DETECTIVES Teacher's Guide - Book - Page 8
THE DETECTIVES - TEACHER’S GUIDE
ii. Let’s Read
Every reading passage, no matter what type of text it is, has been divided in the Teacher's Guide into
‘Before Reading’, ‘Reading’ and ‘After Reading’.
Many reading passages also include new words that have to be taught. See section iv. New Words
for more information on that point.
Before Reading: This ensures some sort of build up or prediction before the actual reading. At this
pre-reading stage, pupils bring in any previous knowledge they have which is related to the topic of
the text. That enables the entire class to become involved in the topic of the reading passage. This
also enables the weaker learners in the class to become part of the lesson more easily, once the
topic is presented and the learners know they are going to read a passage on a specific topic.
This pre-reading activity should include any of the following activities.
Look at the title. What do you think the text is about?
Look at the picture on page (choose a page, i.e. page 4)
What do you think this story is about?
These are words from the story. (write a few of the NEW WORDS on the board) What do you
think the text is about?
Find these words in the text. (Write a few words from the text on the board.) How do you
think these words are connected?
Guess again. What do you think the story is about?
Now scan the text, and guess a third time!
The main purpose of a pre-reading activity is to develop expectations about the content of the text
based on its title and additional extra-textual elements (e.g. pictures, vocabulary), bringing in prior
knowledge related to the topic of the text and making predictions about the texts content.
Reading: This is the actual reading of the text. Each text is slightly different, but all require reading of
some nature. It’s very important that the reading be done in a way that includes all the students in
the class. Heterogeneous classes include students at a variety of levels, so it’s important that they all
get a chance to participate in the reading.
We’ve divided up each text for you. If we think the reading passage should be read in small chunks,
then we’ve given you the chunks and the questions that pertain to each chunk. If it’s possible to read
the entire passage and then discuss it, that’s been done, too. In general, when approaching a text,
it’s always better to enable the students to read it quietly on their own and then have them discuss
it.
Have the students read a small section (you tell them how much to read) and ask them a
leading question for which they have to find the answer in the lines they are reading. This
gives them a reason to read, a purpose. It also makes for more focused reading.
Reading small chunks each time enables all students to read and to participate. Give them a
couple of minutes to read 2-3 lines.
When they are finished, have the students answer the question you asked at the beginning.
If it’s an easy question, make sure one of the weaker learners is asked to answer it.
Then continue asking questions about that section of text, making sure it’s completely
understood by all.
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