Sara Davila
School of International Training, Affiliated Faculty
Educational Consultant, Teacher Trainer
www.saradavila.com
sldavila@gmail.com
The importance of reading and writing in the EFL most often seen in the structure of
speaking and listening tasks. Rarely can a student complete a task in English without
being asked to first read some part of a project or write information related to the project.
With this in mind there are a number of reading and writing tasks that can be
incorporated in the classroom to provide students with focused work in language while
maintaining a communicatively focused class (a class which produces a maximum
amount of speaking time). What follows are strategies and activities in which pairs or
groups of students work to improve reading and writing fluency.
Reading and Writing Strategies for Pairs
Think Pair Share
This is a popular strategy in EFL and is conducted as the name implies. First students
think about what they will do, followed by pairing with a partner and talking about ideas,
and finally the pairs sharing ideas with groups as a whole. Teachers can use this strategy
in a number of ways for either reading or writing in the classroom. The structure also
promotes interaction and speaking/listening fluency.
Think Pair Share Reading Exercise
The teacher begins by providing students with a text or a part of text to read. The teacher
may as a general question to the students before students read the text. After the
presentation a question by the teacher, students are given free time to read. When all the
class has finished reading the teacher asks students to talk to a partner and answer the
previously presented questions. After allowing time for each pair to answer the teacher
finally asks randomly amongst the group and allows students to share answers. This
activity is repeated several times while the teacher as more and more specific questions of
the students. Each time after reading to look for answers students turn and pair with a
partner to share. The teacher may change partners several times during the activity. When
the activity is complete students have read information several times and analyzed the
information to specific details with a partner.
Ex) Teacher Q: Read this story about a girl named Cinderella. When you read try to see
how many people are in her family. How do you know?
Teacher Q2: Let’s read again. This time think about Cinderella and her sisters. Are they
happy or sad? How do you know?
Teacher Q3: Now read it one more time. This time let’s look for the vocabulary words in
the story. Can you find each word? What does frustrated mean in the story? Think about
it so we can talk about it with a partner.
Teacher Q4: Let’s read the story a final time. When you read think about Cinderella’s
situation. What are things she could do to change her life? What would you recommend if
you were Cinderella’s friend?
Think Pair Share Writing Exercise
In a writing exercise the teacher starts with a general theme. First the teacher may ask
students to brainstorm some words related to the theme. Each student is given time to
make a personal list. Afterwards partners are asked to turn to another student and share
the brainstormed list, adding to it any new information. Partners will also check for errors
in form, use or meaning. The teacher will then ask students to share the information with
a large group. Once the first list has been created teachers provide a new question to
further organize the students thoughts from the general list. Students may be asked to
sequence the list from first to last to begin organization. Once each student has finished
individually, students are again asked to talk with a partner. This continues as teachers
ask students to write first short sentence, then longer sentences, until students have
completed a paragraph or a paper (this depends on the level of students and writing
ability). This use of think pair share again allows for multiple practices with writing
while also receiving important input and feedback on errors to improve writing skills.
Ex) Teacher Prompt First Writing: Today we are going to write about a birthday party.
Make a list of all the words you can think about a birthday party.
Teacher Prompt Second Writing: Now that we have some words we can use look at you
list. Which words will be good to use, or easy to use. Put them in order from 1 to last.
Teacher Prompt Third Writing: This list is really organized now. Let’s write some
sentences. Use the order you made for your list. Write a short sentence for each word.
Don’t worry about making it long.
Teacher Prompt Fourth Writing: Let’s see if we can combine our sentences using and.
Can you make longer sentences to make a paragraph?
Teacher Prompt Fifth Writing: When you read your sentences one last time does the
paragraph make sense to you? Does each sentence work correctly? Can you find any
errors? Check it one last time and make any changes you’d like to make.
Running Dictation
For this activity teams are divided into two partner pair groups. Pairs work together to
gather information presented somewhere in the class (usually the wall or hallway),
reading appropriate information, and returning to relate the information orally to partners.
Information can be a series of sentences, a paragraph, or a story. The activity continues
until all the information has been collected. Once collected the running partner copies the
information that was collected. As pairs finish the teacher provides a corresponding
question sheet which asks for answers collected during the running dictation process.
Ex) In the activity students will collect information about different jobs. After reading the
students will use the information to assign job titles to different pictures.
I Say You Write
During this activity students work together to write a story based on a students personal
life. The teacher begins by presenting a general question to the students in the pair. One
student answer the question while a partner listens and writes, checking correctness by
asking comprehension questions (Is this correct? What did you say? Can you repeat
that?). Once student A is finished the role is changes to student B can answer the question
while student A writes. This continues as the teacher asks several follow up questions to
get more information. Finally students’ trade papers and each person will read their
personal story making an corrections that may be necessary.
Ex) Today we will write a little story about an experience you have had. First answer this
question to your partner: Have you ever had a picnic? Listen and write your partners
answer, then change. Don’t write your own answer.
Q2: Who went with you on the picnic?
Q3: Where did you go for your picnic?
Q4: What food did you bring?
Q5: Where did you get the food? Who made it? Did you make any of it?
Q6: What else did you do at the picnic? Play a game? Read a book?
Q7: Did you have fun on your picnic? Why or why not?
Q9: Would you like to do it again? Why or why not?
Reading and Writing Strategies for Large Groups
Reading Dictation
In a group of three students are divided into two roles, reader and writers. The writers
will listen as the reader begins to read a story. Each student takes a turn reading part of
the story. The story may be composed of short sentences or paragraphs based on the level
of ability of the class. As students listen and write comprehension questions are asked to
the reader (Is this correct? What did you say? Can you repeat that). After students have
finished reading and writing the selection the originally story is collected and students are
asked to answer comprehension check questions using the story written in notebooks.
Students share information to fill in any missing pieces while answering all the questions.
Chain Stories
Students are presented with a general topic in a group of four. The teacher may also give
the students the first line to a story. After reading the first line each student takes a turn
adding a new sentence to the story. Students continue until they have completed a story.
Once each group has finished the teacher asks groups to exchange the stories with
another team. The teams then take time to read the story and answer general questions
asked by the teacher.
Ex) Chain story prompt: Three children are walking in the jungle.
General Q’s for finished story:
What happened first in the story?
Was the story exciting? Why or why not?
What happened last in the story?
How many characters were in the story?
Who was the most interesting character? Why?
Did you like the story? Why or why not?
Reading Map
Provide a group of students with a story. The story may be presented as a reading
dictation. After students have completed reading the story the teacher provides each team
with a large piece of paper and asks students to map the story from general to specific
details. Teams work together to draw or map the story on the large paper showing the
various details.
Ex) John and tom are going to the story. John needs to buy new shoes for soccer. Tom
needs to get a new uniform to play soccer in. They go to the department store. On the first
floor they find jewelry. They don’t need earrings. On the second floor they find lots of
winter coats and jackets. But it’s summer time. On the third floor they find video games
and computers. They played some Xbox soccer before moving on. On the fourth floor
they found some nice shoes. John found a great pair of soccer shoes, but Tom was not
finished. On the next floor they found women’s clothing. Tom didn’t need that. On the
sixth floor their were lots of things for boys and men, but no soccer uniforms. John
bought his soccer shoes, but they will have to go a uniform shop to get a uniform for Tom.
Ss map the story.
D.
Store
Tom
John
shoes
YES!
Reading and writing is extremely important for students studying English. At the same
time teachers do not need to worry about losing valuable class time to total silence while
students complete a reading or writing activity. By applying some of these interesting and
engaging strategies teachers and students alike can experience the fun of improving
English dynamically.
Additional Resources for Teachers
References and Resources
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