leesvaardigheid booklet
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La durée de la leçon est: 60 minÉléments de cette leçon
Slide 1 - Diapositive
Welcome everybody please take a seat and sit according to my seating plan. Put your bags on the floor and grab your pen.
Alright let´s have a look at the planning for today´s lesson. So you already know I have been researching something about reading skills and I made you make, those mindmaps, remember? So since then I have created a booklet for all of you and I will explain what that entails in a minute. So I'm first going to explain a couple things to you. Starting off with strategies you can use while you're reading and you come across a new or difficult word. Then some reading strategies, different types of questions, the reading phases and lastly i'll have you practice your reading comprehension skills. We have to go through quite some theory so, I ask you to listen carefully for about 15 minutes and then you can all work individually.
Slide 2 - Diapositive
Welcome everybody please take a seat and sit according to my seating plan. Put your bags on the floor and grab your pen.
Alright let´s have a look at the planning for today´s lesson. So you already know I have been researching something about reading skills and I made you make, those mindmaps, remember? So since then I have created a booklet for all of you and I will explain what that entails in a minute. So I'm first going to explain a couple things to you. Starting off with strategies you can use while you're reading and you come across a new or difficult word. Then some reading strategies, different types of questions, the reading phases and lastly i'll have you practice your reading comprehension skills. We have to go through quite some theory so, I ask you to listen carefully for about 15 minutes and then you can all work individually.
Slide 3 - Diapositive
Alright so I have designed three different booklets for you. I couple months ago I made you all take a reading level test and I took notes of the reading levels of everyone. So we have level B1, B2 and C1. Each booklet contains 6 different topics that I picked based off of your mindmap answers. You get to choose at least two of the six topics. The topics for each level are the same the only difference is the difficulty. The goal of this booklet is to increase your motivation by allowing you to choose between different topics and to challenge you more by giving you a booklet that's on your level.
Slide 4 - Diapositive
Alright so I have designed three different booklets for you. I couple months ago I made you all take a reading level test and I took notes of the reading levels of everyone. So we have level B1, B2 and C1. Each booklet contains 6 different topics that I picked based off of your mindmap answers. You get to choose at least two of the six topics. The topics for each level are the same the only difference is the difficulty. The goal of this booklet is to increase your motivation by allowing you to choose between different topics and to challenge you more by allowing you to the level you're on.
Slide 5 - Diapositive
Repeat the learning objectives on the board.
Slide 6 - Diapositive
Ask the class what they do now whenever they're reading a text and come across a new or difficult word to activate their prior knowledge. Then ask them to brainstorm and come up with other strategies to check if they can think of any.
Slide 7 - Diapositive
Show them the different strategies there are and explain them one for one:
A lot of words actually consists of multiple parts and sometimes we already know one or more of those parts. this is an example so when we read the word endoscopy we can see that it consists of two separate parts. You would just have to know what they mean though so endo means inside and scopy means to observe something. Think of telescope and microscope.
The next strategy is a more common one so to derive the meaning of a word from the context. A lot of the times we can guess what a word means when we read it with more context. Then we have making connections with words we've heard. Has any of you heard of lumos in the movie harry potter? lumos is i believe a spell and that makes harrys wand produce light. So the word luminary also has something to do with light.
You can also make connections with your own life so if you already know a word such as intonation right we have the intonation of our voice but if its used in the context of instruments ''the intonation of the guitar'' then we can assume that it is about the tuning of the guitar. If none of the above worked then you can simply take a guess or if you feel like the meaning of the word is necessary in order to understand the text, you can look it up in the dictionary but i dont recommend you do that all the time as it takes a lot of time.
Slide 8 - Diapositive
Now let's move on to some strategies we can use while reading.
The first one is called skimming. This is usually done before we read the whole text and it basically means you quickly read the title, subheadings, introduction and conclusion of a text to get the main idea and overal message of it while ignoring the rest of the text.
Then we have scanning and this is a strategy you will use a lot in order to answer the questions because you have to look for specific information in the text such as a name, number or date
Then we have global reading and this means that you go through the text to get a general understanding of what the text is about wihtout reading everything in detail.
Intensive reading is when you read the entire text and focus on the details and comprehending everything.
Lastly we have reflective reading which is when you read and reflect on how the text relates to your own thoughts and experiences.
Slide 9 - Diapositive
Now i'm going to explain to you how you can tackle different types of questions. So I wrote down which types of questions you can expect to get during most reading exams. so we have multiple choice, fill in the blank, open question, true or false and questions on a speicifc paragraph.
Slide 10 - Diapositive
multiple choice questions seem easy sometimes since you could also just guess the answer but theres still strategies you can use in order to have a higher chance of succeeding. So for this type of question it's common to use scanning in order to find the specific information you're asked about and then you want to read that paragraph intensively in order to find the right answer. Then there's usually two nonsense options which you can get rid of and lastly you'll have to make a choice between the remaining two options.
Slide 11 - Diapositive
For fill in the blank questions it is important you recognize and know the meanings of linking words. For this type of questions you quickly scan to find the gap in the text and then you want to intensively read the previous two or so sentences and the sentence that follows the gap. Then you want to make sure you understand all the options you're given. Once you do, you can get rid of the nonsense options and choose between the remaining ones. Make sure it makes sense in that context.
Let's have a look at this example. So the sentence before the gap mentions how it is believed that smell is unimportant and when we read the sentence that follows the gap it says that studies have shown that the pheromones from sweat play an important role. So these two statements kind of contradict one another right. So which word should then be in the gap? *ask the students and pick someone to answer it* The answer is still. 'Stilll' is like nevertheless or however so it shows that the statement follwing that word is most likely the opposite of the statement before the sentence.
Slide 12 - Diapositive
Then we have the open question and for this you most likely have to use reflective reading and any other strategy which really depends on the question.
You want to read the question carefully. I noticed that a lot of the times students won't read the whole sentence or not carefully enough because their answer won't even be an answer to what they're being asked. Then you want to look for the passage where you can find your answer, highlight the important parts and formulate your aswer and then check if that is an answer to the question.
Slide 13 - Diapositive
Use global reading to get an overall understanding of the main ideas and then use intensive reading to check whether a statement is true or false or maybe even not given in the text. You want to mark the paragraphs and highlight exactly where you can find the information. And this is very important, but only choose true if everything in the statement was mentioned in the text and not just half of the statement.
Slide 14 - Diapositive
Lastly we have a question on a specific paragraph. For this question you can once again use scanning to find the right paragraph and use intensive reading to read the paragraph intensively.
you want to start off by reading the question carefully and then using the reading strategies you want to find the answer in the text and then formulate your answer by using only the relevant information.
Slide 15 - Diapositive
Moving on to the reading phases. So before you read a text you usually have to do one or two short activities in order to activate your prior knowledge or to engage with the text.
Then we have the while reading phase and during this phase we read the text and use different strategies for understanding the words and you can also highlight important points or linking words and even take notes.
Then we have the post reading phase. So after you have finished reading the text intensively, you want to read the questions and start answering them. You can answer them by using the different reading strategies depending on the type of question and you can also reflect on what you've read by talking about it with another student.
Slide 16 - Diapositive
The exercises of their first text will be their homework. During the next lesson they'll have to pick another text and work on that. Once they've finished two texts I'll tell them that I willl upload an answer sheet on Magister so they can check their answers. I will also tell them that they can find pdf versions of the different level booklets if they wish to upgrade or downgrade to a different level.
Alright i'm finally done talking so now you have time to work on your booklets. I'm going to hand out the booklets based on your level and I first want you to use that booklet for the first text and if you feel like it's too easy/hard let me know and i'll give you a different one for the next class. So what i want you to do is to first skim through the theory that i just explained and then i'd like you all to do the two exercises on page 4. Once you have finished those you can continue with one of the six texts. You'll have to read it and do the exercises. Make sure you do the pre-reading exercises before reading the text and don't forget to use the different strategies.
How much time they have during class really depends on the introduction and how much time was spent explaining the strategies etc. It is up to the teacher whether they want to let the students work on the booklet in class or do it as their homework. I just set a timer until 5 minutes before the end of class so they have enough time to work and I have enough time to end the lesson.
Slide 17 - Diapositive
Cet élément n'a pas d'instructions
Slide 18 - Diapositive
De exitticket is puur alleen voor mij en mijn onderzoek. Voor mijn collega's: je kunt de volgende slide gebruiken. Deze heb ik verborgen maar dat kan je zelf veranderen en dan deze slide juist verbergen.
The exitticket is just for me to use because it is specifically for mey research. However, I would recommend the other teachers to allow the students to reflect and give their opinion on the booklet just to hear their thoughts. So on the next (hidden) slide I made a version for you where you can write down one or two questions for them to answer but feel free to change it up if you want to.
Slide 19 - Diapositive
Cet élément n'a pas d'instructions
