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Oxford Seminars Day 4 Teaching Reading Teaching Idioms Teaching Writing Intro to Assessment
What is in Rick’s box
Can you read this? Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in what order the ltteers in a word are, the only iprmoetnt thing is that the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can still raed it wouthit porbelm. This is bcuseae the human mind deos not raed ervey lteter by istlef, but the word as a wlohe.
The Brain and Reading
The Brain and Reading
Reading Strategies Connect to the reading – Have you ever experienced a situation similar to the event you are reading about?
Right Hemisphere Language Left Hemisphere Memory Stored as concept or idea Word recognized from memory as a picture. Picture sorted and translated into language Information in
The Brain and Reading
What makes a good reader?
Reading Strategies Anticipation (Engage) Provide students an opportunity to get to know what they will be reading about
Reading Strategies Purposeful reading Why do the students need to read the material? What motivates them to read? What questions do they want answered?
Reading Strategies Make Predictions – What do you think will happen in the story based on the title? on the illustrations? on the headings or chapter titles?
Reading Strategies Ask questions and/or question the author- Remember it is a conversation between you and the author! You don’t always have to agree with him/her.
Read to write Notice patterns in the structure of the writing This will help you anticipate what’s to come in future readings and help you combine words and phrases when you write.
Write to read Use students own stories to increase fluency and understanding. Provide activities or events for students to write stories about.
Reading Strategies Metacognition – monitoring comprehension How do you make meaning of what you read?
How do you make sense of what you read? What makes some readings difficult and others easy? What do you do when you don’t understand what you are reading?
Soooooooo . . . Why would we integrate reading and writing skills into one lesson? What are the pedagogical advantages?
How / why do we read? When do we read slowly? When do we read quickly? K1-K2 – pages 240-241 Read The Reader as a Detective – K3 - page 241-24 Skim – Pages 99-11 in Harmer book

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