METHODOLOGY AND DIDACTICS – ASSIGNMENT 2ND BIMESTER

Teaching one of the four Basic English language skills in a different way

Name of the skill: Reading

Name of the strategy: Read Aloud Plus
Description of the Read-aloud plus (Jordan & Herrell, 2001) is a strategy that can be
strategy: used whenever students must read a difficult text. It. incorporates
the modeling of fluent, expressive reading of English text with
techniques for clarifying vocabulary, periodic checking for
understanding, and providing and activating knowledge that helps
students make connections between text and personal experience
(Short & Echevarria, 2004).
Fluent read-aloud has proved to increase student comprehension,
vocabulary, and their interest in reading (Trelease, 2013). In Read-
aloud plus the teacher reads a text aloud to students while adding
visual support, periodic paraphrasing, or rewriting as the “plus” that
works as an “extension” This strategy fosters students’ motivation,
they feel more involved to engage the activity, this helps them listen
carefully as the teacher reads aloud, it also helps widen their
understanding of the text and at the same time they improve their
vocabulary and speaking while listening to the teacher.
The read-aloud and extension activities allow students to become
familiar with strategies they can use independently whenever they
must read difficult text, thereby providing them with reading
comprehension instruction and practice in the process of
interacting with required content-area or literature text.
The following steps must be follow in order to apply the strategy:

• Preread and choose support materials

In this step the teacher must do a prereading of the text, select
vocabulary and concepts not yet familiar to the students and find
appropriate additional activities for the “plus” part like visuals or
rewriting activities and then design an approach for the presentation of
the material to the students, some materials are best presented before
the prereading while others are best presented after, these materials
may include: transparencies, charts, posters or digital files.
• Explain the process to the students
The teacher have to explain the process by telling them that he/she
will be reading and text and that will be expected to listen carefully, in
that way, they will participate fully in the extension activities. Then
teacher then have to give the students an example on how they will be
participating.
• Read and clarify
The teacher reads aloud, stopping at appropriate places for
clarification, acting out of vocabulary, or displaying visuals that
 help relate vocabulary and concepts to the students’ background
knowledge.
• Engage the students actively
The teacher engages students in active-learning extension activities
periodically during the reading or immediately after the reading so
that the students make connections between the new vocabulary and
concepts presented.
• Review key concepts
The teacher reviews key concepts and vocabulary and leaves the
visuals displayed in the classroom so students can refer back to
them during any follow-up assignments. The teacher may return to
the visuals at a later time to further engage students with the
vocabulary or concepts as an additional review.
• Assess and monitor growth
Depending on the extension activities chosen for the les
son, students may create a paraphrased version of the reading
materials, illustrations that demonstrate their understanding, or
other graphics or visuals. The teacher must observe during the
interaction and make anecdotal records for additional instruction when
needed.
• Add technology
Students can use the Internet to search for visuals to add context
to the read-aloud materials. They can use a word processor for
writing paraphrased versions of the text read-aloud. They can create
PowerPoint presentations demonstrating their understanding of the
text.Mrs. Behrens and Mr. Threlkeld have found ways to use read-
aloud plus strategies to enhance their students’ understanding of
text and boost language development for their English learn ers.
They have made their reading more comprehensible to their
students, but more than that, they have taught their students
some comprehension strategies in the process. Their students are
using several of the comprehension strategies identified by Judith
Irw in (1991) as they relate their own experiences to the texts
they are reading, paraphrase text to make it more understand
able, and add visuals and reenactments to make the text come
alive. As the teacher models and explains these strategies, students
have more learning strategies to employ w henever they come to
text that is tough to understand.
Bibliography: Herreil, T. Jordan, M (2016). 50 Strategies for Teaching English
Language Learners, Pearson: California.
 LESSON PLAN FOR TEACHING THE READING SKILL USING READ-ALOUD PLUS STRATEGIES

Group: Basic Date: Time: 1 hour No. of students: 10

Recent topic work: Read-aloud plus Recent language work: Text reading and
analyzing.
Aims: Increased reading comprehension and the ability to read complex texts.
Objectives: Boost students’ motivation, engage them in extra activities, student’s
comprehension on what they will be doing.
Assessment: Constant observation on how students demonstrate their reading comprehension,
anecdotal records are made and proper recommendations with special focus on problematic or
special students.
Materials: Basic to Intermediate reading texts and tales, overhead projector and transparencies.
Anticipated problems: Students are not capable of following the teaching or does not
understand the extra activities, students don’t feel enough motivation and engagement.
Possible solutions: previous explanation of additional activities and anticipated visuals to boos
motivation and reach full engagement.
Timing Teacher activity Student activity Success indicators Aims of the stage
15 min Explanation Attention on the Students pay Relax, calm
about the teacher attention to what environment.
activity that will instructions the teacher’s
be done. directions.

30 min Read-aloud the Watch and listen Constant focus, no Text comprehension.
text while carefully to the distracted students.
clarifying certain teacher and his
parts of the text explanations.
that might be
difficult to
understand.
Ask question Boosted motivation
15 min Additional about non- Properly understand while reading, reading
activities, comprehended what Read-aloud for enjoyment,
transparencies vocabulary and strategy is about, no comprehension of the
displayed on the concepts. further questions main and side ideas of
white board. are asked to this text.
point.
Additional possibilities: None
Homework/Further work: Text reading at home, if possible in company of an adult.