What is reading?

Reading is a process or relating written symbols to oral language, of constructing

meaning from written text (Goodman, 2005)
Making sense and deriving meaning from printed word (Linse, 2005)
Why is reading important to YL?
Even though reading is very demanding and hard to do in everyclass, young learners
benefit a lot from it.
Excessive focus on oral practices in our classes.

Our limited time with YL is not enough to build awareness on the language
structures.

Reinforces of what The Teacher taught previously

Helps to link the classes with their homes (when the pieces of reading are
meaningful for them)

How do we teach reading?

As you know, reading is a complex process. As teachers, it is not enough to give a
reader to children and expect them to read, even more, expect them to feel interested
about it. Therefore, we have to consider the following when teaching reading.
Pre- reading: ON this stage, Teacher has to focus on :
The topic of the reading:

Eliciting some background knowledge about it

Engaging students to that topic

Presenting new vocabulary and remembering some other.
Set the task for the reading
During reading: guided
Keep students on task by asking comprehension questions.
Use reading techniques:
Coral reading
Set the task again and check students progress
Post-reading
WE are going to focus on this specific part of the reading process of teaching. This
part is most of the times overlooked. Teachers usually skip this part or just do not know
about this. So Why is this part so important for YLs reading skills?
It helps learners to remember and follow what they just learned.
It is a tangible source of assessment about your young learners understanding of
the reading.
IT helps to extend the reading activity and consolidate knowledge.

Today we are going to give you some activities that you may use when working on
the post reading activities.

Question Panel
(When should we use it?)
TO promote critical thinking on students because it
To model good question formulation
To assure their learning on specific details
For interpersonal students
Beginners and Intermediate proficient students
(How should we work?)
Instructions
T elaborates a bank of questions about the reading (The questions have to depend
on students level of English)
T sets groups in the classroom
Before starting the competition, T tells that it is important to respect their friends in the
competition
T explains the following
T makes two lanes of students on the floor. T is going to ask a question, SS have
to write the answer in the board (for more advance students, ask a reason). Ss have to
underline the reason if they are more advanced students.
When students answer correctly, T is going to ask a follow up question in the
reading. Ss have top point the answer.
(Activity)
(What can we conclude about this activity)
Wrap up
This activity is used to check comprehension about specific details from a reader.
The activity varies according to students reading proficiency in order to put in
practice the underlining.

2 Writing about characters

When to use it
Promotes critical thinking because it creates the chance to show their preference
for a character and give some reasons of it.
Links and assures that students through reading use the language learned.
Effective for linguistic learners and Visual Learners.
Instructions
T brings pictures of all the characters of the story

T sticks those pictures and make ss match the adjectives

T writes
Who is your favorite character?
My favorite character is _____________ because he is ____________, ___________ and
___________
T makes students ask it in pairs.
(if students are old enough you can make them produce more)
If students show no nervousness, make them present their ideas in front of the
class.

What can we conclude about this activity?

This activity focuses on the writing production from the reading.
If students are still beginners, giving them the prompt is ideal
If they are a little bit more proficient, they should be able to write one sentences
extra and present their production to the whole class.

Writing a new ending.

When do we use this activity ?

To engage students into creative writing

To link the events of the story to a writing activitity in order to consolidate
knowledge on the events coherence (what happened, Why did it happened, Was it good
or bad?)

Instructions
T is going to review the characters and the ending with the students.
T is going to give students the chance to take pieces of paper with possible ending
(if students are not able to produce yet T is going to give them the prompt and pieces of
paper that can complete. At the end, .. , later .. and
finally
T is going to make students draw their new endings and demonstrate them.

What can we conclude?

Students possess a big imagination, we have to take that into advantage. We have to
lead that imagination in a different ending through ideas