teaching-reading-online

Teaching reading online
Robin Walker
Trinity Trainer, Spain
www.englishglobalcom.com
robin@englishglobalcom.com
Assessing English language since 1938

Session outline
1. Reading skills and ISE

2. Online teaching
3. Online reading activities – skimming and scanning
4. Offline reading activities – careful reading
5. Resources for self–access reading

get the gist = skimmimg
careful reading
find = scanning



evaluating author position
higher-level inferring meaning
reading skills
identifying text structure
text reading
fluency predicting contents
activating & applying background knowledge

• hocked gems
• our hero
• an egg not a table
• three sturdy sisters
• turbulent peaks and valleys
• rumours about the edge
• welcome winged creatures

evaluating author position
higher-level elaborating inferences
reading skills
identifying text structure
text reading
fluency prediction of contents
activating & applying background knowledge
lower-level accessing lexical meaning

reading skills
sight word recognition
word reading
fluency letter and word decoding

• decoding skills – skills needed to convert orthographic

symbols into meaningful language
• accurate, fluent reading of frequent words that
cannot be decoded because of their irregular spelling
(= sight words, e.g. ‘was’, ‘through’, etc.)
• rules governing the regular correspondence between
letters and sounds


… lower-level processes inform the operations of higher-level

processes; therefore, if the former is slow and laborious and
unable to provide quality information to the latter, then
passage-level reading comprehension may not be successful.
Yamashita, 2013: 53
http://www.readingmatrix.com/files/12-n27et627.pdf

Session outline

2. Online teaching

2. Online teaching
While
reading
in class
Before After
reading reading
Self–
access out of class
Traditional face2face teaching

2. Online teaching
Online
class
Pre – Post –
class class
Self– Group
From an original scheme access work
by Angelos Bollas of
Trinity College London

2. Online teaching
Live class online
Pre –class Post –class
offline
Group work
and/or
Self–access

2. Online teaching
Scanning online
& skimming
offline
Pre –class Self–access
Prior knowledge Extensive
Key vocabulary reading

2. Online teaching
Answers/Discussion online
Careful reading
Vocabulary
Pre –class Self–access offline

Careful reading Extensive
Comprehension reading

Session outline

2. Online teaching

1. Match headings to
paragraphs (ISE Task 1)
2. Match titles to short texts
(ISE Task 2)
3. Read a paragraph / text and
suggest a heading
4. Jigsaw reading

3. Online reading activities – skimming
Q1-5 Title matching

Task 1: Long reading Understand main
idea of a paragraph
Task 2 Q11-16
Multi-text reading
Task 2: Multi-text reading Understand main
idea of a short text
ISE II Sample paper 2





E
F

3. Online reading activities – answers
Online
Dealing with the
answers Chat with your
Lucía, what did
group. What did
you put?
they put?
Who chose C? Do you want

Does anybody want some time to look
to tell us why? at that again?

Suggest a heading
1. T puts text on screen + allows 1 min for skimming
2. T divides class into groups / one group per paragraph
3. Ss work in breakout groups and prepare a 1–line
summary of assigned paragraph (in L1?)
4. T ends breakout and reunites class and puts text back
on screen
5. Group shares its summaries with whole class via chat
6. Class relate each group’s summary to paragraph
1. Match headings to
paragraphs (ISE Task 1)
2. Match titles to short texts
(ISE Task 2)
3. Read a paragraph / text and
suggest a heading
4. Jigsaw reading




Paragraph 5
Paragraph 4

Session outline

2. Online teaching

4. Careful reading
Q6-10 Select true
Task 1: Long reading
statements
Understand
specific
information at
sentence level
Q11-15 Gap fill

Understand
factual
information at
word/ phrase level

4. Careful reading
1. Jigsaw reading
2. Gap fill / Cloze
3. Identify true
statements
(ISE Tasks 1 & 2)
4. Note-taking

4. Careful reading Gap-fill / Cloze
Skimming is the process of reading the headings and quickly

sampling the text of each paragraph in order to __(1)__ the gist of
the contents. Probably less than 5 % of the text is read and the
__(2)__is to get a broad outline of the contents and to find out
which passages need careful __(3)__ . It is most widely used in
ordinary life when reading __(4)__ .
Scanning on the other hand is the __(5)__ of looking down the

pages of a __(6)__ for a specific word, phrase or figure. Hardly any
of the text is actually read.

4. Careful reading Gap-fill / Cloze
Skimming is the process of reading the headings and quickly sampling
the text of each paragraph in order to __(1)__ the gist of the contents.
Probably less than 5 % of the text is read and the __(2)__is to get a broad
outline of the contents and to find out which passages need careful
__(3)__ . It is most widely used in ordinary life when reading __(4)__ .
Scanning on the other hand is the __(5)__ of looking down the pages of a
__(6)__ for a specific word, phrase or figure. Hardly any of the text is
actually read.
Online
(1) – get Dealing with
the answers
(2) – purpose / aim / idea
(3) – reading
(4) – newspapers Who’s got anything
different?
(5) – skill / strategy Can you tell us why?
(6) – document / text

4. Careful reading – Fake news
1. Indiv Ss post True / Fake via chat.

2. Rest of Ss read post, locate idea in
text and decide if it’s T/F online
3. T & class check answers.
Gps
1. Individually Ss read text carefully Elaborate offline
(with the help of a dictionary). key vocab
2. Ss write one True and one Fake lists
sentence about ideas/facts from text.

4. Careful reading – scanning

1. How many times can you find ‘sleep’?


2. How many different derivations of ‘sleep’ are there?


2. How many different derivations of ‘sleep’ are there?
3. How many times are specific quantities of sleep given?

Complete the sentences
1. During a lifetime, the average
person will be asleep for
___________________ .
2. Your ___________________ and

heart rate get slower in deep sleep.
3. Teenagers’ body clocks are different
and so they need to go to bed and
wake up ___________________ than
young children.
4. A poor ___________________ can
cause you to eat more high calorie
foods.
5. Our ___________________ get
stronger when we’re sleeping.

Session outline

2. Online teaching

https://newsela.com
• stories at different levels
• interactive quizzes
• possible to track progress
https://readlang.com
• translates words on the spot
• creates vocabulary lists from translations
https://rewordify.com
• re-words texts (to simplify them)
• builds up vocabulary

https://learnenglish.britishcouncil.org/skills/reading

https://web2.uvcs.uvic.ca/courses/elc/studyzone/490/reading/

https://www.er-central.com

Teaching reading online 1. Free choice of titles
5. Resources for self–access reading 2. No dictionaries
3. No ‘testing’ understanding

Session outline

2. Online teaching

Robin Walker
Trinity Trainer, Spain
www.englishglobalcom.com


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Teaching reading online

Assessing English language since 1938

1. Reading skills and ISE

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

lower-level accessing lexical meaning

Assessing English language since 1938

• decoding skills – skills needed to convert orthographic

Assessing English language since 1938

Assessing English language since 1938

… lower-level processes inform the operations of higher-level

Assessing English language since 1938

1. Reading skills and ISE

Assessing English language since 1938

Traditional face2face teaching

Assessing English language since 1938

Live class online

Pre –class Post –class

Assessing English language since 1938

Assessing English language since 1938

Pre –class Self–access offline

Assessing English language since 1938

1. Reading skills and ISE

Assessing English language since 1938

Assessing English language since 1938

Q1-5 Title matching

ISE II Sample paper 2

Assessing English language since 1938

ISE II Sample paper 2

Assessing English language since 1938

ISE II Sample paper 2

Assessing English language since 1938

ISE II Sample paper 2

Assessing English language since 1938

ISE II Sample paper 2

Assessing English language since 1938

ISE II Sample paper 2

Assessing English language since 1938

Who chose C? Do you want

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

Assessing English language since 1938

1. Reading skills and ISE

Assessing English language since 1938

Q11-15 Gap fill

Assessing English language since 1938

Assessing English language since 1938

Skimming is the process of reading the headings and quickly

Scanning on the other hand is the __(5)__ of looking down the

Assessing English language since 1938

Assessing English language since 1938

1. Indiv Ss post True / Fake via chat.

Assessing English language since 1938

Assessing English language since 1938

1. How many times can you find ‘sleep’?

Assessing English language since 1938

1. How many times can you find ‘sleep’?

Scanning on the other hand is the (5) of looking down the