsuccessful reader
- Image / headline > first paragraph >
- Basics of reading = connecting sounds and spellings Single letters / sounds CVC Recognition words e.g. have, the Mandated order: ‘Letters and sounds programme’ from UK Department for Education Spelling tests
- Sound out + corrected > silently + challenging > silently + unconscious
- Much more common to have heard a word but never to have seen it written down
- Teach common relationships Not just YL phonics syllabus – all ages! Not as many stages? EF sound bank > Jana Find the sound-spelling relationships after reading the text
- Guess what it means from the context. Look it up. Ask somebody what it means. Ignore it.
- Too many unknown words = wading through mud – push forwards, don’t get anywhere. Not enough to understand from context. Give up! Can’t understand definition, don’t get clear, succinct, relevant definition Ignore it > Can’t understand wider text without this
- Teach students the difference! Read to read first, then read to improve vocab if you want to (but don’t foce this!) >>> Know why you’re reading! If it’s the former, ignore lots of words (like me and Harry Potter in Polish). If it’s the latter, you might give up (like me and John Grisham in German!) >>> It’s OK not to understand everything!
- Dictionary skills are still important – good learner dictionary How to make the most of translation software
- E-reader v. paper Dark mode v. light mode Larger text? Sans serif? Where you like to read – chair, table, computer desk Amount of time you’re willing to spend We know what works for us + we find strategies to work around formats we don’t like / don’t find easy to navigate
- Unfamiliar/less comfortable format e.g. always read typed text / on a computer/phone Unusual fonts / handwriting Places / time periods learners are unfamiliar with / don’t like – feel pressured / rushed – might want to spend longer with a text
- Reflect on reading habits outside the classroom – when / where / how they like to read, different for different genres / formats?
- Experiment with: Font, colours, sizes Background – screen / paper Take photo and enlarge
- Masking a text/ using paper with a window On computer, reduce window size / use assistive software to highlight relevant text
- Confident, able to read more Not just for fiction – all genres, including social media posts!
- OK to read slowly! But if it’s caused by lack of understanding, then… Belief that they ‘can’t read in English’ > give up Can be limiting - Lower level of literacy than needed = problem outside the classroom
- Support and encourage them Boost confidence with very short texts – get them into the virtuous circle
- Opportunities to read: formats / topics that would work for them: News in levels ESL bits Graded readers Graphic novels Magazines about things they’re interested in
- Regularly talk about what reading, enjoying it? Recommend it? Don’t force them! Extend comfort zone Enjoyment = most important ‘We’re told to read, but my parents / my teacher is on their phone / computer – why do I have to read?’ > model it!