Sequence: Reading for Understanding L3

Sequence Information

Sequence: Reading for Understanding L3
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Description:

Basic Description
Reading for understanding or comprehension skills through a shared resource, multiple choice quizzes and online collaboration. Students share a piece of writing, which is aimed at the UK's Adult Core Curriculum Level 3 and is taken from Germain Greers The Whole Woman. Copyright permission has been sought and granted by Professor Greer kindly allowing this text to be used.

The aim of the learning design is to be able to read the text with understanding; recognise understand the main points of the text and summarise them; recognise grammatical devices within the text and understand the choice of vocabulary as literary devices.

The online collaboration and multiple choice quizzes give the students the opportunity to both learn from their peers as well as receive affirmation regarding their own thoughts about the text. Also, the tutor is able to assess individual's competencies without the need for more formal assessment methods.

Keywords
Information literacy, research, library, ALeD

Subject
Reading for Understanding, Comprehension skills, literacy, reading, communications

Audience
Post-16 education, basic skills Level 3

Run time
1 Hour

Resources
Computer, Internet access

Outline of Activities

Students are introduced to that nature of the session; also the aims are clearly identified.
Tool: Notice board

Students are given the whole text that they will be studying. Ther are asked to read through it and simply asked to think about what the piece of text is about.
Tool: shared resource

Students enter a forum to discuss their initial thoughts about the text. They are given some lead as to what they might like to discuss; it is suggested that they might like to think about:

* their first impressions of the text
* the style of the text
* the purpose of the text
* who they think the writer might be

Tool: Forum

Students now go on to look at the text in more detail. They are now asked to look only at the first paragraph and make a note of any unfamiliar words or phrases.
Tool: Notice board

Students enter a chat to discuss with their group the words they find unfamiliar. They are prompted to think about what they mean and why they think the writer chosen those particular words?
Tool: Chat

Students look again at the first paragraph and are asked to summarise the main points. They are then asked to compared their answer with their peers and think about any interesting pints other have come up with that they didn't.
Tool: Q & A

Students are directed to look, in detail, at the second paragraph as asked to think about:
* The writer's views on the male status quo
* How the writer sees the women's role within the male status quo
* The writer's views on the male preserve.

Having read the second paragraph, students are asked to respond to the questions set and encouraged to compare their answer with their peers.
Tool: Q & A

Students are asked to read through the last paragraph.
Tool: Notice

Students are asked 4 questions that are focused on the last paragraph. The questions varying in their focus, ranging from a focus on particular sentences within the text, the intention of the writer and paraphrasing different areas of the text.
Tool: Q & A

Students are asked to complete 9 question about the whole text. These predominantly multiple choice, however there is one free text question. These questions aim to assess and confirm the level of understanding of the student. These questions are based on Basic Skills Level 3 assessment criteria.
Tool: Survey

Students are invited to discuss, with the group, what they found interesting about the session as well as the answers they gave to the final set of questions:
Tool: Chat
Author view:

Audience:

Subjects:

Language: English

LAMS Version: 2.0.2

License: Attribution-Noncommercial-ShareAlike

Support Files: No files

Sharing with: Everyone in Public

Status: Active

Average Rating: (4). Based on 1 reviews.

Number of downloads: 22 times

Number of previews: 6 times

Authored By: Kristian Besley

Date: 29 June 2007 08:44 AM

User Comments on Reading for Understanding L3 sequence
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Sequence Information
Sequence:	Reading for Understanding L3 Preview \| Open LessonLAMS \| Download
Description:	Basic Description Reading for understanding or comprehension skills through a shared resource, multiple choice quizzes and online collaboration. Students share a piece of writing, which is aimed at the UK's Adult Core Curriculum Level 3 and is taken from Germain Greers The Whole Woman. Copyright permission has been sought and granted by Professor Greer kindly allowing this text to be used. The aim of the learning design is to be able to read the text with understanding; recognise understand the main points of the text and summarise them; recognise grammatical devices within the text and understand the choice of vocabulary as literary devices. The online collaboration and multiple choice quizzes give the students the opportunity to both learn from their peers as well as receive affirmation regarding their own thoughts about the text. Also, the tutor is able to assess individual's competencies without the need for more formal assessment methods. Keywords Information literacy, research, library, ALeD Subject Reading for Understanding, Comprehension skills, literacy, reading, communications Audience Post-16 education, basic skills Level 3 Run time 1 Hour Resources Computer, Internet access Outline of Activities Students are introduced to that nature of the session; also the aims are clearly identified. Tool: Notice board Students are given the whole text that they will be studying. Ther are asked to read through it and simply asked to think about what the piece of text is about. Tool: shared resource Students enter a forum to discuss their initial thoughts about the text. They are given some lead as to what they might like to discuss; it is suggested that they might like to think about: * their first impressions of the text * the style of the text * the purpose of the text * who they think the writer might be Tool: Forum Students now go on to look at the text in more detail. They are now asked to look only at the first paragraph and make a note of any unfamiliar words or phrases. Tool: Notice board Students enter a chat to discuss with their group the words they find unfamiliar. They are prompted to think about what they mean and why they think the writer chosen those particular words? Tool: Chat Students look again at the first paragraph and are asked to summarise the main points. They are then asked to compared their answer with their peers and think about any interesting pints other have come up with that they didn't. Tool: Q & A Students are directed to look, in detail, at the second paragraph as asked to think about: * The writer's views on the male status quo * How the writer sees the women's role within the male status quo * The writer's views on the male preserve. Having read the second paragraph, students are asked to respond to the questions set and encouraged to compare their answer with their peers. Tool: Q & A Students are asked to read through the last paragraph. Tool: Notice Students are asked 4 questions that are focused on the last paragraph. The questions varying in their focus, ranging from a focus on particular sentences within the text, the intention of the writer and paraphrasing different areas of the text. Tool: Q & A Students are asked to complete 9 question about the whole text. These predominantly multiple choice, however there is one free text question. These questions aim to assess and confirm the level of understanding of the student. These questions are based on Basic Skills Level 3 assessment criteria. Tool: Survey Students are invited to discuss, with the group, what they found interesting about the session as well as the answers they gave to the final set of questions: Tool: Chat
Author view:
Audience:
Subjects:
Language:	English
LAMS Version:	2.0.2
License:	Attribution-Noncommercial-ShareAlike
Support Files:	No files
Sharing with:	Everyone in Public
Status:	Active
Average Rating:	(4). Based on 1 reviews.
Number of downloads:	22 times
Number of previews:	6 times
Authored By:	Kristian Besley
Date:	29 June 2007 08:44 AM
User Comments on Reading for Understanding L3 sequence Add comments to Reading for Understanding L3 sequence