STEP-BY-STEP PROCESS

  1. Look over the handout Strategies for Reading and discuss it with tutors.
  2. Bring out following points:
    • The chart is divided into levels of ability.
    • Under each level is a listing of different strategies that are most effective at that level.
  3. Review briefly the strategies not already discussed in this unit, especially the use of sight words and language experience (see the Language Experience activity in Unit 7, Writing, Section 4).
  4. Show tutors where in your program they can find a variety of strategies.

Activity B

Learner profiles

The profiles of learners can come from your own resources or you can use the ones provided.

A number of manuals refer to stages or grades to indicate different reading levels. To keep the concept simple, this manual will refer to learners as beginning, intermediate and advanced.

Use of handout, group work

Materials and equipment

Handout 6.6: Strategies for Reading from Activity A
Handout 6.7: Learner Profiles (4 pages)
Flip chart and markers

Preparation

Make copies of the learner profiles handout.

STEP-BY-STEP PROCESS

  1. Have tutors work in pairs or in small groups. Give each group the profile of a learner and a flip chart. They are to record their work on the flip chart and then present it to the rest of the group.
  2. Ask each group to record the reading level of their learner and to brainstorm what they think the learner’s reading needs might be.
  3. Have tutors determine what type of strategies would work best with their learner using the Strategies for Reading handout from the previous activity. Remind tutors to take learning styles and cultural background into consideration. Different strategies work with different reading needs, learning styles and personalities. Some learners may have a learning disability that will require more effort.
  4. Give tutors about 10 minutes to complete the activity.
  5. Ask tutors to present their assessments to the rest of the group.