Kurs ishi Mavzu: Approaches to teaching reading skills at secondary schools Bajardi

2. While-reading
At this level, the text is the main focus rather than the learners' initial thoughts. The objectives of this stage are to:
• Assist in understanding the writer's intent; and 
• Assist in understanding the text's clarity and organization.
The while-reading stage is described in the following question.
What purpose does this text serve?
• How is the structure or development of the text? (For instance, a dialog, descriptive piece, and a story)
• What information or content can be gathered from the text?
• What can be inferred or derived by the reader from the text?
Which language might be picked up from the text?
• The various reading techniques that can be used.
3. Post-reading
The objectives of post-reading are to:
• Consolidate contemplation on what has been learned; and 
• Connect the text to the learner's own experience, interests, or points of view.
The following query could be used by teachers to generate stage ideas.
• Are the students familiar with any circumstances like the one described in the text?
• Does the text create a scenario that needs advice?
• Is there a problem that has to be solved in the text?
• Does the text express any points of view that would require rebuttal?
K-W-L approach
Know-What-Learned, or KWL is an acronym. This requires three main cognitive steps: evaluating the students' prior knowledge of the subject, and assessing what they have learned about the subject. The following are the steps involved in failing strategic reading:
• Have a discussion with Aa about what they already know about the text's subject. This data should be voluntarily provided and recorded, for instance in section 1 of the provided strategy sheet.
• Request that the students classify the data they have provided. Different grouping techniques, such as semantic webbing or word maps, can be used to accomplish this. Section 2 can be used to record this.
• Request that pupils predict what the text's contents will be. The strategy sheet's section 3 can be used to record and discuss this prediction, which should be based on the student's prior knowledge and the categories of information created in step 2.
• Encourage your kids to come up with their own questions regarding the text, which they can then discuss and record in the "W" portion, or "What we want to find out," section.
• As they read the text, instruct the pupils to make notes of any clarifications. The strategy sheet's section 5 can be used to note this.
• After reading the book, give Aa the chance to discuss and document (in section 6 of the strategy sheet) what they learned and how it relates to what they already know. Discuss, for instance, inquiries for which no information was located.

1^ http://lex.uz//uz/docs/-5831978 Xorijiy tillarni o‘rganishni takomillashtirish bo‘yicha qo‘shimcha chora-tadbirlar to‘g‘risida

2^ Pellegrino, J., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press