Workbook 7 - Teach reading v220531

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© Language Training Institute (LTi) | Page 2 of 23 © Language Training Institute (LTi) v220701 | Page 2 of 23 Introduction NAT11020007 - Teach reading has an emphasis on the functional nature of language. It focuses on identifying the reading skills involved in reading authentic texts for specific social purposes, and practical techniques for developing those skills. As ESL teachers, we can’t assume that all languages use the same reading conventions as English. There are many languages that do not follow our practice of reading from left to right, top to the bottom of the page. Similarly there are many languages that do not use a Roman alphabet, e.g. Arabic, Greek, Korean and Thai. Other languages use a non-alphabet script, e.g. Chinese and Japanese. Learning to read can be a complex process but with the correct guidance and teaching, students can successfully learn to read in English. Learning objectives:  Identify and respond to students' reading needs and curriculum requirements  Identify qualities that make reading texts appropriate for use in an ESL classroom  Plan and implement a reading lesson  Observe, monitor and analyse ESL students’ progress  Develop strategies to overcome learner difficulties  Implement extension activities as required  Provide appropriate feedback and correction to student  Review and evaluate your teaching To complete this unit Read Chapter 7 of TESOL Made Practical for All Situations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers. During your Practical Placement you must complete Practice Teaching Task (PTT) 7 . See the Practical Placement Guide for more infromation. This unit is assessed holistically. This means that some of the requirements of this unit are assessed by tasks in other units. In order to fully complete this unit, you will also need to complete the assessment for the other core units of the Course.

© Language Training Institute (LTi) | Page 3 of 23 © Language Training Institute (LTi) v220701 | Page 3 of 23 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you:  can communicate understanding and knowledge of unit the content  can apply knowledge and skills you have learnt  can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that:  you understand how the assessment will be conducted (as described above)  you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time;  you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

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© Language Training Institute (LTi) | Page 4 of 23 © Language Training Institute (LTi) v220701 | Page 4 of 23 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook). When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information). ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 7.1 Workbook Task 7.2 Workbook Task 7.3 Workbook Task 7.4 Workbook Task 7.5 Workbook Task 7.6 Workbook Task 7.7 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*: Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document.

© Language Training Institute (LTi) | Page 6 of 23 © Language Training Institute (LTi) v220701 | Page 6 of 23 Workbook Tasks – Student to complete Teach foundational reading skills and conventions Task 7.1 Choose one (1) of the foundational reading skills listed below and describe a classroom activity to practise that skill. Within your description, note any alterations or adaptations you might make, e.g. word matching activities.  Recognising the letters of the alphabet  Reading from left to right  Teach sound-spelling relationships You may choose to use the following pictures and words in your activity, or use a resource of your own. (Include a copy of your resource if choosing your own) truck ambulance stroller bus train car motorbike bicycle airplane ship police car fire engine Foundational reading skill chosen: Activity:

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© Language Training Institute (LTi) | Page 7 of 23 © Language Training Institute (LTi) v220701 | Page 7 of 23 Select and/or adapt authentic texts Task 7.2 The starting point for planning a learning program is identifying the learning needs of the students and any requirements prescribed by the learning situation (institute or curriculum). Read the case study below and answer the following questions. CASE STUDY Farida is about 30 years old, married with three children, and also looks after two of her brother-in-law’s children. Farida, her husband, and the five children arrived in Australia five years ago, on a boat from Indonesia, having fled the Taliban in Afghanistan. They spent seven months in detention centres, where Farida’s husband was housed in a separate section from the women and children. Despite their difficult beginning in this country, they hold no resentment and are grateful for the safety in which they can now bring up their children. Her husband is reasonably content working as a taxi driver. Farida spoke no English on arrival, but has progressed to the point that she can understand and participate in slow, simple, clear conversation on familiar topics. She can manage most spoken negotiations in her day-to-day life (dealing with childcare, school staff, shopkeepers, etc). Reading is still a struggle for Farida, as she never learned to read or write in her first language (Dari). She is flooded with printed information every week relating to schooling, Centrelink payments, information brochures (junk mail) and the local newspaper. She would like to be able to understand correspondence from the school and Centrelink with more confidence. She is also interested in what is happening in her local community, so would like to understand what the local newspaper says. She has no aspirations to work outside of the home but would love to be able to talk easily with her neighbours and other English speakers she meets from time to time. List five texts that Farida is likely to encounter in her day to day life. 1. 2. 3. 4. 5.

© Language Training Institute (LTi) | Page 8 of 23 © Language Training Institute (LTi) v220701 | Page 8 of 23 Task 7.3 Choose one of the following news articles and modify (rewrite) it into simpler language, suitable for Farida. (Part a) From your new simplified text, write a glossary for any vocabulary items that are new and are essential for understanding the text, where the meaning cannot be guessed/worked out from the context. (Part b) ARTICLE ONE New home for Meals on Wheels in jeopardy It has been Leaford Meals on Wheels’ grand project for almost a decade, but now its cost is escalating out of reach. The land is sitting idle, the plans are drawn, but the organisation is well short of the $1.5 million needed to build major new premises in Westerton Rd, Leaford. But Meals on Wheels’ president Bill Jones remains optimistic the dream can be achieved, despite the organisation having raised only $200,000. In 2002, the group made its first plea for community funding to replace its 30 year old premises. Back then the building estimate for new premises was $400,000. This week Mr Jones again called on the community for feedback, help and support in bringing the project to fruition. Mr Jones said plans had been drawn for two options: a major facility including modern kitchen, car park, covered collection point and a 45-seat dining area to entertain clients, and another pared-down version with kitchen and pick-up areas. Mr Jones has based his dream facility on Stockside’s Meals on Wheels kitchen, built with community-raised funds. “We need shelter for our volunteers to transport food, suitable car parking with pick-up areas, and sufficient pantry and cold storage,’’ he said. “Our existing area is 40 years old so we have compliance issues with modern health and safety requirements.’’ “Leaford Meals on Wheels’ basic objective is to provide good meals for people but there’s no question they need better premises than what they have now.’’ ARTICLE TWO 'Angels' pull motorcyclist from flames The university maths students heard the crash, saw the smoke and knew they had to act quickly. A motorcyclist had just collided with a car and was pinned beneath the flaming, twisted metal wreckage.

© Language Training Institute (LTi) | Page 9 of 23 © Language Training Institute (LTi) v220701 | Page 9 of 23 Disregarding their own safety, they rushed to the street and lined up with more than half a dozen others on one side of the car. Within moments, they managed to lift the roughly 1800kg car just high enough for one rescuer to pull Brandon Wright to safety. "The danger? I didn't think about it for a minute," said James Odei, 35, a doctoral candidate from Ghana who is studying statistics. "All I wanted to do was grab that car and raise it." For their actions, the rescuers are being called "heroes" and "angels". Their few minutes of heroism were captured on video that has gone viral on the internet. The man they saved, 21-year-old Utah State University student, is grateful. "I'm just very thankful for everyone that helped me out," Wright said by telephone from his hospital bed. "They saved my life." Had none of the rescuers acted, "you can only speculate what the outcome would have been," Assistant Logan Police Chief Jeff Curtis said. "Every one of those people put their lives in danger." That may be true, but none who came to Wright's aid want to be labelled a hero. "That's a big title." said Abbass Sharif, 28, another doctoral candidate who is from Lebanon. "I don't consider myself a hero. It's just our humanity ... Everyone is going to help." At a hospital news conference, Wright's uncle, Tyler Riggs, recounted what Wright told his family about Monday's accident. The crash happened near Utah State University in Logan, roughly 145km north of Salt Lake City. Wright was headed to study at a computer lab, Riggs said. A BMW was pulling out of a parking lot. Tyre and skid marks on the highway showed that Wright laid the bike down and slid along the road before colliding with the car, Curtis said. Riggs said Wright tried to protect himself by laying his bike down. The bike hit the car's hood and bounced to the ground, while Wright, who was not wearing a helmet, slid under the car and then both vehicles burst into flames, Curtis said. The video, shot by university staffer Chris Garff who had seen the smoke, shows a crowd gathering around the burning wreckage as flames shoot into the air. Some of the rescuers are wearing construction helmets and safety vests, others sport school backpacks and at least one police officer is in the crowd. Some quickly place their hands on the car and start to rock it, while others lift from the bottom until the car tilts up. Once the car is on its wheels, a construction worker in a hard hat and a lime green T-shirt can be seen dragging a spread-eagled Wright from under the car.

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© Language Training Institute (LTi) | Page 10 of 23 © Language Training Institute (LTi) v220701 | Page 10 of 23 Two officers then move in with a fire extinguisher. A few minutes pass before paramedics start to provide Wright with medical care. It's unclear whether they had just arrived or whether they were waiting for the scene to be declared safe. Sharif said he can't remember if the car felt hot or heavy, just that something needed to be done. "The chance of him dying if we don't do it is like 100 per cent," he said. "If you weigh the chance of you being in danger, that's going to be low, like 20 per cent, compared to 100 per cent." Riggs said Wright remembered details from the crash and told his family that he felt scared and could see and feel the flames. "He remembers being under the car, spitting up blood and not being able to talk," Riggs said. Riggs said Wright has not seen the video of the rescue. Despite not wearing a helmet, Riggs said, Wright had suffered no head trauma. Wright does have two broken legs, a broken pelvis, road rash, burns on his left foot and abrasions to his forehead. The hospital said Wright was in satisfactory condition. The driver of the BMW, John Johnson, had minor injuries. Johnson, a USU business school official, did not respond to email and phone messages seeking comment. Rescuer Matt Barney, a radiation therapist who works with cancer patients, said Johnson appeared to be in shock after the accident. "He was really worried about the safety of the young man," Barney said at a police news conference. "He was very emotional and shaken." Curtis said he didn't know whether any citations would be issued or charges filed. Wright's family, however, is grateful to the "angels who came to his aid," Riggs said. "They risked their lives doing it," he said. "It restores your faith in humanity." ARTICLE THREE Floods delay planting and batter farms state-wide Farmers have been forced to delay planting their crops as many Northern Midlands and North Eastern farms remain water-logged from flooding that occurred last month. Tasmanian Farmers and Graziers Association policy and advocacy manager Nick Steel said although the floods did not reach the levels that they did in January, it was still too early to tell how long planting had been delayed. “It is certainly slowing things down because it is so wet it’s making it very hard to get on to the paddocks,” Mr Steel said. “They have to wait until it has all dried out before they can get on there to plant poppies, onions and even potatoes.” Mr Steel said although the most recent floods did not compare to the January floods, they were still the highest in winter for many years.

© Language Training Institute (LTi) | Page 11 of 23 © Language Training Institute (LTi) v220701 | Page 11 of 23 ‘We haven’t had this wet a winter for quite some time,” he said. “It’s good news because it’s filling up the dams and water catchments, but it has an impact on crops like poppies because farmers like to get them in a little earlier to plan their harvest.” Most damage was caused to infrastructure, according to Mr Steel. “The good news is that farmers were alerted prior to the floods so they could move their stock,” he said. They haven’t got stock losses and it’s better than a drought as they say.” a. Choose one of the above news articles and modify (rewrite) it into simpler language, suitable for Farida. Tip: To re-write something like this, just take out some of the really complicated words and replace them with simpler ones. Also, you may have to change a more complex sentence construction with a simpler one. Take the opportunity to teach new vocabulary! Leave some of the complicated words in. Chosen article:

© Language Training Institute (LTi) | Page 12 of 23 © Language Training Institute (LTi) v220701 | Page 12 of 23 Modified text: b. From your new simplified text, write a glossary for any vocabulary items that are new and are essential for understanding the text, where the meaning cannot be guessed/worked out from the context. Tip: Your definitions in the glossary would need a simpler English definition. When you are teaching ESL, your definitions/glossary have to make the word clearer, not add complications of their own by adding more complicated words. From the case study, you will notice that Farida's reading level is quite low although her speaking level is higher. She is described in the Task as being Elementary Level. It's no good giving her clarification/explanations that are higher than her English level, because then, you would have to give clarifications of the clarifications and then more clarifications of the clarifications of the clarifications ad infinitum. Glossary

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© Language Training Institute (LTi) | Page 13 of 23 © Language Training Institute (LTi) v220701 | Page 13 of 23 Word Definition Reading strategies Task 7.4 Use the following questions to plan a lesson that you could use with elementary level learners, like Farida. Your lesson will focus on developing reading strategies appropriate to reading your modified version of the news article you chose in Task 7.3. a. You have already identified vocabulary (in question 7.3 b) that is essential for understanding the text, and that cannot easily be worked out from the context. Choose five (5) words or phrases from your glossary and describe how you will introduce these items to the class?

© Language Training Institute (LTi) | Page 14 of 23 © Language Training Institute (LTi) v220701 | Page 14 of 23 b. Write two questions that guide the ESL learner to look for the article’s main ideas. Question 1: Question 2: c. Write two questions that cause the ESL learner to look for details. Question 1: Question 2: d. Choose one of the reading strategies and skills outlined in your text book. (e.g. prediction; using contextual cues, etc.) Write three (3) learning activities to develop this strategy or skill (one controlled, one free, and one extension activity). Tip: Find information and ideas about what makes a good extension activity at: http://anaisacunha.blogspot.com.au/2012/03/super-challenge-box-to-handle-early.html http://busyteacher.org/15985-7-must-know-reading-strategies-esl-students.html Strategy or skill:

© Language Training Institute (LTi) | Page 15 of 23 © Language Training Institute (LTi) v220701 | Page 15 of 23 Controlled activity: Free activity: Extension activity: e. Design a writing task that will require students to use the new vocabulary. f. Write three questions that students could talk about in small groups. Tip: Remember these are elementary level learners, so questions that get them to share their own experiences will be easier to answer than questions that are controversial or philosophical/abstract. Question 1: Question 2: Question 3:

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© Language Training Institute (LTi) | Page 16 of 23 © Language Training Institute (LTi) v220701 | Page 16 of 23 Plan a Reading Lesson Task 7.5 Using the template provided on the next page, write a lesson plan for using your modified reading text and worksheet in an elementary ESL class. Include the activities in the previous tasks in your lesson plan. Tip: This lesson plan should be based on the reading text you have chosen in Task 7.3 and the associated activities you previously described for elementary learners such as Farida . Chosen Learning outcome: Objective Activity Grouping Time Materials/ Resources Introduce topic Introduce new vocab (part a) Introduce & read text Reading for meaning (main idea) (part b) Reading for details (part c & d) Writing about the topic (e)

© Language Training Institute (LTi) | Page 17 of 23 © Language Training Institute (LTi) v220701 | Page 17 of 23 Speaking about the topic (f) Evaluation of student progress Critical literacy Task 7.6 Answer the below questions based on your chosen article from Task 7.3 Tip: See Chapter 7 of TESOL Made Practical for All Situations for information about Critical Literacy. Think about these questions from the readers point of view, such as Farida from the case study. a. What is the purpose of reading a news article such as this? b. What is the main point of the article?

© Language Training Institute (LTi) | Page 18 of 23 © Language Training Institute (LTi) v220701 | Page 18 of 23 What is the most important information for the reader/s? c. What did the writer hope to achieve through the text? Giving feedback and correction Task 7.7 Write what you would say by way of feedback to the student in the situation described below to guide her back to the task assigned. Use more than 1 strategy in your answer (100 words). CASE STUDY You are teaching English in Guiyang City, China. English newspapers and television programs have recently presented reports about the ongoing importance of climate change and the changes the city will need to make. You decided to use this relevant issue in your class, to develop reading skills relating to information brochures. You gave the intermediate class you are teaching a brochure from the Guiyang Environmental Protection Bureau. You have given the class five questions which require them to locate certain details. You want students to practise an appropriate reading strategy for the task. After five minutes you notice one student hunched over her electronic dictionary. When you look at her worksheet, she hasn’t written any answers yet. When you look at her brochure, it is covered in Chinese characters alongside words that she apparently didn’t understand. Tip: In short – the student is meant to be reading a brochure about the environment and answering five questions which require her to locate details from the text. The student is meant to be practising an appropriate reading strategy that you have taught. However, she is hunched over an electronic dictionary. What feedback would you give this student to help her get back on track? What would you say to her about her use of the electronic dictionary? When you look at the TESOL Made Practical For All Situations, Teach Reading Chapter, you

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© Language Training Institute (LTi) | Page 19 of 23 © Language Training Institute (LTi) v220701 | Page 19 of 23 will see some reading strategies. Which of these strategies could help the student in this? Use more than 1. uation? Include more than one (1) strategy in your answer . (100 words)

© Language Training Institute (LTi) | Page 20 of 23 © Language Training Institute (LTi) v220701 | Page 20 of 23 Assessment Mapping Unit Code & Name: NAT11020007 - Teach reading WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria Assessed by: 1. Identify and evaluate reading text/s to meet students’ reading needs 1.1 Identify students’ learning goals and reading needs WBT 7.1 & 7.2 + PTT 7 1.2 Select genre based on students’ needs WBT 7.2 + PTT 7 1.3 Identify or create authentic or simulated texts that model selected genre WBT 7.3 + PTT 7 1.4 Identify the text structure, language features and social purpose of authentic or simulated reading texts WBT 2/3.13 & 2/3.14 + PTT 7 1.5 Identify reading strategies required to meet reading needs WBT 7.4 & 7.7 PTT 7 2. Plan a reading lesson 2.1 Identify learning outcomes for the reading lesson WBT 7.5 + PTT 7 2.2 Identify vocabulary required for the lesson WBT 7.3 + PTT 7 2.3 Identify and implement strategies to practise controlled reading activities for accuracy WBT 7.4, 7.5 & 7.7 + PTT 7 2.4 Identify and implement strategies to practise communicative activities for fluency WBT 7.4 & 7.5 + PTT 7 2.5 Sequence activities from controlled for accuracy to uncontrolled for fluency WBT 7.4 & 7.5 2.6 Allocate a timeframe for each part of the lesson WBT 7.5 + PTT 7 2.7 Identify and implement extension activities with students who finish early or with more advanced students WBT 7.4 + PTT 7 2.8 Create a list of resources required for the lesson WBT 7.5 + PTT 7 3. Implement a reading lesson 3.1 Give clear instructions to ESL students PTT 7 3.2 Seat or group students in a way that enables delivery of the lesson and student participation in activities PTT 7 3.3 Ensure that all students are engaged or on task WBT 7.7 + PTT 7 3.4 Observe, monitor and analyse ESL language use, for feedback and correction WBT 7.7 + PTT 7 3.5 Apply and ensure safe operating procedures with all equipment PTT 7 4. Observe, monitor and analyse ESL student progress 4.1 Evaluate student performance WBT 7.7 + PTT 7 4.2 Give clear feedback on performance to ESL students WBT 7.7 + PTT 7 4.3 Provide strategies to strengthen performance or overcome learner difficulties identified during student evaluation WBT 7.7 + PTT 7 5. Review and evaluate own teaching 5.1 Review own teaching and document the key features and areas requiring improvement PTT 7 5.2 Evaluate all feedback and make adjustments where necessary to ensure effectiveness of lesson delivery

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© Language Training Institute (LTi) | Page 22 of 23 © Language Training Institute (LTi) v220701 | Page 22 of 23 Performance Evidence Assessed by: The learner must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit within an ESL context. There must be demonstrated evidence that the learner has completed the following tasks:  analysed at least one student and determined the following: o learning goals o reading needs o genre to meet reading needs and learning goals o reading strategies to meet reading needs WBT 7.1 – 7.4 & 7.7 + PTT 7  analysed at least one reading text and correctly identified the text structure, language features and social purpose WBT 2/3.12 - 2/3.14 + PTT 7  planned and delivered at least one lesson which taught reading, had a minimum lesson duration of 40 minutes, and included the following: o identified learning outcomes o identified vocabulary requirements o identified and implemented at least one controlled activity for accuracy which addressed at least one of the learning outcomes o identified and implemented at least one communicative activity for fluency which addressed at least one of the learning outcomes o listed resources for the lesson WBT 7.4, 7.5 & 7.7 + PTT 7  clearly communicated information and instructions to students on at least one occasion WBT 7.7 + PTT 7  applied the following classroom management strategies on at least one occasion o sequenced activities from controlled to uncontrolled and allocated timeframes o seated or grouped students in a way that allowed for the delivery of the lesson and student participation in activities o ensured that all students were engaged or on task o implemented extension activities with students who finished early or were more advanced o applied safe operating procedures with all equipment WBT 7.4, 7.5, 7.7 + PTT 7  evaluated at least one student’s performance and provided clear feedback WBT 7.7 + PTT 7  identified at least one strategy which could be used to strengthen student performance WBT 7.4 & 7.7 + PTT 7  reviewed own performance on at least one occasion and identified areas for improvement PTT 7 Knowledge Evidence Assessed by: The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements and performance criteria of this unit within an ESL context. This includes knowledge of:  common ESL learning goals and reading needs WBT 7.1, 7.2 & 7.4 + PTT 7  basic reading strategies WBT 7.1, 7.4 &

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© Language Training Institute (LTi) | Page 23 of 23 © Language Training Institute (LTi) v220701 | Page 23 of 23 7.7  the genre approach WBT 2/3.2, 2/3.3; & 7.5  basic text structure, language functions and social purpose WBT 2/3.2, 2/3.12 – 2/3.14 & 7.2  lesson planning and delivery strategies WBT 7.5 + PTT 7  classroom management strategies WBT 1.7, 7.7 + PTT 7 Assessment Conditions The learner must be assessed in accordance with the elements and performance criteria of this unit. Assessment must include (but not be limited to):  portfolio compilation, including: o lesson plan o sample learning materials and activities  written assessment  practical assessment Where practical assessment occurs, it must occur within an authentic English as a Second Language (ESL) learning environment. A minimum of 5 learners must be present during practical assessment. Additional assessment methods other than those listed above may also be used to ensure that the learner demonstrates the knowledge and skills to complete tasks outlined in the elements and performance criteria of this unit, within an ESL context. All assessment must be completed in English. Assessor Requirements:  No specialist vocational competency requirements for Assessors apply to this unit .

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Workbook 7 - Teach reading v220531

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