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What do you think how choral reading is the most important in your reading skills?

Choral reading involves oral reading of text.

In choral reading, the teacher leads the reading of a text that students have read previously with 95% accuracy, and students join in to orally read the text in unision

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After reading about "Skimming for Main Ideas",we know that it consists of quickly running one's eyes across a whole text(for example,essay,article,chapter)for its GIST.

Also,it helps to improve to being able to predict the purpose of the passage,the main topic or massage.Skimming gives a head,as they embark on more focused reading

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Teaching writing is the process of interaction between students and a teacher in the classroom that results in written production. Writing stands as an act of interaction that present in a written form and it could be read by a reader

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Teaching reading involves guiding students through the process of understanding written language. It's a skill that builds over time and involves several key elements. Here are some essential strategies for teaching reading:

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary Development

5. Comprehensio

6. Guided Readingn

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Teaching reading is a fundamental part of early education and literacy development. There are several approaches and techniques for teaching reading effectively, each focusing on different aspects of language, comprehension, and engagement.

Here are some strategies for teaching reading:

Vocabulary development

Fluency

Comprehension skills

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STRATEGIES FOR READING COMPREHENSION

• Identify the purpose in reading

• Use graphemic Rules and Patterns to Aid in Bottom-up Decoding

• Use efficient silent Reading Techniques for Improving Fluency

• Skim the text for Main Ideas 💡

• Scan the Text for specific Information

• Use Semantic Mapping on Clustering

• Guess when you AREN'T Certain

• Analyze Vocabulary

• Distinguish Between Literal and Implied Meanings

• Capitalize on Discourse Markers to Process Relationships

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Teaching reading involves more than just conveying information; it’s about developing skills that allow students to decode, comprehend, interpret, and engage critically with texts. Effective reading instruction focuses on several key areas:

1. Decoding: This is the foundation of reading, where students learn to recognize letters, sounds, and word patterns. Phonics and phonemic awareness play a big role here.

2. Vocabulary: A strong vocabulary helps readers understand more complex texts. Students need exposure to a wide range of words, which they can learn through reading and direct instruction.

3. Comprehension: Beyond decoding and vocabulary, comprehension is about making sense of the text. Good readers use skills like predicting, questioning, summarizing, and visualizing to deepen their understanding.

4. Fluency: Reading fluency involves the ability to read text smoothly, accurately, and with appropriate expression. Fluent reading allows better comprehension since students don’t have to focus heavily on decoding.

5. Critical Thinking: This involves teaching students to analyze, interpret, and evaluate what they read. They learn to form opinions, make inferences, and draw conclusions based on text

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Teaching reading to advanced students can be organised with

1. a single text (skimming and scanning reading),

2. parallel texts (reading two or more texts on the same subject thus creating information gap between the readers),

3. divided text (splitting the text into parts and handing them out for the learners to read and them put information together, thus organizing a jig-saw reading).

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Shaxrizoda and Farangiz Advanced reading activities can take the form of CUED READING(finding information in the text as relevant to the cue given), GUIDED READING (seeking information in the text in answer to the questions given), JIG-SAW READING(pooling information together of the two or more texts distributed between the learners), SHARED READING(reading the same text in a group but with each learner having a different task with subsequent sharing information).

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Shaxrizoda and Farangiz Advanced reading activities can take the form of CUED READING(finding information in the text as relevant to the cue given), GUIDED READING (seeking information in the text in answer to the questions given), JIG-SAW READING(pooling information together of the two or more texts distributed between the learners), SHARED READING(reading the same text in a group but with each learner having a different task with subsequent sharing information).

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The strategy of SEMANTIC MAPPING or grouping ideas into meaningful clusters,helps the reader to provide some order to the chaos.Making such semantic maps can be done individually,but they make for a productive group work technique as students collectively induce order and hierarchy to a passage.For example,shows a first attempt by a small group of students to draw a semantic map of an article by Rick Gore called “Between Fire and Ice: The Planets,”an article about a total solar eclipse as seen through the eyes of villagers in Patuk,Java.

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1. Pre-listening activities are things learners do before a listening activity in order to prepare for listening.

2. These activities have various purposes, including pre-teaching or activating vocabulary, predicting content, generating interest and checking understanding of task.

3. While listening" is a stage in a lesson where students are exposed to a recorded text and are expected to listen for meaning

4.Post-listening is a follow-up activity to a listening activity that aims to help students develop other skills, such as writing or speaking, using the knowledge they gained from listening.

5.The goal of post-listening activities is to help students understand authentic audio ma

terials.

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🌷

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🌷

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📋What is the SQ3R Processes?

1.Survey: Skim the text for an overview of main ideas.

2.Question: The reader asks questions about what he or she

wishes to get out of the text.

3.Read: Read the text while looking for answers to the

previously formulated questions.

4.Recite: Reprocess the salient points of the text through oral or

written language.

5.Review: Assess the importance of what one has just read and

incorporate it into long-term associations.

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🌼

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🌼

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📋Pre-reading: spend some time introducing a topic, encouraging skimming, scanning, predicting, and activating schemata.

📋While-reading: Students should take note of while they read .

📋Post-reading: consider vocabulary

study, identifying the author’s purpose, discussing the author’s

line of reasoning, examining grammatical structures, or steering

students toward a follow-up writing exercise.

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Some of the fundamental skills required in efficient reading comprehension are the ability to:

know the meaning of words,understand the meaning of a word from a discourse context,

follow the organization of a passage and to identify antecedents and references in it,

draw inferences from a passage about its contents,

identify the main thought of a passage,

ask questions about the text,

answer questions asked in a passage,

visualize the text.

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🪻

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By Abdukarimova Nurjahon and Choriyeva Mexriniso 🪻

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📋Subcategories of silent reading

💭Intensive reading

It is usually a classroom-oriented activity in which students focus on the linguistic or semantic details of a passage. Studentsʼ attention to grammatical forms.

💭Extensive reading

It is carried out to achieve a general understanding of a usually somewhat longer texts. Longer texts are books, long articles, essays.

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By Choriyeva Mexriniso and Abdukarimova Nurjahon 🌹

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By Choriyeva Mexriniso and Abdukarimova Nurjahon 🌹

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📝Summarizing: Write brief notes in the margins, underline key ideas, and summarize sections to distill the main points. This helps reinforce understanding and is especially helpful for reviewing material later.

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By Choriyeva Mexriniso and Abdukarimova Nurjahon 🍀

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By Choriyeva Mexriniso and Abdukarimova Nurjahon 🍀

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📑Speed Reading: Practice techniques to increase reading speed, like chunking (reading groups of words at a time) and minimizing subvocalization (the habit of "saying" words in your head). Speed reading is useful for quickly going through large volumes of material, though it may reduce comprehension if the content is complex.

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By Abdukarimova Nurjahon and Choriyeva Mexriniso ❤️‍🔥

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By Abdukarimova Nurjahon and Choriyeva Mexriniso ❤️‍🔥

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📒Skimming: Quickly read through headings, subheadings, and the beginning and end of paragraphs to get a general idea of the text. This technique is useful when you need a broad overview or want to decide if the text is worth reading in detail.

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🫧By Abdukarimova Nurjahon and Choriyeva Mexriniso 🫧

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🫧By Abdukarimova Nurjahon and Choriyeva Mexriniso 🫧

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🌐Scanning: Look for specific information by running your eyes down the page to locate names, dates, or keywords. Scanning is ideal when you already know what you’re looking for, like finding a specific fact or answer in the text.

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By Abdukarimova Nurjahon and Choriyeva Mexriniso ☄️

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By Abdukarimova Nurjahon and Choriyeva Mexriniso ☄️

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📝Microskills for Reading

1. Discriminate among the distinctive graphemes and orthographic

patterns of English.

2. Retain chunks of language of different lengths in short-term

memory.

3. Comprehend written language at an efficient rate of speed to

suit the purpose.

4. Recognize a core of words, and interpret word order patterns

and their significance.

5. Recognize grammatical word classes (nouns, verbs, etc.),

systems (e.g., tense, agreement, pluralization), patterns, rules,

and elliptical forms.

6. Recognize that a particular meaning may be expressed in

different grammatical forms.

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In order to help the students to get better reading comprehension:

Teacher should provide the appropriate texts right level linguistically, interesting & relevant to their needs

In order to make reading activity meaningful teacher should implement the three stages in a reading lesson by considering student's preferable activity.

Reading teachers must teach productive reading strategies.

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✨Abdukarimova Nurjahon and Choriyeva Mexriniso ✨

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✨Abdukarimova Nurjahon and Choriyeva Mexriniso ✨

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💭Macroskills for Reading
1. Recognize cohesive devices in written discourse and their role
in signaling the relationship between and among clauses.
2. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
3. Recognize the communicative functions of written texts,
according to form and purpose.
4. Infer context that is not explicit by using background knowledge.
5. Infer links and connections between events, ideas, etc., deduce
causes and effects, and detect such relations as main idea,
supporting idea, new information, given information,
generalization, and exemplification.
6. Distinguish between literal and implied meanings.
7. Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
8. Develop and use a battery of reading strategies such as
scanning and skimming, detecting discourse markers, guessing
the meaning of words from context, and activating schemata
for the interpretation of texts.