Using different strategies to access texts

1. Using different
strategies toAccess
text
Mtra. Grace Elena Rodríguez García

2. Experiences
and
Outcomes:
 I can select and use a range of strategies and resources before I
read and as I read, to make meaning clear and give reasons for my
selection.
 CONTEXT: History and culture (British andAmerican)
Students of BA in Languages (3rd semester)
English level: A2-B1

3. Learning
Intentions:
 To be able to use a range of strategies to make sense of different
texts.
Link to prior learning:
What makes a text difficult to read?What do pupils do already to
help access text or when they do not understand a text?

4. Strategies:
1 Model
(Teacher-led
explanation and
demonstration):
Before Reading –What kind of text is this? How do you know?What
do you think this text will tell us about?Teacher takes note of
‘before reading’ responses.Teacher reads the text with the pupils.
(Text 1The Saxon Invasion)
During Reading –Create questions as the text is read.

5.  After Reading – Show prepared ‘ideas’/concept map (Text 2The
Vikings) and draw connecting lines with explanatory notes along
the lines. Explain that one word or phrase may connect to more
than one other ‘idea’.

6. 2Try
(Collaboratively
with the support
of peers):
 Continue to mark, annotate and link the given ideas map.
 Ask partners/cooperative learning groups to share ideas. Add
contributions. Invite different responses, eg Does anyone have
anything different?

7.  Ask pupils to take a different coloured pen, to read the text again
and tick all the ideas noted.
 Underline evidence to show ideas are correct. Ask pupils what
makes the task easier, eg thinking about what you already know,
making predictions, becoming familiar with some specialist
vocabulary, knowing the purpose of the task, discussing ideas with
a partner or in a small group.

8. 3Apply(Paired
task):
 Pupils work in pairs to activate prior learning/discuss quickly what
they already know about, eg the Anglo-Saxons and theVikings
 Pupils should read theText 3 –The Celts and the Romans text and
highlight specialist nouns in one colour and action verbs in another
colour.They should use the subheadings in the text to help them
label the chart on the activity sheet.

9.  Pupils are able to present their learning of comparing the Celts
and the Romans features using a comparative chart. Pupils should
then share how they worked through the task and importantly,
what they did when they found the text difficult to understand.

10. 4Secure
(Independent
working):
 Pupils work independently to readText 4 (The presidents of the
USA).
 They should present their learning in a format of their choosing
and share the three main strategies they used to help them
understand the text.

12. References:
 "Teacher-CenteredVs. Student-Centered Approach."
Schmoop.com.Web. http://www.shmoop.com/teachers/teaching-
learning-styles/teaching-styles/teacher-centered-vs-student-
centered.html
 Stevens, Anthony. "The Benefits ofTeacher-Led Classroom
Discussion in a Secondary Social Studies Classroom." Electronic
Thesis or Dissertation. DefianceCollege, 2008. OhioLINK
ElectronicTheses and Dissertations Center. 08 Mar 2017.
 Garrett,Tracey. "Student-Centered andTeacher-Centered
Classroom Management:A Case Study ofThree Elementary
Teachers." Journal of Classroom Interaction.Vol. 43.1. 2008. Pp.
34-47.Web. Accessed: 7 March, 2017.
 Collaborative Learning/Learning with Peers
https://writing-speech.dartmouth.edu/teaching/first-year-writing-
pedagogies-methods-design/collaborative-learninglearning-peers

13. References:
 International Journal of Instruction January 2014 ●Vol.7, No.1 e-
ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609XObserving
Pair-WorkTask in an English SpeakingClass DianaAchmad
Lecturer, SecretarialTraining Program, Faculty of Economics,
Universitas Syiah Kuala, BandaAceh, Indonesia,
syifa_sabila@yahoo.comYunisrinaQismullahYusuf Lecturer,
Department of English Language Education
https://www.lawinsider.com/dictionary/independent-work
 Teacher’s guide to Reading comprehension strategies. Edinburgh
Literacy Hub.
https://education.gov.scot/improvement/documents/literacy/lit13
_teachingreadingcomprehensionfinaldraft.pdf