How Do Nc Elementary Teachers Assess Reading Level

Education Reading Activities According to CELTA

CELTA, like mentioned before in this article , is one of the most demanded initial pedagogy qualifications, that is widely recognized throughout the earth and has a lot of teachers applying for it yearly. It shouldn't surprise us so, that this a quite intensive course, rich in theoretical knowledge and practical experience.

It tends to be that passive skills are actually getting less attention in the classroom than they should, hence, here we will be talking about some reading activities that I have learnt to utilise during the CELTA class I was doing a couple of years ago.

Stage one — Warm up

First of all, nosotros should bear in mind, that no matter what skill nosotros are working with ( speaking, writing, listening or reading ) warming the students upwards for the upcoming session is the first pace to take. This ensures that the learners are prepared in the frame of the topic and will exist ready to dive into it at later on stages of the lesson. Here are a couple of ideas that we can employ to create a context for, allow'due south say, a reading section about " Travelling ".

Choice 1

Describe a spider's gram and ask the students to begin on what associations they have with the give-and-take " travelling ". Elicit at least eight ideas. Below is a sample of a spider's gram my students had come up with.

Next y'all can inquire the students to narrow downwards their associations and come up up with i discussion that would summarize the idea of " travelling ".

In my case the students had equaled " travelling " with " Brazil ". This game creates a proficient round of laughter and is really fun in the process. The students feel relaxed, prepare for the text.

Pick 2

You can start with the same association game, simply do just the outset part. Adjacent you lot can accept three questions about travelling you want the students to comment on in pairs. For example;

• Tell near your best travel story.
• Tell virtually an adventure you lot had while travelling.
• Where would you like to travel to adjacent and why?

This will likewise get the students warmed upward for the topic and will let them have speaking exercise correct in the beginning of the class.

Stage 2 — Setting the context

As mentioned earlier, setting up the context is also a vital role of lesson commitment if y'all want your students to have the large picture of the course and encounter the lesson outcomes. This stage makes sure the students are on the same page during the sessions and don't get distracted.

Here is what can exist done;

Option 1

Present 1 paragraph of the text ( commonly the outset one ), ask the students to read information technology, work in pairs and come upwardly with ideas of what the text is going to be about. This ignites their interest and makes them competitive in coming upwardly with the closest story to the original.

Option two

If the story has characters, places, events, take them out of the context and take the students recreate the story.

Yous tin have the post-obit for instance: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and have them come up up with possible stories. You volition be surprised at how many stories the students come up upward with, sometimes better than the original one. When students are ready, read their stories out ( let them read information technology themselves, or maybe laissez passer around ) to make certain everyone knows what the other teams' stories were.

Stage iii — Reading for gist

At this phase, your chief goal for the students is to compare the original story to the one they had come up with. Yous will need to highlight that they don't need to worry most the unknown words. They just demand to become the general idea of the text.

This is what I normally do;

Option ane

Dissever the text into 2 parts and put them on a PowerPoint presentation, different slides. Side by side, split the students into pairs and have them sit down back to dorsum, so that one of the students sees the slide and the other doesn't.

Time the student who sees the slide for 2-4 minutes, depending on the length of the text and take him/her read it. Then, ask the students to change seats and give the other student an equal amount of fourth dimension to read the text on the 2d slide.

When done, ask the students to face up each other and tell their parts to each other trying to put the story together.

I actually similar this activity equally it keeps the students more focused and is more challenging.

Option 2

If the text is not that long, y'all can e'er go with the traditional " Read the text and comment on the following questions " chore. This is a much easier manner to  cover this stage as a lot of textbooks offer follow upward questions after a reading passage to convey the full general pregnant of the text. However, I would strongly recommend to look through those questions advisedly before the class and maybe adapt them according to the level of your learners. Some of those questions tin can be too simple for your target group of learners.

In any example, at this stage it's a good thought to take the students work in pairs/groups where they can help each other empathize/find answers to some questions together. It will exist less challenging for them and the weak learners will not experience under pressure.

Phase 3 — Vocabulary Work

This is the all famous " Vocab pre-teaching " stage, where we focus on the words that are new to our learners. A lot has been spoken about unlike ways of pre-didactics vocabulary, and then, not to waste product your time, have a expect for some nice ideas here .

Stage four — Reading for Details

One time we have introduced the words that might be new to our students, it's rubber to move on to the adjacent stage of teaching reading skills. At this phase, students go deeper in the text, try to learn more information, focus on details and read betwixt the lines ( for B2+ and college level of learners ).

Here is what can be done to make it more fun;

Option 1

A traditional True or False exercise can be found in all the ESL/EFL books. How to make it more fun? — alter the T/F statements into open ended questions. This will requite the students a run a risk to generate more than language while answering the questions. You lot tin can even create questions which have more one possible answer. In this case yous will as well take your students speculating on the possible answers and have more speaking practice.

Pick 2

Once the students are done reading the text, yous can plough it into a gap-fill exercise where they will demand to fill in the missing information. This doesn't take to exist with the exact diction of the text ( unless your focus is to work on the target language in the text ). You can only ask the students to fill up in the gaps in a logical way that will not contradict the meaning of the text and volition exist lexically/grammatically correct. This is a very nice opportunity for the students to piece of work not only with a simple task of gap make full, just too bargain with judgement structures, synonyms, antonyms, etc.

Phase 5 — Controlled practice

This is the stage where students demand to practice the linguistic communication/structure of the text. Normally this stage is used to work on the target language presented at an earlier stage of the lesson.

Here are some activities that have proven to exist useful;

Option one

If there is more than than one grapheme in the text, take them out, assign the students to human activity the roles of those characters and recreate the text by making a dialogue. Nonetheless, yous will need to make sure that the students are using the linguistic communication y'all want them to. You can either put it on the lath or ask them to highlight information technology in the text.

Option two

Another interesting activity can be conducting an interview. You will need to separate the students in pairs and assign them the roles of an interviewer and the author/one character from the story , etc. The interviewer volition need to ask different questions to their interviewee and keep the chat going in the scope of the text and the story it covered.

Option iii

My personal favourite is telling the story on behalf of some characters. You volition need to assign a graphic symbol from the story to each educatee ( works best if you have more than 2 characters ) and enquire them to tell the story only on behalf of that character. For instance, if the text was about the " Little Red Riding Hood " and one of the characters is the grandmother , she will demand to tell the story only known to her. This means, she volition non know nigh her granddaughter visiting her that twenty-four hour period, about her see with the wolf, etc. This activity tin can be really fun and creates a very warm atmosphere in the classroom.

Stage 6 — Fluency Practice

This terminal stage is to make sure the students can use the knowledge gained in existent life situations. Equally we know, reading texts more often than not serves to innovate vocabulary or grammar in ESL/EFL books. So, there are several activities yous can do to give your students some prissy do.

Choice 1

Put your students in pairs/groups ( depending on your course size ), distribute some questions related to the topic of the lesson (" travelling "  in our case ) and ask the students to interview each other with those questions using the target vocabulary/grammar.

Here are some resources that you tin can use to come up with the questions;

Resources 1

Resources ii

Resource 3

Selection 2

Y'all tin ask the students to write a similar text to the one they had just read using the language/construction presented in the text. In this case the reading phase can be easily turned into a writing session. It works but great if you accept a longer grade ( ii-2.5 hours long ) and want to cover two language skills. Later on, you lot can ask the students to pass the stories around, read them all and vote for the best 1.

Well, these were some activities that I have learned, practiced and seen work during and long after my CELTA form. They always work similar a charm. Effort and let united states know how information technology went in your classroom.

ESL senior trainer with 8+ years of education experience, specializing in ESP (Medical, IT, Fiscal, Business English), course content creator, CELTA certified trainer, PTE examiner

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Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/

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