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Salam and Selamat Sejatera

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Final Micro-Teaching Session

Salam

The first pair did a very good job. Natural teachers. Nevertheless, I think both skimming and scanning could have been explained and demonstrated.

The second pair taught a skill useful in grammar and writing. Though punctuation is prescribed by the KBSM specification, it falls under 'Presenting information to different audience' not under 'Processing text'. They are two different things. Thus, it was not a reading lesson. Common sense could have told you that. The only reading part of the lesson is the reading aloud of the letters.

The third pair did an excellent job in explaining the skills and in selecting materials, intructional aids and activities. Bravo.

The fourth pair did a good job. Good to include games in your lesson, but in the real classroom you can't conduct games all the time. Interesting choice of topic. Voice projection could be improved. Skimming is suitable for longer passages, thus, applying the tips given on how to skim for main ideas from paragraphs is somehow not right. When using paragraphs you should teach how to locate or infer the main idea, not skimming for main idea.

The 5th micro-teaching sounded a bit scripted. Should have demonstrated how to locate main idea.

The passage for the last presentation was not suitable for form 1 students.

Micro-Teaching

Salam

Bravo to the two pairs who micro-taught on Wednesday. Efforts to explain the skill well were apparent. Most of the instructional aids were effective. The second pair's explanation and activity I believe were impactful.

Micro-Teaching

Salam

The 3rd micro-teaching session was better than the first two. Not much time was wasted on reading aloud. Actual teachings of the skills were carried out and the best was on distinguishing between a fact and an opinion. Bravo to all.

Nevertheless, Wh-question is not a reading skill. It is suitable to be taught in a grammar or a writing class.

MICRO-TEACHING SCHEDULE - U5D

As requested:

13 Oct

Nur Zakiah & Mohd Ateff
Liyana & Hafizah
Nurul Haziqah & Fuzirah Hanim
Nursyuhada & Siti Ainul
Hafizuddin & Siti Nor Aisyah
Mafarhanatul Akmal & Napisah

20 Oct - Has been changed to the 22nd of October at M314 (will confirm later)

Nur Syafarina & Ahmad Irwan
Najwa Hanani & Nur Hani Laily
Adleen & Anis Shazwani
Huzaifah & Hartini

22 Oct

Nurul Hazianti
Nurul Aainaa

2nd Microteaching Session

Salam

The second microteaching session was better than the first. Skills were taught, nevertheless the the explanation could be improved. You have to really be prepared to teach the skills. There was still the reading aloud activity which I thought could be better used for more teaching,explanation and examples of the skills.

For the others who act as students please next time do provide the wrong answers. This would give your friends the opportunity to explain.

Micro Teaching

Salam everyone

My observation of the first microteaching session is that there wasn't much teaching going on. It was a more like 'giving the correct answer' session. Handouts were distributed and the correct answers were given without any explanation.

If your lesson plan states that detecting the main idea is one of the objectives, please do teach how to detect main ideas. The instructional aids are supposed to facilitate the learning of this skill or strategy. In fact some of you did not even teach anything making it hard for me to give any marks on some of the evaluation criteria posted in a previous entry. Please minimize or perhaps eliminate totally the reading aloud activity in your microteaching. One group did this activity twice. You can carry out such activity when you start teaching in schools.

For the subsequent sessions please assume that your students are not familiar with the skills or strategies you plan to teach.

Good Luck

Micro-Teaching

Salam and Selamat Sejahtera

Your microteaching will be evaluated based on this criteria:

Planning (20%):

• Statement of objectives
• Appropriateness of objectives
• Selection of teaching content
• Organization of lesson plan

Implementation (55%):

• Introduction of lesson/set induction
• Presentation
• Pace of lesson
• Command of subject matter
• Teaching method and strategy
• Use of teaching aids
• Speech and language
• Class interaction /learning environment
• Class management
• Questioning techniques
• Method of evaluation

Closure (15%):

• Conclusion of lesson
• Achievement of objective
• Reflection

Teacher Characteristic (10%):

• Teacher personality
• Teacher attitude

Please make sure that you are teaching reading skills and strategies only and not integrated skills.

Please submit the lesson plan and the teaching materials to me before you begin your lesson.

Please end the lesson with the closure once I signal that time is up.

Please support and cooperate with your friends while they are teaching.

GOOD LUCK

Selamat Hari Raya

Reading Material

Lecture 8 Reading Materials

View SlideShare presentation or Upload your own.

KBSM - Reading Curriculum

Lecture 7 Reading Syllabus

View SlideShare presentation or Upload your own.

Ramadhan

Salam and Selamat Sejahtera Students.

Just a reminder that during the month of Ramadhan and coincidentally the whole month of September, our class on Monday will instead be held on Monday and Tuesday, 1 - 2 pm, same venue, TEC4.

HAVE A BLESSFUL RAMADHAN

Hudson's, Chapter 3

Salam and Selamat Sejahtera Students,

Please read Hudson, Chapter 3, Second and foreign language reading issues, for Tuesday's class.

Thank you

Second Language Reading Issus

View SlideShare presentation or Upload your own.

MICRO-TEACHING SCHEDULE - U5D

Monday, October 6, 2008, 6 - 8.pm


1.Nur Hani Laily
2.Mohd Ateff
3.Muhammad Azwan
4.Huzaifah hamid
5.Siti Nor Aisyah
6.Napisah Abd Wahab
7.Nur Khairiah
8.Norhaslinda Mohd

Wednesday October 8, 10.30 - 11.30 am

1.Nurul Haziqah
2.Adleen Najihah
3.Amar Syahrul

Monday, October 13, 6 - 8 pm.

1.Najwa Hanani
2.Anis Shazwani
3.Hazwan Hamdan
4.Mohd Sukrillah
5.Mafarhanatul Akmal
6.Nur Syarafina
7.Nursyuhada Zakaria
8.Ahmad Irwan


Wednesday, October 15, 10.30 - 11.30 am
1.Noor Hanna
2.Nururl Hazianti
3.Nur Aimi Jamshah


Monday, October 20, 6 - 8pm.
1.Fuzirah Hanim
2.Siti Ainul Ayzan
3.Nur Zakiah
4.Liyana Ahmad Afip
5.Hartini Ibrahim
6.Muhammad Asyraf
7.Ahmad Hafizuddin
8.Hafizah Shazwani


Wednesday, October 22, 10.30 - 11.30 am
1.Nurul Aainaa
2.Anur NAimi
3. Saidatul Izdihar

Reading Strategies

Strategies And Metacognitive Skills 2

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Reading Skills Lecture

For the benefit of those who would like to copy the notes for this lecture I have posted them as an entry. Here:

READING SKILLS : Definition


Describe roughly as a cognitive ability which a person is able to use when interacting with written texts.
Seen as a part of the generalized reading process
Reading skills have been used to structure reading syllabi and for test construction.

SEPARIBILITY OF SKILLS

In general reading skills are presented in categories or taxonomies:
Word attack skills
Comprehension skills
Fluency skills
Critical reading skills


Word attack skills (aka decoding skills)
Skills necessary to convert orthographic symbols into language
Requires readers to recognize that the script represents units of language, e.g. phonemes, syllable and words
Sub-skills include, recognizing syllable pattern, converting strings to sound, recognizing word boundaries

Comprehension skills
Represent the ability use context and knowledge to derive meaning from text
Examples:
Grammatical skills, knowledge of syntax, mechanics,
Using context to gain meaning, using schemata as aids
Using metacognitive knowledge
Recognizing text structure
Predicting what will come next in text

Fluency skills
Skills that allow a reader to see larger sentences and phrases as wholes
–A process that aids in reading more quickly
◦Examples:
–Sight word recognition and recognizing high-frequency letter cluster
–Rapid reading
–Possessing extensive vocabulary


COMPREHENSION SKILLS

}Reading skills have been a major area of reading research over recent years (Urquhart & Weir, 1998)
}As such there is a great variety of the specific skills identified by various teachers and researchers
}Rosenshine (1980) examined the comprehension skills identified by five authoritative educational sources

}The examination revealed 3 general types of skills associated with comprehension
◦Locating details
–Simplest skills – recognition, paraphrase, matching
◦Simple inferential skills
–Understanding words in context, recognizing sequence of events, recognizing cause-effect relationship
◦Complex inferential skills
–Recognizing main idea, drawing conclusions, predicting outcomes
}Rosenshine discovered 7 sub-skills across the 3 general reading skills
◦Recognizing sequence
◦Recognizing words in context
◦Identifying the main ideas
◦Decoding detail
◦Drawing inferences
◦Recognizing cause and effect
◦Comparing and contrast
}Analysis of all college reading textbooks for L2 learners will show the inclusion of all the above skills.

HIERARCHY OF SKILLS


}Reading skills fall into a continuum of hierarchies
}In many models of skill, focus of attention may change from lower-level skills to higher level skills as reading ability is acquired
}The lower level skills involving visual perception and phonic analysis become automatic with practice and require less conscious monitoring
}Many educators and researchers have identified reading skills at different levels of details
}Clymer (1968) presented a taxonomy, developed by Barret (N.D), which is divided into 5 ordered skill levels:
a)Literal comprehension
b)Reorganization
c)Inferential comprehension
d)Evaluation
e)Appreciation

SUMMARY

}Generally, L1 and L2 literature argue against the existence of strictly hierarchically ordered reading skills
}There are broad categories of skills which are mediated by text, purpose and content
}These skills helped in curriculum development and scope and sequence charts associated with textbooks and series
}Nevertheless, these skills are not unitary in their structure
}Thus, it is the teaching of multiple skills would be appropriate

QUIZ 1

Salam and Selamat Sejahtera Students

Quiz 1 will be on Monday, 11th August 2008, 6 - 8 pm.

Topics covered will be from Week 1 until Reading Skills.

Please also check out activities on teaching vocabulary/word attack skills in reading skills books in the library or from the Internet.

Format : Several short answer questions mainly asking you to define, explain and apply.

GOOD LUCK

Lecture Slide - Reading Skills

Reading Skills 2

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Word Attack Skills

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Word Attack

Activities to teach suffixes / prefixes (Continuation from slide)

Supply an incomplete table of forms consisting of basewords with various affixes
- Task : Complete the table by filling the gaps

Example:


educate education educable ineducable
_______ variation _______ ________
_______ _______ observable ________
define _______ _______ ________
_______ _______ _______ unpronounceable
_______ _______ recognizable ________


Supply sentences containing words of a particular form e.g. verbs
- Task rewrite the sentences in a specified way entailing the use of a different form of the given word e.g. nouns instead of verbs.

Example:

1. The enemy attacked at dawn

The ______ was completely unexpected.

2. They bombarded the walls with cannons.

The _______ finally gave them the chance to scale the wall at one point.

3. The city was destroyed.

The _________ of the city caused the deaths of 15,000 inhabitants.

Exercise that can be carried out on MS Words

EXERCISE USING DELETE AND INSERTION

For exercises on verb-form/tenses, stem, prefixes and suffixes

Example:
Root word, Prefixes and suffixes

Instructions:

Type the root word port
Copy the root word into memory: double click on the root word to highlight it and press CTRL + C
Place the cursor under each definition Press CTRL + V
Add prefix or suffix to figure out the word

Definition:

1. to send out the country, legal

2. to bring from an external source

3. to send to other country

4. capable of being carried

5. a selection of student’s work

6. to carry from one place to another

7. a person stationed to assist e.g. at the train station

8. to bring back and tell again

Slide for Lecture 3

Lecture 3 Models Of Reading 2 (2)

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Lecture prepared by Dr. Faizah Majid