Reading master-class (19.10.17)

1. Level 3 Award in English for literacy and language
teaching
Reading master class

2. Warmer
Q1: Which sentence uses the comma correctly?
A. I did not go out, in the rain since I had no umbrella.
B. I did not go out in the rain; I had no umbrella.
C. I did not go out in the rain, since I had no umbrella.
D. I, did not go out in the rain since I had no umbrella.
Q2: 'We're living in Sweden at the moment' is in what tense?
A. Present perfect
B. Present continuous
C. Future continuous
D. Present simple
Q3: A phoneme is the smallest unit of sound that you can hear.
A. True
B. False

3. Dedicated reflective improvement time (DIRT)
1. Actively address feedback from ‘My language
history’ task
2. Investigate the use of commas or tenses from
the warmer task
Resources
• See specific resources on Padlet (reading
page)
• See induction tasks from last week’s course
page
• Foundation Online Learning

4. What have you
read today?
What register
was it written
in?
What was its
genre?
What degree
of importance
did the text
have?
What was the
text’s
purpose?

5. How do good readers read? R1
https://ccpathways.co.uk/l3-english-reading/
• Use the Padlet (R1) or chat box to answer the questions…

6. How do good readers read? R1
Good readers make use of many different kinds of clues:
• clues of meaning (semantic)
• clues of word order and grammar (syntactic)
• visual clues – recognising letter patterns such as ight
(graphic)
• layout clues (e.g. columns to show a text is an article)
• graphical clues (e.g. illustrations)
• phonic clues – sounding out letters
https://ccpathways.co.uk/l3-english-reading/

7. Backwards reading task

8. ‘Good’ readers:
• bring their knowledge of the world to inform their
reading
• understand and interact with what they read
• move backwards and forwards in the text
• recognise many common words and parts of words
• use the sound system to make out unfamiliar words
• use context to monitor meaning

9. Five ‘keys’ to reading:
•Phonemic awareness: Knowledge of, and capacity to manipulate,
the smallest distinct sounds (phonemes) in spoken words.
•Phonics: Learning and using the relationships between sounds and
letter-symbols to sound out (decode) written words.
•Fluency: The ability to read accurately, quickly and expressively.
Fluent readers are able to focus on reading for meaning.
•Vocabulary: The words children need to know in order to
comprehend and communicate. Oral vocabulary is the words children
recognise or use in listening and speaking. Reading vocabulary is the
words children recognise or use in reading and writing.
•Comprehension: Extracting and constructing meaning from written
text using knowledge of words, concepts, facts, and ideas.
Read About It: Scientific Evidence for Effective Teaching of Reading, Kerry Hempenstall
March 2016

10. Reading as a social, multimodal practice
‘Reading the word, reading the world’
http://en.wikipedia.org/wiki/Paulo_Freire
http://www.informationisbeautiful.net/visualizations/snake-oil-
supplements/

11. Generic features of text types
What may be some
of the features of a
narrative? A recipe
book? A recount
such as an accident
report?
Take 5 minutes to
undertake R2a:
Generic features
of text quiz
Purpose? Audience?
Genre?

12. Analysis of text
1. Locate an example of the following text type from the Padlet
(R3a)/ or use your hard copy
• Newspaper
• Travel Guide
• Poem
• Revision guide
• Fiction
• Cookery book / DIY manual
2. What are some of the features of your text? (see R3b)
You have 10 minutes to complete the task, locate the google doc and
make notes in the table against your text type.
• Layout
• Structure
• Lexis
• Style conventions
• Syntax
• Grammar

13. A newspaper is better than a magazine, and on a seashore is a better
place than a street. At first it is better to run than to walk. Also you may
have to try several times. It takes some skill but it’s easy to learn. Even
young children can enjoy it. Once successful, complications are minimal.
Birds seldom get too close. One needs lots of room. Rain soaks in very
fast. Too many people doing the same thing can cause problems. If there
are no complications, it can be very peaceful. A rock will serve as an
anchor. If things break loose from it, however, you will not get a second
chance.

14. A newspaper is better than a magazine, and on a seashore is a better
place than a street. At first it is better to run than to walk. Also you may
have to try several times. It takes some skill but it’s easy to learn. Even
young children can enjoy it. Once successful, complications are minimal.
Birds seldom get too close. One needs lots of room. Rain soaks in very
fast. Too many people doing the same thing can cause problems. If there
are no complications, it can be very peaceful. A rock will serve as an
anchor. If things break loose from it, however, you will not get a second
chance.

15. How to make a kite
A newspaper is better than a magazine, and on a seashore is a better
place than a street. At first it is better to run than to walk. Also you may
have to try several times. It takes some skill but it’s easy to learn. Even
young children can enjoy it. Once successful, complications are minimal.
Birds seldom get too close. One needs lots of room. Rain soaks in very
fast. Too many people doing the same thing can cause problems. If there
are no complications, it can be very peaceful. A rock will serve as an
anchor. If things break loose from it, however, you will not get a second
chance.

16. Schema theory
Schema theory holds that the meaning of
reading materials is constructed by readers on
the basis of the information they encounter, the
information they already have in memory and
the way in which readers interact with new
information.
John Glover, Royce Ronning, Roher Bruning (1990), Cognitive Psychology
for Teachers, Oxford: Macmillan

18. Inter-textual references

20. Reading techniques
• Skimming
• Scanning
• Detailed reading
• Predicting
• Guessing unknown words
• Understanding main ideas
• Understanding text organisation
• Understanding a writer’s purpose
• Evaluating a writer’s attitude

21. Let’s read
Review ‘meta-language’
flashcards (R4).
Be prepared to feedback on
what effect you think the writer
is wanting to achieve by using
the technique?
‘Not My Business’
Metaphor – Jackie & Luis Imagery - Anna Irony – Liz & Julia
Personification – Sarah E Theme - Sue Tone – Patrina
First person/ use of
pronouns – Tina & Sarah
Oldham
Colloquial - Philip

22. What linguistic devices do authors use to
interest, engage and provide signposts to
their readers?
Homework task
1.Read a short story called ‘My Polish Teacher’s Tie’.
Be prepared to comment on this story, using linguistic
devices and aspects of reading discussed in this session
• linguistic devices i.e. metaphors, similes, repetition, etc.
• aspects of reading i.e. generic features, schema, inter-
textual links
2. Summarise this story in no more than 250 words.

23. Homework
• Scaling activity
• Review session content and add to ILP
• Undertake homework task on ‘My Polish Teacher’s Tie’ -
hand in.