1 Developing reading aloud in English with your students
Start by thinking about what you do now to develop your students as readers in English.
Activity 1: Audit your reading routines
It’s not only important for you to read aloud in English to your class – your students should have opportunities to do this as well.
Think about your own classes. How often do you do the following activities – never, occasionally or often?
|I read aloud from the textbook or the board. The students silently follow along with me.|
|I read aloud from the textbook or the board. The students repeat immediately after me.|
|I read aloud from the textbook or the board. The students read aloud along with me.|
|I listen to students read aloud in small groups, by ability, while the rest of the class is working quietly.|
|I call on students read aloud and the whole class listens.|
|I ask students to read a text silently and I observe them.|
|I ask students to read a text silently and I ask them questions about it.|
All these are effective methods and it is good practice to vary them in your classroom reading routines. But the more exposure that students have to spoken English, the better. So it is very good practice to read aloud and to have students read aloud – along with you, immediately after you or with you just listening to them. In each of these instances, you can observe and assess students’ reading skills.
What are the routines you use most often? What are the benefits of these routines for you as a teacher and for the students as learners of English?
Now look at the routines you don’t use, or use very little. What are the challenges for you, as a teacher, in implementing these practices? Is it a matter of confidence, resources or class size? The activities and resources in this unit aim to develop your confidence to widen your reading routines in the classroom.