Reading Skills Session 2

Purpose


 * Facilitator elicits a few sentences about the importance of picture reading in the classroom.

Task1: Picture reading
• Facilitator divides the class into 2 groups. Each group is given a picture selected from the textbooks of grade 3. At the back of the picture are given a set of statements. The facilitator gives instructions saying-“Read the picture, then read the statements given below and write if the statements are true or false. Correct the mistakes in the false statements.


 * Participants read all sentences aloud and then correct the wrong statements.
 * Facilitator puts a few questions (given below) on the board for the participants to discuss.

Reflections:
• How does this activity help students in developing their reading skill?

• Will the primary school students be able to do these kinds of activities? Explain.

• How should we prepare our students to do these kinds of activities?

• What aspects should we take into consideration when we select pictures for our students?

Expected answers: (a few are here)
• Students scan the pictures for every minute details.

• Yes. They will be curious to find the mistakes in the sentences.

• We must prepare them about how to read the pictures? (this was focused in EMTIP 2)

• We must select clear, big, colourful pictures. The pictures must have many details in them.

Task 2: Picture description
Participants continue in the same groups. Facilitator distributes pictures from the textbooks to the groups. Each picture consists of 4 short descriptions. Among the 4, one text is correct, while others have minute changes. S/he gives instructions as below…


 * Read the picture.
 * Read all the descriptions carefully.
 * Choose the accurate description and read it aloud.
 * Read out the changes you observed in the rest of the descriptions.

Reflection:


 * Facilitator puts a few questions on the board for discussion.


 * Do you find any difference in activity 1 and the activity 2? If yes, explain in detail.

Expected answer:


 * The first activity has individual sentences. The mistakes could be identified easily by reading the individual sentences and looking at that particular detail in the picture. But in the second activity, there is only one mistake in the whole paragraph so the picture must be keenly observed and revisited again and again to find one small wrong detail.

Task 3:
Observe the pictures and create a story in English. Narrate it to the class. Reflection:
 * Observe the pictures given to your group and complete the task.


 * How is this task useful to learners? What adaptations can you make to	address multi-level learners in the classroom?
 * ‘Thinking happens in one’s mother tongue’. Do you agree or disagree?

Big-book preparation.
Purpose:


 * to	enable the participants to prepare an effective TLM to enhance	reading skill.

Role of BIGBOOKS:


 * To	attract the students.
 * To	motivate students for picture as well as reading text.
 * To	hold the concentration.
 * To	enhance reading habits.


 * Facilitator	displays & explains the use of a BIG BOOK in a language	classroom. S/he instructs the participants to prepare a similar BIG	BOOK. S/he assigns the tasks as follows…


 * Group	- 1 : Unit 1 and 2
 * Group	- 2 : Unit 3 and 4
 * Group	- 3 : Unit 5 and 6
 * Group	- 4 - Unit 7 and 8
 * Group	- 5 - Unit 9 and 10

Reflection:


 * How	would these activities help students of primary level to develop	their reading skills?

Expected answers


 * as	the picture as big enough, students find it very interesting.
 * Students	are able comprehend the story due to the connection between the	pictures and the text.
 * as	the words and sentences are minimum, it builds confidence in them to	understand the story without much effort.
 * It	also helps students learn new vocabulary.


 * The	facilitator sums-up, gives feedback and takes their opinions before	ending the session.