Author Topic: Reading Strategies Lesson Plan  (Read 2992 times)

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Offline beckymenendez

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Reading Strategies Lesson Plan
« on: March 12, 2013, 01:37:13 PM »
Reading Strategies
Created by Becky Menendez (Spring 2013)

Objectives: Students will be able to...
  • Differentiate between 3 reading strategies:  skimming, scanning, and SQ3R
  • Identify situations in which each particular strategy would be most useful
  • Apply each strategy while reading
This lesson is designed for graduate level ESL teachers to offer strategies on how they might teach reading strategies in their own classes.  As such, it has students practice reading strategies on textbooks from the ESL Reading & Writing course offered at the University of Illinois.  You may want to adapt the reading materials and exercises for your own students, targeting their reading level and the materials they are reading in your class.   

Teacher Instructions and Tasks:
[5 minutes] Reading Race!
Divide the class into two teams by counting students down in alternating numbers (1-2).  Tell students that we are going to have a reading competition using Chapter 7 of the Ferris & Hedgcock textbook (Teaching ESL Composition).  Have each team sit together on opposite sides of the class.  Give the Group 1 - Skimming & Scanning handout to Team 1 and the Group 2 - Myths handout to Team 2.  Tell students to read the directions quietly and look up when they’re finished.  They cannot open their books until I say “Go.”  Students can work in small groups if they like.  Wait until a few students in Group 1 say that they’re finished, then stop the class.  Ask someone in Group 2: “What technique do L1 and L2 composition experts Atwell, Ferris, and Weaver recommend for incorporating grammar instruction into an L2 writing class?  What is one reason they support this technique?”  Then ask someone in Group 1 to answer the questions.

[10 minutes] Discussion
Ask students from Team 1:
  • How difficult was it for you to find this information in the chapter?  What would have helped you?
Have students return to their original seats, taking their handouts with them.  Students from different groups should compare the instructions on the two different handouts.  Ask students:
  • What are some of the big differences between these two sets of directions that made it easier for Group 2 to answer the question so quickly?
    Knowing which information they were supposed to look for, having clues/strategies on where to find this information.
Explain that Team 1 received instructions based on the ‘myths’ of good academic reading, whereas Team 2 were instructed to apply reading strategies to help them meet a specific reading goal.  Show students the Myth-Reality Chart on the overhead and review it together. 

[10 minutes] Reading Strategy Research
Start passing out the three reading strategy questionnaires (Skimming, Scanning, SQ3R).  Each student should only receive ONE of the three questionnaires.  They should then form groups with 2 or 3 other students who got the same questionnaire.  Using the information from the Skimming & Scanning Handout and the SQ3R Handout, students should discuss and fill out their reading strategy questionnaire.

[10 minutes] Information Exchange
Reform groups so that there is an “expert” from each reading strategy in every group.  Experts should share the information on their reading strategy questionnaire to the other members of their group.  “Experts” can use the textbook to demonstrate how to apply their specific reading strategy. 

[10-15 minutes]  Reading Scenarios
Remind students of how Team 2 in the Reading Race actually used more than one strategy for finding the information they needed.  Explain that sometimes it works best to use more than one reading strategy for a reading task.  Hand out one Scenario Handout to every group.  Each group should start on a different scenario, but they can move on to the other scenarios if time allows.  Groups should discuss in groups of 2-3 which strategy or strategies would work best in that scenario, in what order, and why.  Elicit answers from the class and discuss.

Ask students to apply the reading strategies they’ve learned to one reading task, either for this class or for one of their other classes.  The task could be to complete a reading guide, to study for a test, to find evidence to support an argument, to answer a discussion board question, or simply to fulfill a general reading assignment for a class.  Students should choose which strategy or strategies they want to use and write a short reflection answering these questions:
  • Briefly describe the purpose for your reading.
  • Which strategy or strategies did you decide to use?  Why did you decide to use these?
  • (For more than one strategy) In what order did you use these strategies, and why?
  • Did the strategy or strategies you chose work well for your task?  Why or why not?
  • If not, what would you try differently next time?

Supplementary materials:

  • Reading Strategies Powerpoint
  • Teaching ESL Composition (Chapter 7)
  • Skimming/Scanning Handout
  • SQ3R Handout
  • Skimming Questionnaire
  • Scanning Questionnaire
  • SQ3R Questionnaire
  • Scenario Handout