- Select the text that’s right for their level
- Ask the child to read aloud
- Count the errors while he reads
- Ask the literal, interpretative and evaluative questions about what he read (two or three questions of each)
- Apply the level criteria and establish what level the child belongs to
- Program activities to improve reading in the instructive and frustration levels, according to what was explained on the first part
Form pairs, and one of them plays the journalist and the other the magnate. The journalist has to ask the magnate questions like, “Can everything in life be obtained quickly?”, “Can money buy anything?”, “Does everyone have to give you what you want without question just because you’re rich and powerful?”, and “Does your child act like you?”
6-Connections. We connect the text with the real word. Do you know children who behave like this? How are their families educating them? Do you think the parents who give their children anything they ask for are good parents or bad parents? Have you ever been bored no matter how many toys you had? When they ask you about your birthday, what do you want for a present? Do you always know the answer or do you have trouble coming up with one? When you get a toy, does it make you happier or do you get tired of it after a while?
7- Summarizing. In one phrase, we summarize the main subject of the reading.
Research strongly reject that the “you read first, then you follow” methodology, dividing the text in parts, improves the fluency of students who have a difficulty improving it.
To achieve an improvement in fluency, you need the students to imitate a model after they hear it.
- a) The teacher reads the text. It can also be played as a recording, stopping to repeat phrases or to point out words (this works especially well for students who are bad readers or dyslexic). While the model reading is being done, the unknown vocabulary is explained, and the adult can clarify things in the reading.
- b) The students read and repeat the phrases the teacher read. The teacher and the students can take turns reading different paragraphs. This technique is used a lot with students who have problems reading.
- c) They can also read in pairs. You ask the students to evaluate the fluency of the model or the fluency of their classmates. This makes them aware of the reading processes and motivates them to improve.
- d) Another technique is to use chorus reading. The adult reads, and the whole class reads with him.
- E) Sometimes, the models can be students who have trained in the reading of a text at home.