The basics of needs assessment - PowerPoint PPT Presentation

About This Presentation

Title:

The basics of needs assessment

Description:

Designing Effective Reading Activities Jennifer Bixby Joe McVeigh – PowerPoint PPT presentation

Number of Views:98

Avg rating:3.0/5.0

Slides: 56

Provided by: JoeMc70

Learn more at: http://www.joemcveigh.org

Category:

more less

Transcript and Presenter's Notes

Title: The basics of needs assessment

1
Designing Effective Reading Activities
Jennifer Bixby Joe McVeigh
2
Selecting appropriate reading materials
3
(No Transcript)
4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
Intensive and extensive reading
8
Vocabulary Development

Using a dictionary
Recognizing word forms
Identifying affixes and roots
Understanding collocations
Guessing meaning from context

9
Checking on the vocabulary level

Use a vocabulary profiler such as this one at the
English Centre at the University of Hong Kong
http//ec.hku.hk/vocabulary/profile.htm

10
Vocabulary Profiler Results

Frequency Percentage
1 - 1000 words 703 92.1
1001 - 2000 words 42 5.5
AWL words 5 0.6
Off-list words 13 1.7

11
Vocabulary Profiler Results

1 - 1000 a about accept addition after agree
agreement allow also always an and are as at bad
be because bills both broke brothers build
business businesses but buy by car cared carried
change child children college color could couldn
counting course day describe didn difficult
dollars done each easy enjoy enjoyed enough
escape even every everything expected fact
families family. . .
1001 - 2000 afford arguments baby clothes
customer customers ducks during dusting exactly
fun hated holidays hungry ice lesson lessons lot
lots lucky nice parents proud rabbits restaurant
salary shelves shop sweeping worried
AWL adult appreciate communicate eventually jobs
Off-list budget chutney dusty feeding london
menu pakistan shy talents teenager untrained
woodworking yelling

12
General guidelines and principles for activities
13
Teaching vs. testing
14
Teaching vs. testing
15
Bottom up processing

Starting from sounds and letters to make meaning
Identifying words and structures
Focus on vocabulary, grammar, organization

16
Top down processing

Comprehension resides in the reader
Reader uses background knowledge and makes
predictions
Teacher focus is on meaning-generating activities
(Anderson 2008)

17
Top down or bottom up?

Schema building to activate background knowledge
Pre-teaching new vocabulary words
Help students comprehend discourse structures

Underline a grammar structure or verb tense
Skip over vocabulary words you dont know
Write the number of a paragraph where you find
the answer

18
Comprehension vs. strategy development
19
Strategies

Skim for ideas scan for specific info
Find the main idea
Locate topic sentences
Adjust reading rate relative to purpose
Read and interpret tables, charts, maps
Make inferences about content
Differentiate between fact and opinion

20
Whats on the menu?
21
Activity and Response Types

Completing a table
Sorting or grouping
Finding information in a reading
Answering questions
Writing a reflection

Multiple choice
Fill in the blank
True-False
Matching
Sequencing
Completing a graphic organizer

22
What makes an effective activity?
23
(No Transcript)
24
(No Transcript)
25

Motivating and engaging sack race

26
(No Transcript)
27
(No Transcript)
28
Pump slide
29
Pre-reading activities

Schema building
Previewing
Predicting
Skimming
Identifying genre
Learning key vocabulary

30
Schema building

This reading is about the invention of the
telephone. What do you know about the topic?
List anything you know about the invention of the
telephone. What do you want to know about the
invention of the telephone? Write questions.
After you read, you will fill in the chart with
what you learned.
What I know
My questions
I learned

31
Previewing

Preview the reading. Answer these questions.
How many paragraphs are in the reading? How long
will it take you to read?
How many sections are there? What are the titles?
Look at the photographs and read the captions.
What new word is explained?

32
Predicting

The author of the next reading has a negative
opinion about reality TV shows. What issues do
you think the author will discuss in the reading?

33
Identifying genre

Look at the magazine article. How is the format
different from the newspaper article on page 17?
What other kinds of differences are there?

34
Learning key vocabulary

Read the sentence. Choose the best definition for
the bold word.
1. Company signs come in a variety of colors.
a. different kinds
b. small choice
c. unusual order

35
Activities while reading

Keeping questions in mind
Taking notes
Filling in a graphic organizer
Monitoring comprehension
Developing fluency

36
Keeping questions in mind

As you read, keep these questions in mind.
What were three steps in the design process?
What was the most difficult problem for the
architects?

37
Underlining

As you read, use a pencil and lightly underline
important information. Only underline two points
in each paragraph. Dont underline complete
sentences.

38
Filling in a graphic organizer

As you read, fill in the T-chart.

Advantages of online classes Disadvantages of online classes
39
Monitoring comprehension

As you finish reading each section, answer the
question.
Section 1 Who conducts the survey for the most
livable city?
Section 2 Which city was the most livable city
in 2009? Why?
Section 3 What three factors make it a great
city to live in?

40
Reading fluency

Timed readings
Word recognition exercises
Capacity building

41
Post-reading activities

Comprehension
Critical analysis and evaluation
Summarizing or paraphrasing
Task-based output
Reflection and integrated activities

Photo
42
Comprehension

Answer these questions. Re-read the story if you
need to.
Why was the narrator afraid of the old man?
What indications are there that the narrator is
mad?

43
Critical analysis and evaluation

In which lines of the reading does the author
give factual information?
In which lines does the author give her opinion.
How do you know?

44
Summarizing or paraphrasing

Write a paragraph in which you summarize the
reading.
Write one sentence for each paragraph.
Be sure to use your own words. Do not quote
directly from the text.

45
Task-based output

Go back to the section describing how to make a
paper airplane.
Take a piece of paper and follow the
instructions.
Show your airplane to your classmates.
Did everyones come out the same way?

46
Reflection and integrated activities

Do you agree with the author that technology is
bad for human relationships?
Write a paragraph giving your opinion. Use
quotations from the text to help focus your
argument.

47
Putting it all together
48
Putting it all together

Directions
Read the text at the end of the handout.
With a partner or in a small group, select two
activities for either the pre-, during, or post-
reading portion of the lesson.
What activities would you choose? How would you
design each activity? What would the students
need to do to complete these tasks? How long
would each task take to complete?

49
(No Transcript)
50
(No Transcript)
51
Photo Credits