Intensive

Reading
Strategies
Yamileth Chaves Soto, English 1
Advisor
The perfect book doesn't exist.
Everything depends on you,
the teacher.

MA Yamileth Chaves Soto, 2

English Advisor
 Neil Anderson's reading
strategies for reading:
• A- Activate prior knowledge (all the
experiences Sts bring to a text-schema)
• C- Cultivate vocabulary
• T- Teach for comprehension
• I- Increase reading rate
• V- Verify reading strategies
• E- Evaluate process
+ motivation & planning

Yamileth Chaves Soto, English 3

Advisor
 Importance of Teaching
Reading Skills
It helps:
1. Decoding meaning (different linguistic
signals)
2. Selecting among all the information
data that make sense or coherence.
3. Guessing, predicting.
4. Inferring meanings, decide and move
on.
5. Activate schemata, meaningful prior
knowledge, from reader's experience.
Yamileth Chaves Soto, English 4
Advisor
6. Contributes to gain efficient interaction
between linguistic and background world of
reader.
7. Promotes positive effect of concepts driven
from background
– culture on reading piece.
– The role of cognition in reading
– The role of conscious strategies in learning
to read a foreign language (techniques to
activate schemata and relationship of
reading to writing)

Yamileth Chaves Soto, English 5

Advisor
Reading Strategies
• Extensive
• Intensive
• Prediction
• Comprehension
• Main Ideas
• Organization and
structure
• Scanning
• Skimming
• Games

MA Yamileth Chaves Soto, 6

English Advisor
 Types of reading

Oral Silent

Intensive Extensive

Linguistic Content Skimming Scanning Global

Yamileth Chaves Soto, English 7

Advisor
P-D-P Framework Model
(for guiding reading lesson planning)

Stages

• Pre-reading activities
• During-reading activities
• Post-reading activities

MA Yamileth Chaves Soto, 8

English Advisor
 Pre-reading suggested
activities
• Questions and • Writing sentences
answers related to about the reading
topic topic.
• Matching sentences • Playing a game
with pictures (Bingo, memory,
• Picture description charade, etc)
• Illustration with • A song/poem related
visual aids to the topic
• Vocabulary charts • Picture sequence
• Story Telling

Yamileth Chaves Soto, English 9

Advisor
 During Reading
• Answer questions.
• Complete sentences.
• Matching pictures with words.
• Drawing.
• True or false statements.
• Multiple choice to choose the correct
answer.
• Organizing ideas in chronological order.
• Complete charts.
• Solving a puzzle.
• Following instructions.
Yamileth Chaves Soto, English 10
Advisor
 Post-reading
• Role-playing
• Dramatizations
• Creating a story
• Writing on a similar topic.
• Solving a puzzle
• Problem solving.
• Following instructions.
• Jigsaw reading
Yamileth Chaves Soto, English 11
Advisor
Extensive

MA Yamileth Chaves Soto, 12

English Advisor
 Book Wheels
Procedure
1. Cut out wheels from construction paper approximately 1 foot in
diameter. Punch a hole in the center of each big enough to
insert a sinkable arrow.
2. divide each wheel into 12 even sections. In 10 or 11 sections,
write questions appropriate to the type of reading your
students will be doing during the semester or year (e.g. fiction,
nonfiction, poetry) in the remaining section (s), write please ask
your own question.
3. Make a list of questions similar to the ones that appear on the
book wheels.
4. Give the list to your students and ask them to read a book in
preparation for playing “book Wheels”.
5. After the students have read at least one book, place them in
groups of 4.
6. Assign the following roles to each group member the reporter,
the spinner, the questioner, the encourager.

(Taken from New Ways in Teaching Reading, by Richard R. Day)

MA Yamileth Chaves Soto, 13

English Advisor
Intensive

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English Advisor
 Headings + Picture = Idea
Procedure
1. Choose interesting chapter headings.
2. Copy pictures from those chapters and place them in
random order.
3. Create a list of the main ideas, one from each chapter,
also in random order.
4. Distribute handouts to students and ask them to match
the chapter heading with the picture and then with the
main idea.

Caveats and Option

Ask students to write a short paragraph about what an

individual can do to save the earth.

(Taken from New Ways in Teaching Reading, by Richard R.

Day)

MA Yamileth Chaves Soto, 15

English Advisor
Prediction

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English Advisor
 Vocabulary Sort
Procedure
• Select 20-30 vocabulary items from a reading
selection8fewer for beginning-level students). Select words
that are globally related to 1 or 2 different characters (e.g.,
Pocahontas and Capt. John Smith), 1 of 2 different groups
8e.g. whales and Eskimos), or 1 of 2 different situations (e.g.
the iron Age and the Modern Age)
• Divide a large sheet of chart paper into 2 equal parts and
label each side with the appropriate hading.
• Divide Sts. Into groups (2-4 per group) and give each group
a chart and a packet of vocabulary cards.
• Divide the vocabulary cards so that all students have an
equal number. Tell Sts. To place each vocabulary card under
the title to which they think it refers. For example:

MA Yamileth Chaves Soto, 17

English Advisor
Comprehension

MA Yamileth Chaves Soto, 18

English Advisor
 Newspaper Posters
Procedure
1. Clip an assortment of articles and items from newspapers. Be
sure to include enough items from all parts of the papers for all
the groups to have plenty to choose from.
2. Provide a list of all categories to be included in the posters. For
example. Front page, metro, business, sports, lifestyles,
entertainment, classifieds.
3. Put the Sts. Into groups. Each group uses a poster board and
creates a poster that represents the various items found in the
different sections, choosing from the articles and items you
provide. Ask the Sts. To label the categories.
Caveats and Options
This activity can be completed in several shorter sessions
instead of one long one.

(Taken from New Ways in Teaching Reading, by

Richard R. Day)

MA Yamileth Chaves Soto, 19

English Advisor
 Read and Draw
Procedure
1. Divide the reading passage into 5 or 6 easy-to-read parts and
write each part on an index card. Make sure the reading is one
that lends itself well to drawing and make sure each part has an
element in it that can be drawn.
2. Divide the Sts. Into as many groups as you have parts of the
reading. Explain the activity. Have the Sts, working together in
small groups, read their parts of the story and then draw what
they have read.
3. Give one piece of paper and a pen to each group. Remember, Sts
should work cooperatively.
4. After each group has drawn their portion of the story, post the
drawings.
5. Have a representative from each group explain the drawing

Caveats and options.

1. Try a reading passage that is not so easy to draw.

(Taken from New Ways in Teaching Reading, by Richard R. Day)

MA Yamileth Chaves Soto, 20

English Advisor
Main Ideas

MA Yamileth Chaves Soto, 21

English Advisor
 What's in the News
Procedure
1. Ask each St to bring an article from an English language
newspaper on a common topic (e.g., crime, pollution, accidents).
2. In class, put Sts. In groups of 3 and have them retell their
information, classifying it into specific categories (e.g. homicide,
robbery, assault)
3. Next, have Sts. Walk around the room and find out who else has
articles that match their own categories.
4. After groups with similar categories are formed, direct a whole-
class discussion to make a list of all the categories on the
board.. Sts. Can contribute additional information from their
own experiences.
5. Post-reading activities requiring writing can be assigned, such
as summaries, letters to government officials offering
suggestions to deal with problems, and responses in journals.

Taken from New Ways in Teaching Reading, by Richard R. Day)

MA Yamileth Chaves Soto, 22

English Advisor
Vocabulary

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English Advisor
 Without a Dictionary
Procedure
1. Have the Sts.
• Read through the text once, underlining the words they
don't know, but not stopping to look them up.
• Read through the text again checking the underlined words
that they can now understand.
• Compare their texts and help each other understand words
that are still unknown.
• Look in their dictionaries for those words they still don't
understand, but feel they must know to get meaning from
the text.
2. Elicit from the class what they learned about reading and
vocabulary from doing this activity.
(Taken from New Ways in Teaching Reading, by
Richard R. Day)

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English Advisor
Organization and
Structure

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English Advisor
 Jigsaw Reading
Procedure
1. Divide the reading passage by paragraphs and make copies for Sts.
2. Arrange the class into groups according to number of paragraphs in the
reading passage.
3. Give each group a complete set of the passage, making sure that each
person has a different paragraph.
4. Tell the Sts. To put the paragraphs together in an appropriate order.
Have. Them begin by reading their own paragraphs and then telling the
other members of the group what they have agreed on. Discuss the
reasons for the various orderings the groups selected.

Caveats and Options

1. Set a time limit- this turns the activity into a contest.
2. For basic readers, do the activity with scrambled sentences instead of
paragraphs.
3. Distribute a copy of the original reading passage to each St.

(Taken from New Ways in Teaching Reading, by Richard R. Day)

MA Yamileth Chaves Soto, 26

English Advisor
Scanning

MA Yamileth Chaves Soto, 27

English Advisor
 Scanning Races
Procedure
1. Locate the information you want the Sts. To find and circle it on
your copy. Make a note of information stated in more than one
place.
2. Divide the class into 2 teams. Give the word or information that
they are to find. When the person who locates the information
first signals readiness, verify the answer. If it is incorrect, go
to the other team to see if they have found it. If they are still
looking, then wait for someone from either team to volunteer.
3. When the information has been correctly located, proceed with
another item.
Caveats and options
Different types of information may be used, such as names of people
or places, or quotes. The level of difficulty can be varied by
altering the size of the area the information may be found. For
example, at the start of a course on newspapers, you might ask
the students to look for place names on the front page. At the
end of the term, they could be looking through the entire paper
for weather information or sports scores without cues from you
as to where to look.
(Taken from New Ways in Teaching Reading, by Richard R. Day)

MA Yamileth Chaves Soto, 28

English Advisor
Skimming

MA Yamileth Chaves Soto, 29

English Advisor
 Skimming Find My answer
Procedure
1. Give each St one page from a newspaper, with 2 articles
highlighted.
2. Ask the students to read their 2 articles and write a question
based on one of them at the top of the page without indicating
which article their question comes from.
3. After the students have finished, have them move around the
class and try to answer 4 of their classmates` questions. They
must state the name of the article as well as the answer.
4. After everyone has circulated, have Sts return to their seats.
Ask who found the answer to any particular student's question.
Have said St verify the answer. Continue this until the class has
checked all the answers.
5. Ask the Sts to choose 2 of the most interesting articles for
reading practice in the next class.

(Taken from New Ways in Teaching Reading, by Richard R.

Day)

MA Yamileth Chaves Soto, 30

English Advisor
 Creating and Individualized
Scanning Center
Procedure
1. Make copies of the realia, enlarging only if necessary. If the text is too
long, break it up in a logical way (e.g. Museum Hours, list of Exhibitions).
Add a title if the source is not obvious.
2. Type 3 or 4 questions that a native speaker would be able to answer by
scanning the text (e.g. What is the admission fee?) Arrange questions in
order of increasing difficulty. Type answers also.
3. Trim reading materials; use glue to paste answers on the back.
4. In class, allow St,
s. To choose their own cards. There should be a time limit (e.g. 5 minutes for a t
least 2 cards) to keep Sts. Scanning as quickly as possible. Sts. Should
keep a record of their progress, whether in terms of time, number of
cards scanned, or numbers of correct answers.

Caveats and Options

1. Try to have half again as many cards as you have Sts., or use cards for
small-group work in conjunction with other activities.
2. Keep adding to your scanning materials file and make more cards later.

(Taken from New Ways in Teaching Reading, by Richard R.

Day)

MA Yamileth Chaves Soto, 31

English Advisor
Types of Written Language
• Non-fiction (reports, editorials,
essays, articles. Reference
resources-web, dictionaries…)
• Fiction ( novels, short stories, jokes,
drama, poetry)
• Letters (personal, business, greetings
cards, journals, memos,
announcements, newspaper)
• Academic Writings (essays, books,
theses, reports)

Yamileth Chaves Soto, English 32

Advisor
 Evaluate texts
• Communicative
• Art
• Teach ability
• Availability, hands-on
• Level
• Your impression
• Students interest
• Tried and test

MA Yamileth Chaves Soto, 33

English Advisor
The love for reading
brings pleasure for
lifetime!

Yamileth Chaves Soto, English 34

Advisor