Ideas for structuring a reading class

[monseul]

Hello,

Could someone please give me advice as to how to structure a reading class?

Such questions I'm wondering are: Would it be better to read one page per class? Also, should I do a review with him after each page (at the end of class) or after each chapter? Are there any books that offer a short novel, plus study questions at the end?

I don't have a book in mind decided on yet. Maybe 1984 or Th Pearl. However, I haven't read either, so I would need to do so before starting the class.

Umm...I hope my question makes sense. If anybody can offer any suggestions, I would truly appreciate it. Thanks.

Monseul

[joshua2004]

Choose material based on his reading level, interest and age. I would not limit yourself to books. Magazines, web pages, scripts from short films, the back of cereal boxes or the nutrition facts, just about anything that has English on it can serve as material. If reading a book, which I suggest as well, have several quality options and let the students choose. If your class is an hour long or more, I wouldn't read the book the whole time. Either break it up in to reading sessions with other reading activities interspersed, or on longer session accompanied by other reading activities. Listening to a book for extended periods of time will take any enjoyment and thus learning out of the process.

[Glenski]

What is the goal of your class?

improve reading skills?
give an opportunity to read?
examine examples of grammar in reading?
comparative literature?

Who are your students, and what are their levels, and how often/long do they meet?

I teach some high level high school students in Japan. Although the curriculum was designed by someone else, and I'm stuck with it, I'm doing the best I can to make it work. The most successful (or potentially successful) points include:
1. extensive reading with graded readers. Penguin, Oxford, Heinemann, Cambridge. Couple this with measurements on their reading speed to lend an air of believability in ER.
2. easy book reports. I have created/adapted a simple form that I call Instant Book Report. Students don't have to finish reading a book in order to write an IBR.
3. teach the 3 simple concepts of plot, setting, and conflict, then get students to deliver oral book reports in small groups, followed by questions from their audience. They can read the OBR to their group if they like, but the audience must write its title and whatever question they came up with to get credit for this activity.
4. Create reading skill lessons based on their needs (skimming, scanning, imagery, comprehension, context, etc.)

[mrandmrsjohnqsmith]

Try giving your student(s) a question or questions to ponder pertaining to the assigned reading. I do this sometimes before my students read the assigned material. It can sometimes be useful for drawing your student's attention to an imporant point, or for making sure your student understands something, whether it's something thematic like "why did {character} change his/her mind?" or more English-related like "What does Bad Bart mean when he tells the Sherriff, "This town ain't big enough for both of us?'"

[geralt]

It is good to give the students before, during and after reading tasks to immerse them in the reading and keep them focused and on task.
Before reading get them interested in the topic they are about to read about so that they have expectations about what they are about to read and maybe talk about some of the vocabulary they might come across. During the reading it is great to stop sometimes and get them to predict what they think might happen, this encourages speed and fluency in their reading.