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SABARISH
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EPC 1: READING AND REFLECTING ON
TEXTS
EPC 1: READING AND REFLECTING ON TEXTS
A note on EPC 1: Reading and reflecting on texts
(New practical introduced for B.Ed. Course)
Prepared by
SABARISHP
M.Sc., M.Ed., JRF & NET
Assistant professor in Physical Science, Arafa Institute for Teacher Education,
Attur, Thrissur.
pklsabarish@gmail.com
Blog Archive
Objectives:
Upon completion of this course, the student teacher will: ▼ 2016 (14)
1) Improve his/her proficiency in ‘reading’, ‘writing’, ‘thinking’, and ‘communicating’ in ► May (2)
the language of instruction. ▼ March (5)
2) Develop an interest in reading UPCOMING POSTS
3) Improve his/her ability to understand instruction
Design of Achievement test based on
This course will serve as a foundation to enable B.Ed. students to read and respond to a learning outco...
variety of texts in different ways and also learn to think together, depending on the text Calicut University B.Ed. New
and the purposes of reading. Responses may be personal or creative or critical or all of proposed Lesson Plan ...
these together. Students will also develop metacognitive awareness to become conscious Calicut University First Semester
of their own thinking processes as they get familiar with diverse texts. In other words, B.Ed. Previous Q...
this course will enable studentteachers to enhance their capacities as readers and writers EPC 1: READING AND REFLECTING
ON TEXTS
by becoming participants in the process of reading.
The aim is to engage with the readings interactively individually and in small groups. ► February (3)
This involves framing questions to think about, while preparing to read something,
► January (4)
reading a text, and reflexively placing what one has read in the context of both the texts
and one’s own experiences. ► 2015 (48)
This course offers opportunities to read a wide variety of texts, including empirical, ► 2014 (83)
conceptual, and historical work, policy documents, studies about schools, teaching,
learning, and about different people’s experiences of all of these. The course will also
include narrative texts, expository texts from diverse sources, including About Me
autobiographical narratives, field notes, ethnographies, etc. to address different types of
reading skills and strategies.
For expository texts, they will learn to make predictions, check their predictions, answer
questions and then summarize or retell what they’ve read .Students will analyze various
text structures to see how these contribute to the comprehension of a text. These SABARISHP
readings will also provide the context for writing. Combining reading and writing leads Blog maintained by
to the development of critical skills. Studentteachers will get opportunities to write with SABARISHP
a sense of purpose and audience, through tasks such as, responding to a text with one’s View my complete
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own opinions or writing within the context of others’ ideas.
This is what NCTE and Universities saying about the course (Practical). Now let us
see what to do in each step to actualize the objectives. I am here by suggesting a Total Pageviews
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7/19/2016 EDUCATION NETWORK: EPC 1: READING AND REFLECTING ON TEXTS
4) Discussion of characters and situations – sharing interpretations and points of view (in a
smaller group)
5) Writing based on the text – eg. Summary of a scene, extrapolation of story, converting a
situation into a dialogue etc. (individual task)
Expected Output (Product)
1) A record/report encompassing all the procedures/activities followed
2) Reflective writing based on the text. eg. Summary of a scene, extrapolation of story,
converting a situation into a dialogue etc. (individual task)
I suggest Indepth Reading of any of the following texts for student teachers. These
books are available freely to read in most of digital libraries and INFLIBNETS.
1) Delpit, Lisa D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating
Other People Children. Harvard Educational Review 58(3), 280298.
2) Donovan, M. S. And Bransford, J. D. (Ed.) (2005). How students learn.
Washington DC: The National Academies Press, Chapter 1: Introduction 126,
Chapter 13: Pulling Threads 569590.
3) Gilligan, C. (1977). In a Different Voice: Women’s Conception of Self and Morality.
Harvard Educational Review, 47 (4), 481517
4) llich, I. (1970). Deschooling Society, London, UK: Marion Boyars.
5) Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections
Contemporary Education Dialogue, Vol. 2(1), 529.
6) Mukunda, K. V. (2009). What Did You Ask in School Today? A Handbook on
Child Learning. Noida: Harper Collins. Chapter 4: Child Development, 7996.
7) Wood, D. (2000). Narrating Professional Development: Teacher s stories as texts
for improving practice. Anthropology and Education Quarterly, 31(4), 426448.
More over student teachers can read other familiar books like
1) Autobiographies of national leaders (eg: Gandhiji)
2) The Alchemist Novel by Paulo Coelho
3) Playing It My Way: Autobiography by Sachin Tendulkar
4) Tottochan, the Little Girl at the Window by Tetsuko Kuroyanagi & Chihiro
Iwasaki (Illustrator)
5) “Wings Of Fire” and other familiar Books by A. P. J. Abdul Kalam
6) “You can win” by Shiv khera
7) Pedagogy of the Oppressed by Paulo Freire
Other Sample Recommended Headings for Reading Materials are
Ethnographies –
Meenakshi Thapan’s ‘Life at school: an ethnographic study’ & ‘Ethnographies of
schooling
in contemporary india’ & other research studies
Extracts
‘Teacher Man’ by Frank McCourt & extracts from ‘The Prophet’ by Kahlil Gibran
Macaulay’s Minutes
Extracts from Rousseau’s ‘Emile’, Dewey’s writings, Plato’s Dialogues, books of
Krishnamurthi, Aurobindo, Tagore, Vivekananda, Gandhi and like.
Books
Letter to a Teacher
Deschooling Society
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Silenced Dialogue
Para Teachers
Plays
Autobiographies/biographies
Journals –
Documentaries
Fiction
All of these books are available in most of the libraries. Also e books are available
in google books, Amazon Kindle etc for purchase.
Also student teachers can select and read books on their regional Languages
(Malayalam, Tamil, Kannada)
Based on the discussions held on the reading of the above texts students in the
practical time the studentteachers shall maintain a detailed account of their
reflection on the readings in the light of their own experiences in the form a diary.
The Internal Assessment shall be on the extent of participation in an reading
exercise in the class individually and in a Group and reflection on the same
simultaneously.
Some of the Audio Visual Resources that can be utilized by Teacher Educators and
Student Teachers in this session are
1) A New Education for a New India ( CD ROM) (By Gnostic
Centre/NCTE)
2) HadAnhad: Journeys with Ram and Kabir by Shabnam Virmani
http://www.kabirproject.org/
3) Teacher’s Journey: An observational film on teaching methodologies of
a
primary school teacher in a singleteacher school in MP, India. Director
Deepak Verma, Azim Premji Foundation. For copies contact –
madhumita@azimpremjifoundation.org
4) Where Knowledge is Free: A documentary film about children
branded by
Caste and excluded from education. Director Binitesh Baruri. Available at
Indian Institute of Dalit Studies, Q3, Green Park Ext., New Delhi16, Ph. 91
1141643981 http://www.dalitstudies.org.in.
2) Engaging with popular subjectbased expository writing (6 marks )
The selected texts could include articles, biographical writing, or extracts from popular
nonfiction writing, with themes that are drawn from the subject areas of the student
teachers (various sciences, mathematics, history, geography, literature/language pieces)
For this unit, the student teachers should work in groups divided according to their
subjects, within which different texts could be read by different pairs of student
teachers.
Suggested Activities:
1) Reading to extract overall meaning, information, subject knowledge (guided reading in
pairs and simple note making)
2) Identifying major concepts and ideas involved and making notes on these in some
schematic form flow diagram, tree diagram, mind map etc. (guided working in pairs)
3) Explaining the gist of the text/topic to others (in the larger subject group)
4) Attending to writing style, subjectspecific vocabulary and ‘perspective’ or ‘reference
frame’ in which different topics are presented – this will vary across subjects and texts,
and requires some interpretative skills for ‘placing’ the context of each text (group
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discussion and sharing)
5) Writing a review or a summary of the text, with comments and opinions (individual
task)
Expected Output (Product)
3) A record/report encompassing all the procedures/activities followed
4) A review or a summary of the text, with comments and opinions (individual task)
3) Engaging with journalistic writing (6 marks)
The selected texts would include newspaper or magazine articles on topics of
contemporary interest. Student teachers can be grouped randomly for this unit.
Suggested Activities:
1) Using reading strategies such as scanning, skimming and reading for extracting
information – as appropriate for initial reading of articles (guided individual task)
2) Analysis of structure of the article, identifying subheadings, key words, sequencing of
ideas, use of concrete details, illustrations and/or statistical representations etc. (guided
working in pairs)
3) Critical reading for attending to ‘framing’ of the article, point(s) of view presented,
possible biases or slants (small group discussion)
4) Researching and writing articles on topics of local interest (working to produce a local
interest magazine)
What to do?
Working out in journalistic writingAssign to collect particular journalistic items letter to
the Editor, General Article, thematic article, feature article, Students corner etc.
Find out the attributes of each item (Group work)
Skill acquisition in report writing seeing all the details in an event disseminating them
judging themrelating themand realizing their significance.
Publish a journal of their own with all the properties and varieties likeUnexpected
events, like fires, accidents, or crimes; Expected events, like meetings, plans,
movements, or legislation; Expressions of opinion by prominent men or women, as
given in speeches or interviews. ingenious Reports on flood, draught, accident, strikes
etc.
Each member of the group has to work to get published.
Prepare a collection of the items.
Expected Output (Product)
1) An article on topic of local interest written after sufficient research (individual task)
2) A magazine including all of these articles (1 magazine)
4) Engaging with subjectrelated reference books (6 marks)
The student teachers should work in groups divided according to their subjects.
Within these groups, pairs of student teachers would make a choice of a specific topic in
their subject area which they could research from a set of available reference books. The
focus of this unit is as much the learning of effective processes of reference research and
its presentation, as the actual reading of the reference books themselves.
Sequence of activities: Selecting the topic for research and articulating some guiding
questions
Searching and locating relevant reference books (could be from a school library or the
Institute library) Scanning, skimming and extracting relevant information from the
books by making notes Collating notes and organizing information under various sub
headings, Planning a presentation – with display and oral components Making
presentations to whole subject group, fielding questions.
Expected Output (Product)
1) A Presentation (Preferably by using power point) in front of peers.
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This can be done Option wise. However the presentation should be to the whole general
class.
5) Engaging with educational writing (6 marks)
Selected texts here could be drawn from the wide range of popular educational writing
in the form of wellwritten essays, extracts or chapters from authors who deal with
themes from education, schooling, teaching or learning. The writings selected should
present a definite point of view or argument about some aspect of the above themes.
Student teachers can be grouped randomly for this unit.
Suggested activities:
1) Reading for discerning the theme(s) and argument of the essay (guided reading –
individually or in pairs)
2) Analyzing the structure of the argument: identifying main ideas, understanding topic
sentences of paragraphs, supporting ideas and examples, terms used as connectors and
transitions (guided small group discussion)
3) Discussion of the theme, sharing responses and points of view (small group discussion)
4) Writing a response paper (individually or in pairs)
5) Presentations of selected papers, questions and answers (large group)
Expected Output (Product)
1) A response paper (individually or in pairs)
2) Presentations of selected papers with questions and answers session ( Can be done in
front of large group/General class)
Total Output (Product) expected for this EPC
1) A file including all the above mentioned outputs of each unit. (Individual file).
(The file is to be maintained in college/along with students till the end of course.)
Guidelines for this EPC
The course shall be conducted as per the guidelines given in the syllabus under the
leadership of Language faculty members and corresponding optional teachers of the
college. Ensure that the students are thorough about the paper “Language Across the
Curriculum”. (Both Theory and practical aspects of that paper)
Students shall be directed to submit reading reflections after completing each reading
assignment. These reflections not only encourage students to read more regularly, they
also promote content mastery and foster student development of monitoring, self
evaluation, and reflection skills. Though Teacher Education Institutions have the freedom
to select appropriate and relevant books for reading/writing/speaking activities, the
activities shall offer opportunities to read a wide variety of texts, including empirical,
conceptual, and historical work, policy documents, studies about schools, teaching,
learning, and about different people’s experiences of all of these. The course will also
include narrative texts, expository texts from diverse sources, including autobiographical
narratives, field notes, ethnographies, etc. to address different types of reading skills and
strategies.
Evaluation
Calicut University has proposed internal evaluation for this EPC. Assessment will be
done internally by the teacher educators concerned on the basis of the criteria fixed for
the purpose. For assessing student performance, Criteria / Performa based on rubrics
have to be developed for each unit by the Teacher Educators to make assessment
objective. Internal evaluation is proposed to be conducted in the following criteria
1) Engaging with narrative and descriptive accounts ( 6 marks )
2) Engaging with popular subjectbased expository writing (6 marks )
3) Engaging with journalistic writing (6 marks)
4) Engaging with subjectrelated reference books (6 marks)
5) Engaging with educational writing (6 marks)
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Total: 30 Marks. (Internal)
However In order to classify colleges as EXCELLENT / HIGH / AVERAGE /
BELOW AVERAGE / POOR standards the Chairman of the External Board of
Examiners shall examine the EPC by viva voce of the selected students. At that time
the selected students have to explain the procedure followed for conducting this EPC
to the board chairman. He will not however see or manipulate/interprets the internal
marks/procedure already given by the college for this EPC.
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APPENDIX I
References that can be used by Teacher Educators and Student teachers for this
EPC
Reflective Reading
http://www.decd.sa.gov.au/literacy/files/links/Scaffolding_Student s_in_Re.pdf
http://www.nlb.gov.sg/sure/reflectivereading
/
http://www.tandfonline.com/doi/abs/10.1080/03626784.1991.1107 5350
http://www.jstor.org/stable/1179849?seq=1#page_scan_tab_contents
http://cdtl.nknu.edu.tw/ckfinder/userfiles/files/special/Report/972_ 06.pdf
http://www.slideshare.net/MOKOGEONG/areflectiveteaching intheuseofcontext
in readingtexts
https://secure.ncte.org/store/yougottabethebook
http://literacyonline.tki.org.nz/LiteracyOnline/Teacher needs/Reviewedresources/
Reading/Comprehension/ELPyears5 8/Reflectingonrecraftingandpresentingtext
http://oer.educ.cam.ac.uk/wiki/OER4Schools/Introduction_to_whole_class_dialogue_and
_effective_questioning_ADE_Sample
http://www.academia.edu/3101129/Reflective_reading_Is_meaning_making_constructivi
sm_Is_constructivism_meaning_making
http://mrsbrogley.com/blog/?p=3009
https://prezi.com/erhgpaokppsj/copyofchapter5mentortexts/
Collaborative Reader
http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglos
sia/Polyglossia_V18_Greg_Kajiura.pdf
http://www.ericdigests.org/19993/reading.html
https://sethkorn.wikispaces.com/Communicative+Reading+%26+S torytelling(
interactive reader)
http://reflectivepractitioner.pbworks.com/f/Lincoln.pdf
Reflective Writing
http://tc2.ca/pdf/t4t/t4t_reflective_writing.pdf
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http://www.brad.ac.uk/academicskills/
media/learnerdevelopmentunit/documents/workshopresources/confidenceinreflectio
n/ReflectiveWritingforAssignmentsWorkshopBooklet.pdf
https://www.press.umich.edu/pdf/9780472035052ch1.pdf
http://www.arvindguptatoys.com/arvindgupta/mbangbet.pdf
http://www.writingforward.com/creativewriting/creativewritingreflectivejournaling
Reflective Journal Rubric
http://hrsbstaff.ednet.ns.ca/twatson/reading_journal_rubric.htm
http://www.bothell.washington.edu/wacc/teaching/reading/journals
http://edtech.boisestate.edu/connectionsacademy/rubrics/reflection. htm
http://www.readwritethink.org/files/resources/lesson_images/lesso n963/Rubric.pdf
http://classiclit.about.com/od/forstudents/ht/aa_readinglog.htm
Klein, S., & U.W. Stout, Chandler, W., U.W. Whitewater (2006). Reflection for
Preservice and Inservice Art Teachers Eportfolio, from
http://www.uwstout.edu/art/artedportfolios/reflection/index.html
.
Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers.
2nd. ed. Portsmouth, NH, Heinemann.
Pensavalle, M., Tyerman, J., Delgadillo, L., Miyake, J., Soong, A, (2006). AACTE
2006
Proposal: How Reflection Impacts Instructional Change. AACTE 2006 Proposal,
Retrieved Jan. 23, 2007, from
http://www.usc.edu/dept/education/up_files/AACTE_06_Presentation.pdf
APPENDIX II
Certain activities that can be used for each terms mentioned in syllabus
1) To become familiar about various texts (Types of texts related to education –empirical,
conceptual, historical, policy documents, narrative texts, expository texts, ethnographies)
Activities:
1. Setting up a Reading Community Club
a) Make a list of reading books of diverse texts and classify them under headings
b) Collect books from diverse contexts and set up a small library
c) Arrange according to themes, genre, regional, folks and educational type
d) Conduct interactive group reading session ( small groups)
e) Create conducive reading space and time
2) Reading for Comprehension Text
Reading strategiesPreviewing, Infer and Predicting, Skimming, Scanning and
Paraphrasing.
Activities:
Comprehending Reading Skills
a) Take up a reading text and follow the Comprehension steps (Better to Follow Davis’s
nine potential component skills of comprehension)
b) Reading for comprehending and visualizing the account (individual + group reading
and discussion/explanation)
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c) Retelling the account in one’s own words/from different points of view (taking turns
in a smaller group)
d) Narrating/describing a related account smaller group)
e) Discussion of characters and situations –sharing interpretations and points of view (in a
smaller group)
3) Metacognitive skills for Reading
Previews the text and makes predictions, makes connections to personal experience or
other texts, Asks clarifying questions, identifies difficult sentences or passages, restates in
her own words, Reacts to the text.
Reflect on Text Structure, language, genre, context, sociocultural diversity
Reflection in Reading –Stages of Reflection in reading tasks Prereading, while reading
and post reading
Activities:
Reflect on the texts:
a) Read a book and identify the text structure, language, genre, context, sociocultural
diversity
b) Reflect on the text with the various steps, at different stages like reading, prereading
and post reading
c) Analysis of structure of the article, identifying subheadings, key words, sequencing of
ideas, use of concrete details, illustrations and/or statistical representations (guided
working in pairs)
d) Critical reading for attending to ‘fra presented, possible biases or slants (small group
discussion)
e) Researching and writing articles on topics of local interest (working to produce a local
interest magazine)
f) Reading to extract overall meaning, information, subject knowledge (guided reading in
pairs and simple note making)
g) Identifying major concepts and ideas involved and making notes on these in some
schematic form flow diagram, tree diagram, mind map, graphic organisers, chapter map,
concept map of the read text.
h) Maintain reading log and take notes
i) Maintain a rubric for reflection in reading
4) Communicative Reader –Interactive Reading ( individual and group)
Activities:
a) Read aloud in the group taking turns
b) Talk about what you read
c) Explain the gist of the text/topic to others (in the larger subject group)
d) Interpret and ‘placing’ the context sharing)
e) Discussion of the theme, sharing responses and points of view (small group discussion)
f) Connect the texts to the subjects, methods in the B.Ed. curriculum
5) Expressive Reflections
Activities:
1) Explore different reflecting journal writings, developing a common reflective journal
2) Write based on the text –e.g. Summary of a scene, extrapolation of story, converting a
situation into a dialogue etc. (individual task)
3) Write a review or a summary of the text, with comments and opinions (individual task)
4) Write from reader’s perspective, gettin writer, developing a new angle to the text
5) Presentations of selected papers, questions and answers (large group).
6) Reading beyond Text
1. Making Connections with the text Text with Self, Text with Text and Text with
World
2. Reading for Change –
Multicultural Perspective (regional, folk literature and the like)
Inclusive Perspective (gender, class, caste, differently abled and the like)
Educational Perspectives ( Policies, documents, journals)
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Activities:
Write in journal about all the three types of connections with the text
Read texts from diverse areas and fields
Group discussion on texts from different cultures, marginalised sections
Attend seminars, paper readings, workshop on reading skills
Hold public reading events by inviting stakeholders to the event
Attend release of new books, listening to the wri book festivals
Conduct debates/discussions on educational policies and documents on them.
Convert text into a monoact, play or musical drama
Maintain reflective journal and rubric when writing about the reflections of the text.
Publish Critical essays and creative essays on reflected texts in college newsletter
and/or magazine
Suggested tasks and Assignments
Home reading assignments, maintaining reading log
Discussions on interpretation of the texts
Be the Text, Experience the Text: Converting text to a dialogue, story, play and mono
act.
Analyzing texts and text structures and connecting to the curriculum
Writing an exploratory essay on a text and presenting in the class
Writing a critical reflection from 2 diverse texts.
Note face to face and if possible online discussions through synchronous or
asynchronous modes, Students should have an opportunity to read and reflect both
individually as well as in groups
Suggestions
1. Workshops on reflective thinking and journaling for student teachers and teacher
educators for shared understanding
2. Develop a booklet of activities for reading and reflecting on texts.
3. Develop a format for reflective reading journal.
Reading Skills
Creating environment for reading – reading clubs, class libraries
Reading aloud and silent reading
Scaffolding: concept and activities
Reading different texts types like stories, poems, riddles, jokes, and instructions for
games
Reading with comprehension
Reading for global and local comprehension
Inferences, analysis and extrapolation
Reading strategies including wordattack strategies
Discourse analysis
Using reading as a tool for reference skills i.e. use of dictionary, encyclopaedia and
internet
Using ideas of critical literacy to analyse chapters from textbooks .
Acquisition of Reading Skills
Types of text
Narrative text
Expository
Autobiographical Narratives
Field Notes
Ethnographies
Addressing different types of skills and strategies
Mode of Transaction
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• Participating in tasks and activities to improve proficiency in the receptive and
productive skills of English.
• Text analysis of school textbooks to improve skills in critical literacy.
• Reflecting on one‟s own learning to make connections with pedagogy.
Essential Readings
1. Lightbown, P. M & Spada, N. (1999). How Languages are Learned Oxford: Oxford
University Press
2. Maley, A. & Duff, A. (1991). Drama techniques in language learning: A resource book
of communication activities for language teachers (2nd ed.). Cambridge: Cambridge
University Press. 3. Morgan, J. & Rinvolucri, M. (1983). Once upon a time: Using stories
in the language classroom. Cambridge:. Cambridge University Press.
4. Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge University
Press.
Advanced Readings
1. Parrot M. (1993). Tasks for language teachers Cambridge: Cambridge University Press
2. Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second Language
Classrooms. Cambridge: Cambridge University Press
3. Slatterly, M. & Willis, J. (2001). English for primary teachers: A handbook of activities
& classroom language. Oxford: Oxford University Press
Reference
1. Baker, L., and Brown, A.L., 1984, Metacognitive skills and reading: in Pearson, P.D.,
Barr, R., Kamil, J.L.,and Rosenthal, P. (editors), Handbook of Reading Research,
Longman Press, NY.
2. Bransford, J.D., Brown, A.L., and Cocking, A.R. (editors), 2000, How People Learn:
Brain, Mind, Experience, and School: National Research Council, National Academy
Press, Washington D.C., 346 p.
3. Gourgey, A.F., 1999, Teaching reading from a Metacognitive perspective: Theory and
classroom experiences: Journal of College Reading and Learning, v. 30, p. 8593.
4. Zimmerman, B., 2002, Becoming a selfregulated learner: An Overview: Theory into
Practice, v. 41, no.2, p. 6470.
APPENDIX III
General Activities that can be done
1. Book review, Appreciation of Poetry
2. Dictation
3. Reading of autobiography and try to written own autobiography (Autobiography of
Gandhi and Narmad)
4. Picture story writing and give suitable title
5. Discussion, debate based on reading of books
6. Reading and criticism editorial articles of newspaper.
7. Various types of report writing
8. Reading of “thinking magazines” available in the library.
9. Planning special activities like quiz, extrapolation etc
10. Diagnostic & Remedial work for Reading and Writing Skill.
11. Tests of reading effectiveness
12. Group discussion on the books that are being read.
13.Divide the class in small group and provide different kinds of texts and instruct them
to read and reflect according to the nature of text
14. Divide the group and provide one text and suggest students to make different
interpretations
15. Design vocabulary games to enhance your vocabulary
16. Read the text and provide a five words summary to each paragraph
17. Reading and comprehension exercises
18. Skim through the text and give suitable title to the text
19. Complete given text in stipulated time and summarize it in few (7/8)lines with a
suitable title.
Posted by SABARISHP at 00:12:00
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