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Teaching Reading and STEM Teaching Reading and STEM

Teaching Reading and STEM - PowerPoint Presentation

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Teaching Reading and STEM - PPT Presentation

Mark Dorr United States Department of State English Language Specialist Kazakhstan 2016 wwwMarkDorrcom Copyright Disclaimer under section 107 of the Copyright Act 1976 allowance is made for fair use for purposes such as criticism comment news reporting teaching scholarship educati ID: 816283

reading students instructions read students reading read instructions student paper give story class word relate vocabulary find won small

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Slide1

Teaching Reading and STEM

Mark DorrUnited States Department of State English Language SpecialistKazakhstan, 2016www.MarkDorr.com

Copyright Disclaimer under section 107 of the Copyright Act 1976, allowance is made for “fair use” for purposes such as criticism, comment, news reporting, teaching, scholarship, education and research. This applies to this work as well as videos or other materials included in this educational presentation.

Slide2

As with all activities, to engage students:

Relate the subject or skill the student’s experiences, needs, or dreams.

Slide3

Basic Steps in a Reading Activity

Make clear the purpose of the text (Students should know what they are supposed to do before they read the text)

Activate schema-discuss topic before reading, give background information, etc.

Try not to pre-teach vocabulary

Review comprehension questions before reading

Provide a framework of how to read-scan, skim, etc.

Read silently

Ask about vocabulary problems after reading

Try to relate questions, problems, and activities back to the text

Slide4

HanDout

“Apollo 11”What important thing did the Apollo Eleven mission do?What were the names of the three astronauts?

How fast was the spacecraft going when it reached orbit?

How long did it take Apollo Eleven to reach the moon?

What did the astronauts show in their television broadcast?

What did Neil Armstrong say when the Eagle separated from the Columbia?

What did President Nixon do on the day of the moon landing?

What did Neil Armstrong say when they landed on the moon?

Slide5

Guessing from Context

Bună dimineaţa, Mulţumesc

, Ce

mai

faceţi

, Bine,

Obosită

- What do they mean?

Bună

dimineaţa

, Sarah! Sit down and have some breakfast.

Mulţumesc

, Julie!

Ce

mai

faceţi

?

Bine, thanks. How about you?

Obosită

, but I’m ok. I just couldn’t sleep at all last night.

Slide6

Teach Common Sequencing Patterns

Example: Scientific Classification

Domain -

Archea

, Eubacteria, Eukaryote

Kingdom - Plantae, Animalia, Fungi,

Protists

, Eubacteria (

Monera

),

Archaebacteria

Phylum

Class

Order

Family

Genus

Species - smallest classification

The full classification for a lion would be: Kingdom, Animalia (animals); Phylum, Chordata (vertebrate animals); Class, Mammalia (mammals); Order,

Carnivora

(meat eaters); Family,

Felidae

(all cats); Genus,

Panthera

(great cats); Species,

leo

(lions).

Slide7

Handout

From “Pouring Concrete” Strip Story https://www.youtube.com/watch?v=1VccReZNE88

Slide8

Scanning is reading to find specific information. It may be taught, for instance, by using a telephone directory and looking up names.

Slide9

What is telephone number for the Airport Aviation Department?

What is Paul Adams’ number?

In what town does Maxine Albury live?

Slide10

What are the Coal Heat numbers for April, 2011?

Slide11

basically, Whether it’s reading or another subject, what will spark the most interest in your students?

Finding something in the material that you can relate in some way to a student’s backgroundFinding something in the material that you can relate in some way to a student’s interestsFinding something in the material that you can relate in some way to a student’s dreams or concerns

Slide12

Good Vocabulary building, too!

We want to remember Kingdom, Phylum, Class, Order, Family, Genus, and Species: K, P, C, O, F, G, S Let’s use mnemonics.Kids Prefer Cheese Over Fried Green Spinach

Keeping Precious Creatures Organized For Grumpy Scientists

Slide13

Slide14

It is important to teach the skill of predicting because students will be able to read faster and comprehend better.

Predicting Content from the Title or First Sentences: Before having the students read a story, tell them (or, write on the blackboard) the story title or the first sentence of each paragraph. Have them guess, either by writing or speaking their answers, what the story will be about, what will happen, etc. They can answer individually, in pairs, or in small groups.

Example: “Class, we are going to read a story called ‘My Brother Won a Prize’. What do you think this will be about?” (The students respond.) “Why do you think he might have won a prize?” “Have any of you ever won a prize?” “How did it feel?” “How do you think he might feel?” “What would you do if you won Q30?” Etc.

Slide15

Guessing Meaning from Context:

Sometimes, students will read a word that they don’t know. You can make them much better English readers if you teach them how to figure out a word’s meaning by themselves. It’s not always possible but, often, it can be done. This will make them faster readers, too. Using their knowledge of English, have the students try to guess the meaning of a word they don’t know. To check it, they can try replacing the unknown word with their definition.

 

Example: “After years of being a pugilist, his nose was broken, and his face was scarred. However, he still liked going to the gym to box.” Student: Excuse me, teacher, but I don’t understand “pugilist”. Teacher: “Can you guess what it means? What kind of person who goes to the gym often has a battered face?” Student: “A boxer?” Teacher: “That’s a good guess. Plus, look at the end of the sentence; it says he likes to box. Now, try putting ‘boxer’ there instead of ‘pugilist’.” Student: “’After years of being a boxer, his nose was broken and his face was scarred. However, he still liked going to the gym to box.’ That sounds right.” Teacher: “Good. Now, read on just to make sure you’re right about that.”

Slide16

TPR (Total Physical Response):

Give the students written instructions on the board, sheets of paper, or from a book. Have them physically follow the instructions either as a group or one-by-one. There are many different ways to do this; feel free to be creative.Example: (On the blackboard) “Stand up.” The students stand up. “Walk to the door.” The students walk to the door. “Go back to your seats.” The students do this. “Pick up your pencil and hold it over your head.” Etc. Watch to see if the students understand and are following your instructions. Repeat your instructions if students are not following your commands.

Example: Give the students some bits of blue, white, and brown paper. (On a sheet of paper) “Follow these instructions: 1. Find someone who is wearing glasses and give that student a piece of blue paper. 2. Find someone with long hair and give that student a piece of white paper. 3. Find someone who is smiling and give that student a piece of brown paper.” Watch to see if the students understand and are following your instructions.

Slide17

Word Search

Can do as number search Young students and adolescents love games, and they can be useful learning tools, so try to include some in your lessons. One easy way to make a reading and vocabulary game is a Word Search. You can use words they’ve learned already. Just get to class early, write the words you want to use on the board in various positions of a grid then fill in the rest with other letters. Students then take turns finding words and circling them. This can be done in teams or individually. Of course, if you have access to a copier, you can make copies ahead of time and use those instead of the board.

 

Example: short, tall, big, small

Step 1 Step 2

big

small

big

tmn

small

pqw

h

okjasd

h

hdkjhliuh

o

vhjask

o

asasdkpj

r

mqodi

r

akjnbuto

tall

ackdcp

tall

kwpsk

Slide18

Like controlled writing, reading aloud is not a useful exercise to improve reading ability.

It is almost exclusively a pronunciation exercise.