Reading Module.

2021 MINED Advisors

Team
 Warm Up
Explosive Balloons
Discuss the following Quotation
 What is reading?
 It´s the process of looking at a series of written symbols and getting
meaning from them.
 We use our eyes to receive written symbols (letters, punctuation
marks and spaces) and we use our brain to convert them into
words, sentences and paragraphs that communicate something to
us.

The Process Of Reading:

IEA 2
 The action of receiving and interpreting information requires
active cognitive processing. Readers need to decode letters and
recognize words to understand small units of language, and
sometimes they need to connect ideas across sections of the reading
text to interpret the overall message and meaning.
 Reading Techniques
Training students to know the different reading
techniques and when to use them is very important,
especially under test conditions when time
constraints come into play and students need to
have faster reding and memory
The three main types of reading techniques are
the following:
1.Skimming
2.Scanning
3.Organizing information.
Example: Read the story and answer
The Story is about:
1. Ben. Skimming
2. Ben’s Pet.
3. The Egg.  General Overview

Scanning
Specific Details 
Reading Techniques: Skimming

 Skimming is sometimes referred to as gist reading where you’re trying to glance

over the material to grasp the main idea.
 Skimming may help in order to know what the text is about at its most basic level.

Activity: read quickly the text given and tell one of your peer about the main idea ONLY.
Reading Techniques: Scanning
Scanning involves getting your eyes to quickly scuttle across
sentence and is used to get just a simple piece of information.

You’ll be searching for specific words or phrases that will

give you more information and answer questions you may
have.

Activity: Read quickly the text again and tell the same peer about
more details of the text.
Reading Techniques: Organizing Information
Organizing Information is a reading technique that
supports the varying learning styles in our classrooms.
Charts, tables, maps, and webs activate our students'
minds as they visually represent course content

Students can use graphic organizers to chunk, sequence,

categorize, compare, contrast, and analyze information. It
is recommended that students create their own organizers
and do most of the work.
Organizing information sample 1
Story: Matt the dog
Matt is a dog. He likes to
dig holes. One day, Matt Put the events of the Story in order.
was digging a hole in his
5
4
back yard. Soon, he found a Last, Matt went After that, he
bone that he hide in the to take a nap. chewed on the
bone
ground the day before.
Matt was so happy that he
began running around with
the bone in his mouth,
2
Next, he found a
bone.
First, Matt dug
a hole. 1
when he got tired of
running, Matt started to
chew on the bone. Later, he
went to take a nap.
Then, he began
running around 3
Organizing information sample 2
First, turn on the water and make sure it is warm. Wet your hands. Next, squirt
a dab of soap into the palm of your hands. Rub your hands together and sing
the Happy birthday song. Then, rinse your hands with warm water. Last, dry
your hands with a towel.
First
…
Next…

Then…

Last…
P re D uring P ost

The PDP Framework (Pre-reading/During-reading/Post-reading) takes

into consideration that reading is a process rather than isolated singular
events for college students.

There are specific practices that students engage in before they read,
while they read, and after they read.

Reading also is integrally tied to the process of writing.

 The three stages of a Reading lesson
PRE – DURING – POST
PRE Stage: Students become familiar with the topic , the language and essential
vocabulary they will use during the lesson

1 2 3
Activate schema Provide background and Present and Practice
through use of visuals, situation related to the vocabulary and
topic related discussions text in an interactive structures related to the
or predicting way text.
 The three stages of a Reading lesson
PRE – DURING – POST

DURING Stage:
Provide multiple Each Reading has an
Students interact directly with opportunities (at least interactive Task
the text a number of times, three) for students to requiring some kind of
read the text response from
each time with a specific
students
purpose that leads to gradually
gain more detailed
understanding of the text.
Allow time for Task move from
students to check general to specific
comprehension, ask understanding. From
questions, clarify getting the Gist to
vocabulary. details.
 During Reading Strategies
📖
Responding to
Taking notes Mapping info Drawing
oral CCQs

Finding answers Reading Ordering Underlining

written to questions aloud events/facts words
 The three stages of a Reading lesson
PRE – DURING – POST
POST stage:
Students reinforce their understanding through expanding on the text or personalizing the
topic using other language skills (speaking or writing)

Requires students to Allow students

be creative and to reinforce new
expand on the text structures and deeper
using other skills vocabulary. understanding
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES
READING ACTIVITIES:
READING ACTIVITIES
 Group Work:

Design a Reading activity using the PDP methods (pre,

during and post Reading). Considering the Reading
techniques :
 Skimming and Scanning
 Organizing Information
  

¡Thank
You!
Any question?