NCTE 2010

Nadia Citon Sbroggi

Mt CCCN
Why do we read?
To learn
To engage in hearing other's opinions
To be entertained
To keep up-to-date
To teach
To have something to talk about
To stimulate the imagination and be
inspired



What is efficient reading?


skimming over the page
taking from it whatever you need,
predicting what is likely to come next
and adjusting your predictions as you
go along.


How to make our students
efficient readers?


We need to provide :
a reason for reading and
to recreate the circumstances in
which readers operate in the real
world outside the classroom.
Providing a context
in real life we usually have some
expectations about what we are
going to read
we are likely to know about a topic and
we may want to expand on it.
Or we may have just heard about
something and we are curious to know
more.

Qatar emir considers investment
options in Costa Rica


Providing a reason
In real life, sometimes
we are looking for very specific
information.
We may want to confirm previous
information or
satisfy our curiosity aroused by a
newspaper headline.

Why the Palace Fell
Lessons learned from the destruction of Haiti's
presidential home.


We should try to put
our students in the
same situation.


Pre-reading activities

They serve the following purposes:
Providing a context.
Providing a reason for reading.
Activating and building background
knowledge.
Relating the reading to students lives
Pre-teaching vocabulary and concepts.
Direction setting.

Are you prepared to
face an earthquake?
Do you know what to
do in an earthquake?


Work in trios to discuss
the above questions


Here are 7 statements about what to do
In an earthquake.
Say whether each one is true or false.
Read the suggestions provided.
How many of your choices agree with
the suggestions?
Is there anything you strongly disagree
with? Why?
Work in trios and write your list of
suggestions of things you should do
before, during and after a quake to be
uploaded on http://www.ehow.com/
An alternative to false/true
statements
Work in trios and try to think of three things
you should do before, during and after a
quake.
Try to predict the content of the text using
these cues: away from windows; gas water
and electricity; in a doorway; first aid;
survival kit; radio; public authorities;
emergency procedures; heavy objects;
under a table; trees; power lines; damage
to buildings; emergency telephone
numbers.
Some ideas for pre-reading

Find Your Partner
True/false quiz questions
Multiple-choice questions
Open-ended quiz questions
Some ideas for pre-reading
(cont.)

Verbal cues to predict the content
K-W-L-H graphic organizer
http://www.pomperaug.com/research/KWL
H%20Chart.doc


Reading and Post Reading
Activities

Retell the story
Interviews
Crossword Puzzle
http://www.crosswordpuzzlegames.c
om/create.html
Ordering Texts
Jigsaw Activities
Find the differences
Find the differences

Here are two versions of the same story.
There are 10 different details.
Read your version of the story, put your
copy away and tell your partner the story to
find all the differences.
Find the differences (cont.)

What kind of pre-reading activity can
you think of?
What follow up activity can your
students work on?
Retell the Story
Here is the same story told from 4
different points of view, depending on
the different characters involved in the
story.
Read your version


Processing and recycling
texts

Running dictation
Memory activity
Fill in the gaps
Fix the mistakes
Vanishing word


Thanks