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email-logo – Jenny Brook Bluegrass


girgishannaharoun@yahoo.co.uk


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will uphold you with my righteous

right hand."                        Isaiah 41:10



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Pupil: No, teacher I’m having trouble listening!
Use the language selector above to go through my whole site using any native language you speak,




then you can enjoy my YouTube channel.



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1-Reading skill







Mr. / Girgis





Understand How Your Students Read to Make Class Time More Effective |  Study.com



1-Reading skill



 Reading is the third skill in learning English as a foreign
language. You read a text, new sentences and new vocabulary, then your brain can imitate them, producing similar sentences to express the meaning you want.



When you read a lot, paying attention to useful vocabulary, you will soon start to use new words and phrases in your speaking and writing. It may seem like you need more time to learn a language by reading and listening, as opposed to learning based on grammar rules.



 "Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.Reading can be silent (in our head) or aloud (so that other people can hear).



 


Five Clever Ideas to Spark Independent Reading by Kids | KQED

 


Reading is a receptive skill - through it we receive

 information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read.  In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).




 Reading is the third language skill we may acquire in our native language. As with listening, it is a receptive, or passive skill, as it requires us to use our eyes and our brains to comprehend the written equivalent of spoken language.




 It is one of the two artificial language skills, as not all natural spoken languages have a writing system.



 


Highly Recommended Diverse Books for Kids & Teens | Resilient Educator



Kinds of reading:


1-Critical reading


Critical reading means engaging in what you read by asking yourself questions such as, ‘what is the author trying to say?’ or ‘what is the main argument being presented?’



2-Active reading / Comprehensive reading:


It means a comprehensive reading.


 To do active reading:


1-Do a survey or read for skimming.


2-Ask a question about the reading text to discover


the purpose of the reading text.


3-Start reading the text critical to discover the


details.


4-Recall or remember what you have read.


4- Reading for pleasure.


5-Do a review of what you have read.



 


Books About Everyone, for Everyone, in NEA's Read Across America



3-Contemplating reading:


It means reading something with a determination to

understand and evaluate it for its relevance to your needs

 and desires. It means reading with a profound thinking

about the content of the reading text.



Questions to ask of any text while


reading critically:



1-What is the author writing about? (The subject).


2-Why is the author writing about it? (The purpose).


3-Who is the author? (Authorial voice).


4-Who is the author writing to? (The audience).


5-Who is the author writing against? (The debate).


6-What is the main point? (The thesis).


7-So what? (the conclusion).


8-How does the author prove it? (The evidence).


9-How does the author try to convince the reader?


(Persuasive technique).


10-What’s behind it all? (Underlying assumptions).



 


Reading and Young Learners | TeachingEnglish | British Council | BBC



Skimming:



Reading for skimming refers to an extensive reading.

  It means that you read a text quickly and generally

 to get the general ideas of the text.



This is applied when you deal with a long

 comprehension text.



If you have ever attended English classes, you have

probably been asked to skim a text and then complete a

task connected with it. This is one of the activities you

 have to do in an exam/test.



Most teachers encourage students to read very quickly,

 just to get the main points out of the text. Reading in

such a way not only isn't very useful but may even slow

down your progress!


 


A dangerous misconception about older struggling readers — Blog



Scanning:



 Reading for scanning refers to an intensive reading. 

It means that you read a text slowly and intensively to get

 the specific meanings and information of a text.  When

you read in your native language, you read for content.

Your brain focuses on key words that convey the meaning

of the text. This way you are able to read faster.



But this is wrong to do when reading in a foreign language.

 You want to concentrate on the grammar, too.You should

analyze the sentences closely.This is applied when you

deal with a close text.




Comprehension, Act of or capacity for grasping with the

intellect. The term is most often used in connection with

tests of reading skills and language abilities, though other

abilities (e.g., mathematical reasoning) may also be

examined.



 


High School Literacy Activities | LoveToKnow




(Techniques for Teaching


Reading )



Reading skill:


It is an input receptive skill.



Goal:


Reading for pleasure, getting knowledge through

distinguishing the main idea or the word formation

and  the contextual clues of the reading text.



Strategy:



Pre-reading:



.The teacher refers to the title and the pictures that

 

deal with the text.


.The teacher elicits the learners' existing knowledge

 

about the text.


The teacher asks the students simple questions

about the reading text photos and title to guess

 what they are going to read about.



During reading:


 . The Learners do reading for skimming.

.  The teacher monitors learners' comprehension.

.  The teacher Verifies predictions and checks for inaccurate guesses.

.  The learners do reading for scanning.

.  The teacher checks learners' comprehension.


.  1-Learners do extensive reading for skimming to

   get general ideas.

.  2-Learners predict and guess through the context.

.  3-Learners do intensive reading for scanning to get detailed information.



Post reading :


.  The teacher evaluates comprehension in a

particular task or area

.  The teacher evaluates overall progress in reading.

.  The teacher decides if the strategies used were appropriate.

.   The Teacher modifies the strategy if necessary.

.  Learners do storytelling, feedback, role playing and practice through electronic exercises.

.  I monitor and check.



 


New project examines benefits of reading at school - Education Matters  Magazine




Reading Aloud:



Students do not learn to read by reading aloud. A person

who reads aloud and comprehends the meaning of the text

is coordinating word recognition with comprehension and

speaking and pronunciation ability in highly complex ways.



There are two ways to use reading aloud productively

 in the language classroom:



1- Read aloud to your students as they follow along silently.

You have the ability to use inflection and tone to help them

hear what the text is saying.



2-Use the "read and look up" technique. A student reads

 a phrase or sentence silently as many times as necessary,

 then looks up (away from the text) and tells you what the

phrase or sentence says.



 


How to help students settle into the new school year | Teacher Network |  The Guardian



Dyslexia:


Dyslexia, an inability or pronounced difficulty to learn to
 read or spell, despite otherwise normal intellectual functions. Dyslexia is a chronic neurological disorder that inhibits a person’s ability to recognize and process graphic symbols, particularly those pertaining to language.


Primary symptoms include extremely poor reading skills
owing to no apparent cause, a tendency to read and write words and letters in reversed sequences, similar reversals of words and letters in the person’s speech, and illegible handwriting.


 


Teacher time pressures 'impacting effective classroom practice'



Skills needed for active reading:


1. Decoding




Decoding is a vital step in the reading process. Kids use

 this skill to sound out words they’ve heard before but

haven’t seen written out. The ability to do that is the

foundation for other reading skills.



1-Decoding relies on an early language skill called phonomic

 awareness . (This skill is part of an even broader skill called

 phonological awareness.) Phonemic awareness lets kids

hear individual sounds in words (known as phonemes).

 It also allows them to “play” with sounds at the word and

syllable level.



2-Decoding also relies on connecting individual sounds to

letters. For instance, to read the word sun, kids must know

that the letter s makes the /s/ sound. Grasping the

connection between a letter (or group of letters) and the

sounds they typically make is an important step toward

“sounding out” words.

 



What can help:


Most kids pick up the broad skill of phonological awareness

of naturally, by being exposed to books, songs, and rhythms

 . But some kids don’t. In fact, one of the early signs of

reading difficulties is trouble with rhyming, counting

syllables, or identifying the first sound in a word.


 


.Teach in Further Education



2. Fluency




To read fluently, kids need to instantly recognize words,

including ones they can't sound out. Fluency speeds up

the rate at which they can read and understand text.



Sounding out or decoding every word can take a lot of

effort. Word recognition is the ability to recognize whole

words instantly by sight, without sounding them out.


When kids can read quickly and without making too many

errors, they are “fluent” readers.



What can help:


Word recognition can be a big obstacle for struggling

readers. Average readers need to see a word four to 14

times before it becomes a"sight word"  they automatically

recognize. Kids with dyslexia, for instance, may need

to see it up to 40 times.



 


How a High School Writing Workshop Improves Reading Skills
 



3. Vocabulary




To understand what you’re reading, you need to

understand most of the words in the text. Having a

strong vocabulary is a key component of reading

comprehension. Students can learn vocabulary

through instruction. But they typically learn the

meaning of words through everyday experience

and also by reading.




What can help:


The more words kids are exposed to, the richer

 their vocabulary becomes. You can help build your

child's vocabulary vocabulary by having frequent

conversations on a variety of topics. Try to include

new words and ideas. Telling jokes and playing

word games is a fun way to build this skill.



Reading together every day also helps improve

vocabulary. When reading aloud, stop at new words

 and define them. But also encourage your child to

read alone. Even without hearing a definition of a

new word, your child can use context to help figure

it out.




4. Sentence Construction and


Cohesion


Knowing how ideas link up at the sentence level

helps kids get meaning from passages and entire

texts. It also leads to something called coherence,

or the ability to connect ideas to other ideas in an

overall piece of writing.



What can help:


Explicit instruction can teach kids the basics of

sentence construction. For example, teachers can

work with students on connecting two or more

thoughts, through both writing and reading.


 


How to Create & Cultivate a PBL Culture | Getting Smart
 



5. Reasoning and Background


Knowledge



Most readers relate what they’ve read to what they

know. So it’s important for kids to have background

 or prior knowledge about the world when they read.

They also need to be able to “read between the lines”

 and pull out meaning even when it’s not literally

spelled out.




What can help:


Your child can build knowledge through reading,

conversations, movies and TV shows, and art. Life

experience and hands-on activities also build

knowledge.



Expose your child to as much as possible, and talk

about what you’ve learned from experiences you’ve

had together and separately. Help your child make

connections between new knowledge and existing

knowledge. And ask open-ended questions that

require thinking and explanations.




6. Working Memory and Attention


When kids read, attention allows them to take in

information from the text. Working memory  allows

them to hold on to that information and use it to

gain meaning and build knowledge from what

 they’re reading.




The ability to self-monitor  while reading is also tied

to that. Kids need to be able to recognize when they

 don’t understand something. Then they need to stop,

 go back, and re-read to clear up any confusion they

 may have.




What can help:


There are many ways you can help improve your

child’s working memory. Skill-builders don’t have to

feel like work, either. There are a number of games

and everyday activities that can build working

memory without kids even knowing it.



 


Reading Aloud Develops Compassion and Understanding for Others | School  News Detail-Charlotte Country Day
 


 
2-Reading


 Sub-Skills




1. Information-finding skills.


2. Deducing meaning by understanding word

formation and contextual clues.


3. Understanding grammatical [syntactic and

morphological) items..


4. Understanding relationships between parts of

 text through cohesive devices.


5. Understanding relationships between parts of

text through discourse markers [for introduction,

development, transition and conclusion of ideas]


6. Understanding communicative functions of

sentences with and without specific markers

[e.g. definition and exemplification]


7. Understanding conceptual meaning in text [e.g.

comparison, cause & effect, audience & purpose]


8. Understanding stated ideas and information in text.


9. Understanding ideas and in a text which are not

explicitly stated.


10. Separating essential and non-essential

content in text:


 EX: distinguishing main idea from supporting detail.


11. Transferring information or knowledge from one

context to another [e.g. from science to engineering]


12. Skimming text [surveying to obtain gist]


13. Scanning text [reading for specific detail]


14. Taking notes from text like:


Extracting salient points for summary of specific idea.

Extracting relevant and related points from text for

summary.


Reducing text by rejection of redundant or irrelevant

items or information.



 


Literacy professor returns to teaching in the high school classroom to  support and assess the reading comprehension of multilingual students |  University of Nevada, Reno
 




3-Reading activities


1-"Read to me" excises.


2-Story telling after reading.


3-Reading stories to share, participate, analyze

 and synthesize.


4-Read for drawing and doing.


5-Reading stories, conversations and reports

with pictures and drawings.


6-Reading lesson texts and comprehension

passages.


7-Reading letters, faxes and e mails.


8-"Read to me" exercises.


9-Reading to play roles and act the scenes.


10-Read about everyday life experiences.


11-Reading for repetition, expectation, imagination


and prediction.


12-Reading for repetition in rhyme and poetry in

motion.


13-Read to talk or read to do feedback.


14-Visiting the library and reading for fun and


drawing or painting.


15-Reading for songs with music and for cooking

 and shopping.


16-Reading road maps and looking up dictionaries.


17-Reading journals, telephone books and

magazines.


18-Reading greeting and salutations cards.


19-Using TV for stimulating reading.


20-Read to match, complete, correct, comment

choose and summarize.


21-Reading to describe, compare, contrast,

 criticize and evaluate.



 


View Other Resources:


1-Reader's Guide



2-Reading abilities.




3-Writing Skill.



4-Fluency through repeated reading.




5- Articles.



6)-Question.



7-Phrasal verbs.



8- E.  Prepositions.



9-) Active & Passive.



10-) Kinds of Sentences.



11- The Punctuation marks.



12-) Direct & Indirect Speech.



13--The Communicative grammar



14-Learn English Grammar Today.



15-Online grammar and vocabulary test








Teaching Forum, 2017, Volume



55, Number 3




1-Identifying and Building Grit






2-Good Instruction-




3- Community Engagement





4-Reader's Guide





5-Speed Pairs, a Spoken Exercise




6-Rapport-Building Activity





7-My Classroom: India





8-Try This: Go for the Grit!





9-The Lighter Side



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