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OER PRESENTATION.pptx
- 2. READING AND VIEWING: INTRODUCTION • Reading and viewing combines two elements: (1) Learning and applying strategies for decoding and understanding (2) Learning and applying knowledge of text features. Both aspects should be present in reading and viewing instruction of literary and non-literary texts. • Reading and viewing content is arranged into: • reading for comprehension • reading for formal study (setworks) • extended independent reading
- 3. BY THE END OF THIS LESSON, LEARNERS WILL BE ABLE TO: • Skim and scan text features: titles, headings, subheadings, captions, visual elements and graphic information, e.g. fonts and numbering, layout, icons, illustrations, graphs, charts, diagrams, maps, pull down menus, key word searches, etc. • Use comprehension strategies: making connections, monitoring comprehension, adjusting reading speed to text difficulty, re-reading where necessary, looking forward in the text for information that might help, asking and answering questions (from lower to higher order), visualising, inferring, reading for main ideas, attending to word choice and language structures, recognising the text type by its structure and language features
- 4. READING COMPREHENSION • Step 1: Skim once as rapidly as possible to determine the main idea before you look at the questions. Do not worry about words you do not know at this stage. • Step 2: Underline the words that you do not understand to facilitate a complete understanding of the passage. This will enable you to solve the vocabulary questions quicker. • Step 3: Look through the words carefully. You are advised to maintain the order in which the questions appear in the test paper. Read intensively the portion relevant to the answer. • Step 4; Concentrate on the vocabulary items and puzzle out from the context the meanings of those words you do not know.
- 5. IDEAS TO FOLLOW WHILE SKIMMING • Read the title of the passage/ poem very carefully, if given. Determine what clues it gives you about the passage/poem. • Watch for keywords like causes, results, effects etc. Do not overlook signal words such as those suggesting controversy (e.g., versus, pros and cons), which indicate that the author is intending to present both sides of an argument. • Concentrate on the main ideas and ignore details. Most passages require at least two readings. Before writing the answer, check the questions again to be sure you have understood them. • For information you can check this websites: https://www.learncbse.in/reading-comprehension-class-12/
- 6. INTENSIVE READING OF LITERARY AND NON- LITERARY TEXTS Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level • Learners should apply their grammatical knowledge to understand sentence construction and the organisation of texts. • Identify, explain and analyse the meaning and functions of language structures and conventions in texts. • Analyse the structure of texts used for different purposes (e.g. description, definition, cause-and-effect) across the curriculum and their related transitional words/signal words/conjunctions (e.g. on the one hand, firstly, because) Intensive reading of shorter written texts for COMPREHENSION at a word level Learners apply a variety of strategies to decode texts. They build vocabulary through word-attack skills and exposure by • Using dictionaries, thesauruses and other reference works to determine the meaning, spelling, pronunciation and parts of speech of unfamiliar words • Identifying the meaning of common prefixes (e.g., bi-, un- or re-) and common suffixes (e.g. -ful). •Determining the meaning of words and their connection to word families using knowledge of common roots, suffixes and prefixes • Use textual context (e.g. in-sentence definitions), cues (e.g. commas, quotes) and graphic cues (e.g. bold face) to determine the meaning of unfamiliar words
- 7. EXAMPLES OF QUESTION TYPES FOR ASSESSING READING • Knowledge questions – • What happened after …? Name the … Describe what happened at … Who spoke to …? What • is the meaning of ….? • Comprehension questions Who was the key character …? Provide an example of …? Explain in your own words ….? • Application questions Can you think of any other instance where ….? Do you remember we were looking at • metaphors-how would you explain the metaphor in this line? • Analysis questions How was this similar to …? How was this different to …? What was the underlying theme of …? • Why do you think …..? • Synthesis questions We’ve learnt a lot of different things about Romeo-can you put them all together and describe • his character? What kind of person is he? • Evaluation questions How effective is ……? Can you think of a better way of ….? Which of these two poems do you • prefer? Why?