Level 3 Award in English for literacy and language

teaching

Reading master class

Warmer

Q1: Which sentence uses the comma correctly?

A. I did not go out, in the rain since I had no umbrella.

B. I did not go out in the rain; I had no umbrella.

C. I did not go out in the rain, since I had no umbrella.

D. I, did not go out in the rain since I had no umbrella.

Q2: 'We're living in Sweden at the moment' is in what tense?

A. Present perfect

B. Present continuous

C. Future continuous

D. Present simple

Q3: A phoneme is the smallest unit of sound that you can hear.

A. True

B. False

Dedicated reflective improvement time (DIRT)

1. Actively address feedback from ‘My language

history’ task

2. Investigate the use of commas or tenses from

the warmer task

Resources

• See specific resources on Padlet (reading

page)

• See induction tasks from last week’s course

page

• Foundation Online Learning

What have you

read today?

What register

was it written

in?

What was its

genre?

What degree

of importance

did the text

have?

What was the

text’s

purpose?

How do good readers read? R1

https://ccpathways.co.uk/l3-english-reading/

• Use the Padlet (R1) or chat box to answer the questions…

How do good readers read? R1

Good readers make use of many different kinds of clues:

• clues of meaning (semantic)

• clues of word order and grammar (syntactic)

• visual clues – recognising letter patterns such as ight

(graphic)

• layout clues (e.g. columns to show a text is an article)

• graphical clues (e.g. illustrations)

• phonic clues – sounding out letters

https://ccpathways.co.uk/l3-english-reading/

Backwards reading task

‘Good’ readers:

• bring their knowledge of the world to inform their

reading

• understand and interact with what they read

• move backwards and forwards in the text

• recognise many common words and parts of words

• use the sound system to make out unfamiliar words

• use context to monitor meaning

Five ‘keys’ to reading:

•Phonemic awareness: Knowledge of, and capacity to manipulate,

the smallest distinct sounds (phonemes) in spoken words.

•Phonics: Learning and using the relationships between sounds and

letter-symbols to sound out (decode) written words.

•Fluency: The ability to read accurately, quickly and expressively.

Fluent readers are able to focus on reading for meaning.

•Vocabulary: The words children need to know in order to

comprehend and communicate. Oral vocabulary is the words children

recognise or use in listening and speaking. Reading vocabulary is the

words children recognise or use in reading and writing.

•Comprehension: Extracting and constructing meaning from written

text using knowledge of words, concepts, facts, and ideas.

Read About It: Scientific Evidence for Effective Teaching of Reading, Kerry Hempenstall

March 2016

Reading as a social, multimodal practice

‘Reading the word, reading the world’http://en.wikipedia.org/wiki/Paulo_Freire

http://www.informationisbeautiful.net/visualizations/snake-oil-

supplements/

Generic features of text types

What may be some

of the features of a

narrative? A recipe

book? A recount

such as an accident

report?

Take 5 minutes to

undertake R2a:

Generic features

of text quiz

Purpose? Audience?

Genre?

Analysis of text

1. Locate an example of the following text type from the Padlet

(R3a)/ or use your hard copy

• Newspaper

• Travel Guide

• Poem

• Revision guide

• Fiction

• Cookery book / DIY manual

2. What are some of the features of your text? (see R3b)

You have 10 minutes to complete the task, locate the google doc and

make notes in the table against your text type.

• Layout

• Structure

• Lexis

• Style conventions

• Syntax

• Grammar

A newspaper is better than a magazine, and on a seashore is a better

place than a street. At first it is better to run than to walk. Also you may

have to try several times. It takes some skill but it’s easy to learn. Even

young children can enjoy it. Once successful, complications are minimal.

Birds seldom get too close. One needs lots of room. Rain soaks in very

fast. Too many people doing the same thing can cause problems. If there

are no complications, it can be very peaceful. A rock will serve as an

anchor. If things break loose from it, however, you will not get a second

chance.

A newspaper is better than a magazine, and on a seashore is a better

place than a street. At first it is better to run than to walk. Also you may

have to try several times. It takes some skill but it’s easy to learn. Even

young children can enjoy it. Once successful, complications are minimal.

Birds seldom get too close. One needs lots of room. Rain soaks in very

fast. Too many people doing the same thing can cause problems. If there

are no complications, it can be very peaceful. A rock will serve as an

anchor. If things break loose from it, however, you will not get a second

chance.

How to make a kite

A newspaper is better than a magazine, and on a seashore is a better

place than a street. At first it is better to run than to walk. Also you may

have to try several times. It takes some skill but it’s easy to learn. Even

young children can enjoy it. Once successful, complications are minimal.

Birds seldom get too close. One needs lots of room. Rain soaks in very

fast. Too many people doing the same thing can cause problems. If there

are no complications, it can be very peaceful. A rock will serve as an

anchor. If things break loose from it, however, you will not get a second

chance.

Schema theory

Schema theory holds that the meaning of

reading materials is constructed by readers on

the basis of the information they encounter, the

information they already have in memory and

the way in which readers interact with new

information.

John Glover, Royce Ronning, Roher Bruning (1990), Cognitive Psychology

for Teachers, Oxford: Macmillan

Inter-textual references

Reading techniques

• Skimming

• Scanning

• Detailed reading

• Predicting

• Guessing unknown words

• Understanding main ideas

• Understanding text organisation

• Understanding a writer’s purpose

• Evaluating a writer’s attitude

Let’s read

Review ‘meta-language’

flashcards (R4).

Be prepared to feedback on

what effect you think the writer

is wanting to achieve by using

the technique?

‘Not My Business’

Metaphor – Jackie & Luis Imagery - Anna Irony – Liz & Julia

Personification – Sarah E Theme - Sue Tone – Patrina

First person/ use of

pronouns – Tina & Sarah

Oldham

Colloquial - Philip

What linguistic devices do authors use to

interest, engage and provide signposts to

their readers?

Homework task

1.Read a short story called ‘My Polish Teacher’s Tie’.

Be prepared to comment on this story, using linguistic devices and aspects of reading discussed in this session

• linguistic devices i.e. metaphors, similes, repetition, etc.• aspects of reading i.e. generic features, schema, inter-

textual links

2. Summarise this story in no more than 250 words.

Homework

• Scaling activity

• Review session content and add to ILP

• Undertake homework task on ‘My Polish Teacher’s Tie’ -

hand in.