The document provides an overview of a workshop on reading strategies for students learning English as a foreign language. It discusses seven key reading strategies (making connections, asking questions, determining importance, inferring, visualizing, synthesizing, and using fix-up strategies). It also includes an activity where students read excerpts from The Scarlet Letter and answer comprehension questions.

2. Review of some general strategies and concepts related to reading and The Graded Readers series. A sample class consisting in an activity for reading some excerpts of the story “The Scarlet Letter” 3 phases of reading will be emphasized: “Before Reading”, “While Reading” and “After Reading” - 1- -2- Conclusions with Questions and Answers A Popup Quiz on the overall issues discussed will be given in order to refresh and feedback definitions, concepts and procedures. -3- -4- How this workshop is organized:

3. Let’s start Talking About How we Read… -2-

4. What should our students take into consideration when they read?

5. Metacognition: Let’s talk about how we should think when we read… Before we can truly improve our reading skills, we need to understand what happens in good readers’ minds while they read. You may even do these things already. You just don’t know it…yet.

12. Why Determine Importance? Anything you read contains a lot of information. You cannot remember everything. By deciding what is important, you don’t have to remember everything. You can prioritize the information you need in order to understand.

13. Infer and Predict Good readers are like detectives. They use clues to determine what is happening in a story. This is called INFERENCE!

14. Infer and Predict Good readers also make educated guesses about what may happen later in the story. They use the author’s hints to PREDICT what will most likely occur.

16. REMEMBER: KNOWLEDGE + TEXT = INFERENCE

19. Synthesize is a fancy way of saying that you must bring everything together in the end. In other words, what is the meaning of what you are reading? Synthesize

21. Use Fix Up Strategies Make sure you are understanding what you are reading. When you run into trouble, (you just don’t get it), use little correction strategies to help you figure out what went wrong. We call these methods FIX UP STRATEGIES.

24. Why Use Strategies? REMEMBER: You may be using some or all of these strategies already. You just may not know it. However, as you learn to read more complicated materials, you WILL NEED to use these strategies purposefully. SO PRACTICE!

25. Spend one minute. Share with a partner what you have learned or anything you would like to add to it.

26. Take another minute to read the definitions you were given, when you see the concept, raise your hand to explain or read it out loud to the rest of this audience .

27. 1) GRADED READERS 2) READING 3) SCHEMATA 4) BOTTOM UP PROCESSING 5) TOP DOWN PROCESSING 6) INTERACTIVE READING 7) SKIMMING A TEXT 8) SCANNING A TEXT 9) INTENSIVE READING 10) EXTENSIVE READING

28. THE Scarlet Letter by: Nathaniel Hawthorne

29. Types of questions we would be asking our students about the cover of the book

31. I held it in my hands, wondering, and it seemed to me that the scarlet letter had some deep meaning, which I could not understand. Then I held the letter to my chest and - you must not doubt my words - experienced a strange feeling of burning heat. Suddenly the letter seemed to be not red material, but red-hot metal. I trembled, and let the letter fall upon the floor. Then I saw that there was an old packet of papers next to its place in the box. I opened the packet carefully and began to read. There were several papers, explaining the history of the scarlet letter, and containing many details of the life and experiences of a woman called Hester Prynne. She had died long ago, sometime in the 1690s, but many people in the state of Massachusetts at that time had known her name and story. And it is Hester Prynne's story that I tell you now. It is a story of the early years of Boston, soon after the City Fathers had built with their own hands the first wooden buildings - the houses, the churches . . . and the prison. The Scarlet Letter Hawthorne, Nathaniel, The Scarlet Letter. Retold by John Escott, 2008 Oxford University Press

32. Before Reading…

34. B . Can you guess what happens to these people in the story? Choose as many answers as you like. 1 ... has a long life. 5 ... is punished for past sins. 2 ... has a short life. 6 ... becomes a stronger person. 3 ... goes to prison. 7 ... leaves Boston. 4 ... finds happiness. 8 ... forgives a sinner. Hester ● Hester's child ● Hester's lover ● Hester's husband

35. While Reading…

36. 1 . Read Chapters 1 and 2. Choose the best question-word for these … questions and then answer them. Who ● What 1 .... was in the old wooden box with the papers? 2 .... punishments did the women suggest for Hester? 3 .... could the magistrates send to the scaffold? 4 .... was Hester's punishment for her sin? 5 .... had probably died before reaching Massachusetts? 6 .... name did Hester refuse to give to the priest? 7 .... did the prison officer bring to see Hester? 8 .... was Hester afraid that Roger would do to her and her child? 9 .....did Roger want to find? 10 .. did Roger want to do to this person? 11 .. did Roger ask Hester to do?

39. After Reading…

40. Pearl: Mother, why didn't your husband come with you to Boston? hester: ________ Pearl: And how did you get to know my father? hester : ________ pearl: But how could you fall in love with him? You already had a husband, so it was a sin — breaking God's law. Hester : ________ pearl: Two years! That's a long time. And when he suddenly appeared again, how did you feel? hester : ________ pearl: But why didn't he accuse my father in public? Hester : ________ pearl: How horrible! Why didn't you tell me all this before, when my father was alive? 1. When Hester and Pearl sailed back to England, what did Hester tell Pearl about her life with Roger and Arthur? Complete their conversation (use as many words as you like).

44. Integrated skills & speaking Writing: Character Acrostic H ester, a beautiful young woman E dged out authorities expectations S he must wear a scarlet letter “A” T o see her shame E specially, for the act of adultery that she committed and for the R est of her life Now write an acrostic for another character from this story. (Chillingworth, Mr. Dimmesdale, Pearl etc…) P earl, her lovely daughter , R emains with her at all times Y ears later Hester returns to .. Boston. Dimmesdale has N o more reasons to live N o matter what, he leaves all his .. money to Pearl. Many people E stimate that Pearl married well .. after that. Practical classroom idea

45. Bridging to outside class reading Reading Log Practical out of class idea 8 7 6 5 4 3 2 1 Chapter Time No. of time per % that I times I used a pages page understood dictionary Level: Author: Book:

46. (NAME OF TEACHING INSTITUTION) L E S S O N P L A N Aprox. Time: Aprox. Time: . Aprox. Time: Pre-Teaching Activity Procedures Follow up/Evaluation Estimated Time of Lesson: Profs: Teaching Point: Date: Level of students: Age Range: Teaching Objectives : Materials to be used: 1. 1. 2. 2. 3. 3. 4. 5.

47. Teacher’s Handbook for each stage - Notes on getting the best out of Bookworms - Answers to the activities in all the books Updated Tests , including -a new Multiple-Choice test for every book, -As well as the ‘old-style’ comprehension Test Updated Activity Worksheets , at stages 1 – 4 - Book summary & background notes - Before, While & After reading activities, and answers Updated teacher’s support on everything.

50. 6. The Bookworms series only deal with thriller and Adventure stories. 7. Good readers see reading as an obligation- not something interesting . 8. The teacher can help his/her students when he /she reads for specific understanding of the story –worrying and making sure that the student understands every word read . 9. The author of the Scarlet Letter was Wilmer Jenkins 10. The book includes a glossary in the last pages. 11. The story of the Scarlet Letter is based on real events. False False False False True True

51. … and have fun putting the ideas from this workshop into practice!

52. References http://teacher.scholastic.com/reading/bestpractices/assessment/c4_l2t3_tv_chall.htm Anderson, N.J. (1999). Exploring second language reading: Issues and strategies. Boston, MA.: Heinle & Heinle. Baker, L. & Brown, A.L. (1984). Metacognitive skills and reading. In P.D. Pearson (Ed.), Handbook of reading research (pp.353-394). New York: Longman. Carrell, P.L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 121-149.

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