Page 1 L2 LITERACY: UNIT 2 E-TIVITY 3: PLANNING READING

L2 LITERACY: UNIT 2
E-TIVITY 3: PLANNING READING ACTIVITIES
Time: 2 hours 30 minutes
E-lapsed time: 3 days
Objective:
In this e-tivity you will learn about strategies and activities to use during the different stages of reading tasks.
Instructions:
1) Think about a typical reading task or lesson in your own classroom. Do you usually follow a sequence of
steps? If so, make a note of these steps using a diagram like the one below:
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2
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3
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4
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5
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2) Read Booklet 1: Planning Reading Activities.
a) While reading, consider the following:
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Which of the activities presented do you already use with your learners?
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Of the rest, which ones would you be able to use with them?
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How would you need to adapt them to better suit their needs? (Think about their age, learning
styles, level of English, etc.)
3) Read the Content and Language Learning Strategies Charts (Chamot, 2009)
a) While reading, reflect on the following:
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Which of the strategies presented could be suitable for your learners? (Again, think about their
age, learning styles, level of English, etc.)
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Which of these strategies are your learners already familiar with?
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How could you help them learn and use the ones they do not use already?
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How would you need to adapt or transform the strategic questions into tasks that better suit your
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learners?
L2 LITERACY: UNIT 2
E-TIVITY 3: PLANNING READING ACTIVITIES
(Note: while younger learners cannot ask/answer themselves many of the questions in the charts,
they can still be guided into practicing certain skills through different tasks. For example, after
reading a text on ‘Community Helpers’ they could be guided to classify pictures into: people,
places and tools.)
4) Choose one text from your own textbook.
a) Analyse the activities around it:
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Are there pre-reading, while-reading and post-reading activities? If not, how could you adapt
them to have a complete reading sequence?
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Do they address any of the strategies listed in the Content and Language Learning
Strategies If not, how could you adapt them to help develop learners’ reading strategies?
NB: If you do not have your textbook on hand, you may look at any of the following examples:
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Lesson 3: Your turn! (preschool)
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Lessons 1 & 2: Robert’s First Case (primary)
5) Design an activity or sequence of activities appropriate for your own learners, in which you work with one
or more of the strategies from the Content and Language Learning Strategies Charts. Make notes
using the following table:
Activity name:
Target learners’
age:
Teaching context
(EFL or CLIL):
Strategies
addressed:
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Steps of the activity:
L2 LITERACY: UNIT 2
E-TIVITY 3: PLANNING READING ACTIVITIES
This activity helps
learners develop
these strategies by…
6) Go to Database 1: Sample Activities for Developing Reading Strategies.
a) Add your activity example.
b) Look at the examples posted by your peers. Select at least two examples and comment on them. You
may suggest variations; say whether you think the activity is indeed suitable for children of that age
or not and why, whether it really addresses the strategies selected, etc.
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Answer comments you receive about the example(s) you posted.
References
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Chamot, A. (2009) The CALLA Handbook. Implementing the Cognitive Academic Language Learning Approach.
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Sánchez de la Barquera, A. (2011) Imagine Activity Book 3. Mexico: University of Dayton Publishing.
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Sánchez de la Barquera, A. (2011) Imagine Reader 3. Mexico: University of Dayton Publishing.
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Sánchez de la Barquera, A. (2011) Imagine Student’s Book 3. Mexico: University of Dayton Publishing.
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Sánchez de la Barquera, A. (2011) Imagine Teacher’s Guide 3. Mexico: University of Dayton Publishing.
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Ruiz, E. and L. Uribe (2010) Power Pets Teacher’s Guide 3. Mexico: University of Dayton Publishing.
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New York: Pearson Longman.
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