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Using These Cues Is One Form of

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0% found this document useful (0 votes)
17 views2 pages

Using These Cues Is One Form of

Uploaded by

ehab hendy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Using these cues is one form of “strategy” we use when we take

meaning from text without actually “reading” it.


What are other strategies you use during the day when you need to
read or write?
• Write what they say on the board, saying each word as you
write it.
If necessary, prompt your learners by offering some
examples, like: “reading” the subway schedule by looking
at colored lines, etc.
• Explain the following:
These are good strategies, ones that everyone uses, and it’s good to
have developed them. (For example, if I can’t understand a manual
that explains how to do something on my computer, I get a coworker
to read it through with me, step-by-step, as I try to follow
it. I may have to read the steps out loud as I work on the
computer. I have to use the pictures or diagrams to help me
understand.) But what happens when you need to read something
and these strategies don’t work well enough? Then what do you
Understanding What Reading Is All About 11
NCSALL Teaching Materials
do? (Prompt a few answers if they are stuck by offering
examples like: use a cheat sheet, etc.)
You are studying here because you want to improve your reading
skills, which will expand the range of strategies you can use to
meet reading demands.
Note to Teacher
To prepare learners
for the homework,
remind them of the
reading items you
brought in (toothpaste
tube, permission slip,
etc.). Then ask for a
couple of volunteers
to give an example of
what they think they
might bring in.
Homework:
• Have learners bring in text items from their daily lives
(home, school, work) that they need to read or want to read.
Ask them to bring in about three items each. Remind them
of the things you have used as examples from your own life.
• Ask learners to think about what strategies they use to
understand what something says when they can’t
completely read it.
3. Wrap up:
• Review any new vocabulary words you have jotted down
Note to Teacher on the newsprint.
If you have more
advanced learners
who are comfortable
with writing, you can
suggest a writing
activity instead of a
paired oral activity for
wrap-up. Have
learners write the
answers to the
questions at left in
their notebook.
Collect the notebook,
review their
responses and
questions, and give
them your responses
in writing as well, right
in the notebook. This
kind of “dialogue
journal” provides
another opportunity
for reading.
• Have learners copy the new words into their notebooks.
• Give learners about five minutes to reflect on the lesson. Do
this by grouping learners into pairs and having them ask
each other:
⇒ Did you learn at least two new things from today’s class?
⇒ What were they?
⇒ Is there anything you still have questions about or aren’t clear
about? If so, what?
• Have one person from each pair summarize comments or
questions back to the class. It is not necessary to identify
who made the comments or asked the questions.
• Answer any questions.
12 Understanding What Reading Is All About

LESSON TWO: GOALS FOR READING

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