Reading for Secondary Schools : Reading for Secondary Schools Dr. Mac
Reading-Alverman I and Pre-Reading : 10/19/2009 2 Reading-Alverman I and Pre-Reading
Role of the Textbook : Role of the Textbook Structure curricular goals and objectives-67%-90%
Students use to learn course content—mainly teachers are authority
Present material in coherent and
non-biased fashion 10/19/2009 3
Active Reader : Active Reader Multiple strategies
Self-questioning
Monitoring
Organizing
Interaction with peers 10/19/2009 4
Independent Readers : 10/19/2009 5 Independent Readers Five principles for independent readers
Comes from practice
Develops by design
Is a relative state
Can be achieved in groups
Means always “becoming”
Define fluent reader? (p. 9) : 10/19/2009 6 Define fluent reader? (p. 9)
Define Information Literacy : 10/19/2009 7 Define Information Literacy Compare and contrast information literacy and computer literacy.
Content Literacy : 10/19/2009 8 Content Literacy Amount of knowledge-already knowing a lot
Activation knowledge-prior knowledge-p. 13 Pre-Reading Activities
Attention-learners have a limited capacity for absorbing and assimilating information
Disciplinary Literacy : Disciplinary Literacy PP. 14-19 Read in share pairs. 10/19/2009 9
Define New Literacy. : 10/19/2009 10 Define New Literacy. Resistant Reading
Work on page 21 questions in groups.
Natural Language Learning Approach : 10/19/2009 11 Natural Language Learning Approach Language acquisition (using language meaningfully) is different from language learning (discovering rules about a language), and language acquisition is the only way competence in a second language occurs.
Grammatical structures are acquired in a predictable order, and it does little good to try to learn them in another order.
People acquire language best from messages that are just slightly beyond their current competence.
The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition.
Learning Strategies : 10/19/2009 12 Learning Strategies Predicting
Reader thinks ahead about the reading
Connecting
Reader relates to prior knowledge
Organizing
Arranging ideas according to meaningful
classifications-schema
Try your hand at prior knowledge : 10/19/2009 13 Try your hand at prior knowledge Put in groups
Read p. 22
Read pages-23-26
Three Models for Reading : 10/19/2009 14 Three Models for Reading Bottom-up model
Top-down model
Interactive Model
(pp. 25-26)
Define Constructivism : 10/19/2009 15 Define Constructivism Piagetian Constructivism
Radical Constructivism
Social Constructivism
pp. 30-31
Look at p. 31 activity.
What are some avoidance strategies? : 10/19/2009 16 What are some avoidance strategies? Don’t read unless have to do so
Shifting the blame
Copying, cheating, or seeking help
“Passing the buck”
p. 34
Self-motivation? : 10/19/2009 17 Self-motivation? Respond to scenarios on p. 35.
Let’s look at the lesson plan model! : 10/19/2009 18 Let’s look at the lesson plan model!