Tarqatma materiallar -handouts

During- reading stages:-
The reading activities of while-reading stage help to encourage critical thinking of students and increase comprehension and easy retention.
This stage includes some activities for example:

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  Read silently
  
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  Re-read
  
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  Read aloud
  
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  Check predictions
  
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  Clarify/verify comprehension
  
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  Monitor/Adjust comprehension
  
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  Analyze
  
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  Guess
  
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  Find answers
  
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  Word associations and grouping
  
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  Use context clues: semantic, syntactic, picture
  
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  Use phonetic cues: sound patterns, affixes, word roots, word chunk, word division
  
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  Dictionary use
  

Post reading strategies
To check the students’ comprehension and retention of the information of a text that they have already tackled, teachers should employ the last stage-the post-reading.
This stage includes some activities for example:

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  Summarize/ paraphrase
  
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  Reflect on what has been learned
  
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  Find relationships/mapping
  
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  Associate new information with old
  
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  Seek feedback
  
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  Interpret text
  
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  Make connections
  
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  Confirm predictions
  
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  Journals
  
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  Reading logs
  
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  Note-taking
  

Handout 3.
The way we process incoming language can affect the way we understand information. In our first language we use both processing models and sometimes in tandem. We do this automatically in response to the kind of text we are listening to.
• When we use top-down processing, we tend to use “bigger picture” information such as the context, the gist of the message, the tone of speakers’ voices to make sense of what we are hearing.
• When we use bottom-up processing, we listen for the individual “blocks”

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  When we read in our first language, we read in different ways. When students start reading in a second language they need to re-learn different ways of reading. Teachers need to know about these different reading skills so they can develop them in the classroom.