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AN ESSAY

Reading is the best way to improve your vocabulary! The context of articles, stories,
and conversations helps you figure out and understand the meaning of English
words in the text that are new to you. Reading also provides repetition of vocabulary
words you have already learned to help you remember them.

Reading comprehension is easier if you already know the keywords in the reading.
This is one reason that new vocabulary is presented and practiced at the beginning.
There are many ways that reading helps you to learn English, but reading itself is an
important life skill. In everyday life we use reading to get information about the
world around us. There are signs on the street. Can you park your car here? Which
days can you park? How long? There are letters from school or utility companies that
come in the mail. There are also bus schedules, bills, medicine labels, ads, health
care pamphlets, and technical manuals for our electronic devices. When you are
new to a country, this is the first kind of reading you need. USA Learns will help
prepare you with the Life Skills reading activities.Reading English is an important
part of language learning because it helps you develop other related skills like
grammar, vocabulary, and writing. Reading allows language learners to explore
topics that they love and stories that engage them.

Extensive Reading (ER)

is an approach to second language reading. When learners read extensively, they
read very easy, enjoyable books to build their reading speed and fluency. Another
way to say this is students learn to read by actually reading rather than examining
texts by studying the vocabulary, grammar and phrases. It is instructive to compare
Intensive Reading (IR) with Extensive Reading.

Intensive Reading

For many teachers, there is only one way to teach reading which involves the
teacher walking the whole class through a reading passage. The passage is usually
short and the instruction is focused on carefully checking comprehension, studying
the grammar and/or vocabulary, or developing a reading skill. Here is an example.

The limits of Intensive reading

*The reading is difficult, so learners have few chances to build reading speed and
fluency.

*The reading is short and because it is difficult, the learners read slowly and they
cannot meet a lot of language.

*The whole class reads the same material, which is too easy for some and too
difficult for others.

*All the students have to read at the same pace as they do the tasks together.

*The reading is interesting to some learners but not others.

Why do Extensive Reading?

Extensive Reading builds vocabulary. When learners read a lot, they meet thousands
of words and lexical (word) patterns that are not taught in textbooks. Extensive
Reading allows the learner to develop an awareness of collocations (common word
partnerships) and thousands of lexical phrases.

Extensive Reading helps learners understand grammar. In textbooks learners meet

hundreds of grammar patterns. However, textbooks do not provide enough
meetings with grammar for real acquisition to occur. Extensive Reading provides
opportunities to see grammar in context so learners can deepen their understanding
of how grammar is really used.

Use skimming in previewing (reading before you read), reviewing (reading after you
read), determining the main idea from a long selection you don't wish to read, or
when trying to find source material for a research paper.

Use scanning in research to find particular facts, to study fact-heavy topics, and to
answer questions requiring factual support.

Skimming to save time

Skimming can save you hours of laborious reading. However, it is not always the
most appropriate way to read. It is very useful as a preview to a more detailed
reading or when reviewing a selection heavy in content. But when you skim, you
may miss important points or overlook the finer shadings of meaning, for which
rapid reading or perhaps even study reading may be necessary.

Use skimming to overview your textbook chapters or to review for a test. Use
skimming to decide if you need to read something at all, for example during the
preliminary research for a paper. Skimming can tell you enough about the general
idea and tone of the material, as well as its gross similarity or difference from other
sources, to know if you need to read it at all.
Scanning for research and study

Scanning, too, uses keywords and organizational cues. But while the goal of
skimming is a bird's-eye view of the material, the goal of scanning is to locate and
swoop down on particular facts.

Facts may be buried within long text passages that have relatively little else to do
with your topic or claim. Skim this material first to decide if it is likely to contain the
facts you need. Don't forget to scan tables of contents, summaries, indexes,
headings, and typographical cues. To make sense of lists and tables, skim them first
to understand how they are organized: alphabetical, chronological, or most-to-least.

Scanning to answer questions

Implementing a pre-reading sharing mechanism with Web-based annotation

capabilities could stimulate and help students perform more useful pre-reading by
reviewing others' annotations, thereby enlarging the effectiveness of prereading as
it relates to learning. Second, participants' pre-reading exercises with a Web-based
annotation tool revealed their preparation before class as well as reflected their
prior knowledge, thereby helping the instructor to prepare the lecture well in
advance. In the future, more advanced mechanisms, such as self-regulation learning,
will be studied to encourage students to efficiently manage learning before class.

Response-based practices in literature teaching and learning are responsive to this

need for new forms of thinking and learning. For example, students in the response-
based classroom learn not just about literature, but how to render their reading
experience into literary understandings; understandings that are inward, divergent
and as such supportive of the development of critical and creative thinking about
worlds both fictional and real (Langer, 1990). Through class discussion, journal
writing and related response-based activities, students' responses to what they read
become articulated, valued and refined; students' ability to think and speak about
their responses, moreover, not only enhances their literary experience, but
contributes to the development of linguistic and cognitive skills across content areas
(Langer, 1993; Miller, 1993).

The activities are used to develop reading strategies:

Read-Aloud Questions

No matter a child’s age, it’s always good to do read-alouds together. One benefit of
reading together is it allows the adult to ask questions along the way. Asking
questions such as, “What do you think will happen next?” or “I wonder why the
character did that?” helps the child to engage with and think critically about the text
and allows the adult to judge how well the passage is being comprehended. Take a
look at these questions to increase reading comprehension from My Story Time
Corner.

Story Sequencing

Sequencing is another way you can help a little one gain reading comprehension.
Being able to order the sequence of events in a story is a key component in
understanding plot. There are several ways you can practice story sequencing with
your reader. You could simply have him write a sentence or draw a picture about
what happened at the beginning, middle and end of the story. You could also create
these cute story stones if you wanted to get extra creative. Visit Imagination Soup
for complete story stone instructions.

Retelling

Closely related to story sequencing, retelling is also good practice for achieving
reading comprehension. The rainbow reading bracelet is the perfect tool for gaining
proficiency in retelling. Using colored beads on a bracelet as prompts for retelling
(green – get ready for a few more details) the child learns how to summarize a story
in an orderly fashion. Check out directions for making your own rainbow retelling
bracelet at Growing Book by Book.

Close Reading

Learning to pay careful attention to a text is a skill that doesn’t always come
naturally to beginning readers. Children have to be taught how to look closely at a
passage in order to glean the most details and thus gain a better understanding of
the author’s intent. Teaching a child to reread a passage slowly and thoughtfully will
help her better comprehend what she has read. Close reading with Oreos is a great
(and delicious) way to hone careful reading skills and will have your kiddo begging
for more close reading practice. Visit Who’s Who and Who’s New for details on
implementing this fun activity.

Inferencing

Learning to infer (draw conclusions) is crucial to gaining reading comprehension.

Part of preparing students to meet College and Career Readiness Standards in
English Language Arts (ELA) involves helping them become adept at integrating and
evaluating informationin a variety of different media formats. To help students
become comfortable with multimedia, it is useful to incorporate it into your
instruction wherever possible. Providing varied means of representing information
(Universal Design for Learning) can help improve your students' access to complex
texts.
Multimedia reading materials and environments offer a variety of flexible supports.
These supports can be especially beneficial for students as they read rich, content-
area texts in history, social studies, science, and mathematics, and encounter
academic vocabulary that is unfamiliar to them. Check out "Using in Your Classroom"
for ideas on integrating these tools into your teaching.

In current research on reading testing, substantial attention has been paid to

assessing students' high-level reading abilities, including synthesis, inference,
evaluation and creativity. Whether students can show their high-level reading
abilities is directly related to the text selection for reading testing, which also
influences authentic reading in students' daily life. But it is unlikely to tap high-level
reading abilities by using plain texts written in a simple and straightforward way.
Focus of discussion: In order to assess high-level reading ability effectively, this study
examines the criteria of text selection for reading testing. Arguments: Discussion is
elaborated from three aspects:

(1) Language expression. Texts should include words that are newly learned or can
be guessed according to the context. Also, there should be sentences of different
structures, written cohesively with appropriate rhetorical devices and diverse
expression ways.

(2) Structure. It is suggested to construct texts with different logical relations, such
as description, combination, causation and comparison. Discourse markers and
sentences denoting text structures should be included as well.

(3) Content. Text information should be large enough and embedded with new
information, humanistic features or implications. At the meantime, it must be
guaranteed that texts are comprehensible to students with adequate knowledge
and cognitive ability so that it is fair for all students to be tested.
However, Harris 1979:68-69 states that writing contains five components, namely:

1. Content is the substance of writing; the expression of the main idea unity.

2. Form is related to the logical organization of the content coherence.

3. Grammar is related to the usage of the correct grammatical form and syntactic
patterns.

4. Style is related to the choice of structure and lexical items to give a particular tone
or flavor to the writing.

5. Mechanics is concerned with the use of graphic convention of the language. In

this research, the concepts proposed by Jacob et al are applied accordingly because
these concepts are fairer in scoring each aspect of writing as they are elaborated in
the next parts.

Although technologies have affected creativity, communication technologies have

improved the quality of work for some writers. Some writers are able to use the
internet effectively to cover their topics comprehensively. The internet increases the
speed at which writers get relevant information for their manuscripts.

Principles for Teaching Good Writing

*Establish and maintain focus.

*Structure content for purpose, clarity, and flow.

*Develop ideas with originality and insight.

*Inject personality with intentional word choice and colorful phrasing.

*Demonstrate control of the expectations of the language.

Assessing writing is certainly complex. Clear and well-defined rubrics add structure
and simplification to this process, and that’s why we require high-quality rubrics
from teachers on The Graide Network. We also take great pride in the quality and
professionalism that our highly vetted Graiders bring to their work.