Activities to Develop Reading Skills First Grade

Educational activity Reading Activities According to CELTA

CELTA, like mentioned before in this article , is one of the most demanded initial educational activity qualifications, that is widely recognized throughout the world and has a lot of teachers applying for it yearly. Information technology shouldn't surprise us then, that this a quite intensive course, rich in theoretical knowledge and practical experience.

It tends to exist that passive skills are really getting less attention in the classroom than they should, hence, here we will be talking almost some reading activities that I take learnt to use during the CELTA course I was doing a couple of years ago.

Stage 1 — Warm upwards

First of all, we should deport in mind, that no matter what skill we are working with ( speaking, writing, listening or reading ) warming the students upwardly for the upcoming session is the kickoff step to take. This ensures that the learners are prepared in the frame of the topic and will be ready to dive into it at later stages of the lesson. Hither are a couple of ideas that we can use to create a context for, let's say, a reading section about " Travelling ".

Option 1

Draw a spider's gram and enquire the students to brainstorm on what associations they take with the word " travelling ". Arm-twist at least 8 ideas. Below is a sample of a spider's gram my students had come up with.

Next you can ask the students to narrow down their associations and come upwards with ane discussion that would summarize the idea of " travelling ".

In my example the students had equaled " travelling " with " Brazil ". This game creates a skilful round of laughter and is really fun in the process. The students experience relaxed, ready for the text.

Option 2

You can start with the same association game, simply practice merely the first part. Next you lot can have 3 questions nigh travelling you want the students to comment on in pairs. For example;

• Tell nearly your best travel story.
• Tell about an adventure yous had while travelling.
• Where would you lot like to travel to next and why?

This will also become the students warmed upwardly for the topic and volition let them have speaking do right in the beginning of the class.

Stage 2 — Setting the context

As mentioned earlier, setting upward the context is besides a vital part of lesson delivery if y'all desire your students to accept the large pic of the class and see the lesson outcomes. This stage makes sure the students are on the same page during the sessions and don't get distracted.

Here is what tin exist done;

Choice 1

Present ane paragraph of the text ( normally the first one ), inquire the students to read it, work in pairs and come upwards with ideas of what the text is going to be nearly. This ignites their interest and makes them competitive in coming upwardly with the closest story to the original.

Option 2

If the story has characters, places, events, take them out of the context and have the students recreate the story.

Y'all can have the following for instance: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and take them come with possible stories. You will be surprised at how many stories the students come with, sometimes better than the original one. When students are ready, read their stories out ( let them read it themselves, or maybe laissez passer around ) to make sure everyone knows what the other teams' stories were.

Phase 3 — Reading for gist

At this stage, your primary goal for the students is to compare the original story to the one they had come up up with. You volition need to highlight that they don't demand to worry nigh the unknown words. They simply need to get the general idea of the text.

This is what I ordinarily exercise;

Option 1

Divide the text into two parts and put them on a PowerPoint presentation, different slides. Adjacent, split the students into pairs and have them sit back to back, so that one of the students sees the slide and the other doesn't.

Time the student who sees the slide for 2-four minutes, depending on the length of the text and have him/her read information technology. And so, ask the students to alter seats and requite the other student an equal amount of time to read the text on the 2d slide.

When washed, ask the students to face each other and tell their parts to each other trying to put the story together.

I really like this activeness as information technology keeps the students more focused and is more than challenging.

Selection 2

If the text is non that long, you can e'er go with the traditional " Read the text and comment on the following questions " task. This is a much easier mode to  comprehend this phase as a lot of textbooks offer follow up questions subsequently a reading passage to convey the general meaning of the text. Yet, I would strongly recommend to wait through those questions carefully before the grade and maybe conform them according to the level of your learners. Some of those questions can be too simple for your target group of learners.

In whatever case, at this stage information technology's a skillful thought to have the students piece of work in pairs/groups where they tin can help each other sympathise/detect answers to some questions together. It will be less challenging for them and the weak learners will non feel nether pressure.

Stage three — Vocabulary Piece of work

This is the all famous " Vocab pre-teaching " stage, where nosotros focus on the words that are new to our learners. A lot has been spoken about different ways of pre-teaching vocabulary, so, not to waste your time, accept a wait for some dainty ideas here .

Stage 4 — Reading for Details

One time we have introduced the words that might exist new to our students, it's safe to move on to the next stage of education reading skills. At this stage, students go deeper in the text, effort to learn more than information, focus on details and read betwixt the lines ( for B2+ and college level of learners ).

Here is what can be done to make it more fun;

Option 1

A traditional Truthful or Faux exercise tin can be found in all the ESL/EFL books. How to arrive more fun? — alter the T/F statements into open ended questions. This will give the students a chance to generate more language while answering the questions. You can fifty-fifty create questions which have more than than one possible answer. In this case y'all will also take your students speculating on the possible answers and accept more speaking practice.

Option 2

Once the students are washed reading the text, you can turn it into a gap-fill up exercise where they will demand to fill in the missing information. This doesn't have to be with the verbal wording of the text ( unless your focus is to work on the target language in the text ). Y'all can simply inquire the students to make full in the gaps in a logical way that will not contradict the meaning of the text and volition be lexically/grammatically correct. This is a very nice opportunity for the students to work not merely with a simple task of gap fill, but also deal with sentence structures, synonyms, antonyms, etc.

Stage 5 — Controlled practice

This is the stage where students need to practice the language/structure of the text. Ordinarily this stage is used to work on the target linguistic communication presented at an before stage of the lesson.

Here are some activities that accept proven to be useful;

Selection 1

If in that location is more than i grapheme in the text, take them out, assign the students to act the roles of those characters and recreate the text by making a dialogue. However, you will need to make sure that the students are using the language you desire them to. You can either put information technology on the board or ask them to highlight it in the text.

Pick 2

Some other interesting activity can be conducting an interview. Yous will need to split the students in pairs and assign them the roles of an interviewer and the author/ane character from the story , etc. The interviewer will demand to inquire different questions to their interviewee and proceed the conversation going in the scope of the text and the story it covered.

Pick iii

My personal favourite is telling the story on behalf of some characters. You will need to assign a character from the story to each educatee ( works best if you have more than 2 characters ) and ask them to tell the story only on behalf of that character. For instance, if the text was about the " Piffling Red Riding Hood " and one of the characters is the grandmother , she will need to tell the story simply known to her. This means, she volition not know about her granddaughter visiting her that day, about her encounter with the wolf, etc. This action can be really fun and creates a very warm temper in the classroom.

Stage 6 — Fluency Practice

This final stage is to make sure the students tin utilize the knowledge gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. So, at that place are several activities you can exercise to give your students some nice practice.

Option ane

Put your students in pairs/groups ( depending on your grade size ), distribute some questions related to the topic of the lesson (" travelling "  in our case ) and enquire the students to interview each other with those questions using the target vocabulary/grammer.

Here are some resource that you tin use to come upwardly with the questions;

Resource 1

Resources 2

Resources 3

Pick 2

You can ask the students to write a similar text to the i they had merely read using the language/structure presented in the text. In this case the reading phase can be easily turned into a writing session. It works just great if you take a longer class ( 2-ii.five hours long ) and desire to comprehend two language skills. Later on, you can ask the students to pass the stories around, read them all and vote for the best i.

Well, these were some activities that I take learned, adept and seen work during and long afterward my CELTA course. They ever piece of work like a charm. Try and let us know how it went in your classroom.

ESL senior trainer with 8+ years of didactics experience, specializing in ESP (Medical, Information technology, Fiscal, Business English), grade content creator, CELTA certified trainer, PTE examiner

porternoestringthe1991.blogspot.com

Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/

Share this post