Integretaing Reading and Creative Writing

769 views

Published on

This presentation was delivered today for TOBELTA ( TESL Toronto and BELTA Reading and Writing Conference
Roseli Serra
Aug 8th 2014

Published in: Education
0 Comments
6 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
769
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
27
Comments
0
Likes
6
Embeds 0
No embeds

No notes for slide
  • Active reading refers to the assumption that reading is an active meaning-building process. 


    So
    Reading is not a passive skill because it demands
    participation on the part of the reader :
    Assimilate information
    Follow instructions
    Perceive meanings
    Make inferences
    The mixture of feelings and emotions (when reading) brings our emotions into action
    Other
    Extensive reading is a way of language learning, including foreign language learning, through large amounts of reading.
  • 1. (Texts are often rich
    Multiple layers of meaning
    They can be effectively mined for discussions and sharing feelings or opinions.
    which can occur in literary texts)

    2. sophisticated or non standard examples of language

    students more aware of the norms of language use
    (Widdowson, 1975 quoted by Lazar 1993).

    examine values in literary texts

    develop attitudes towards them.

    values and attitudes relate to the world
    outside the classroom.

  • to make L2 literature accessible and enjoyable
    graded readers can accommodate almost any level of learner
    encourages learners to take some responsibility for their learning and to develop good English reading habits
    it is easy to do out of class
    incorporates a content-based approach to language learning)
    benefits cited in the literature include increase in: proficiency, general knowledge, enjoyment, motivation, development of the reading skills

  • Definition:

    2.  the importance of going beyond the commonly used comprehension activities in order to produce creative responses to the texts already read
  • Different ideas to wish happy birthday
    Writing notebooks ( traveling diaries, thoghts, dreams… )
  • It does not mean you are irrelevant, The things you have been doing are important and value. We just do it differently now . The basic concepts you’ve taught are still there . They’re just being taught differently
    What we’ve taught values but writing is being taught differently now - not that I depsise habdwriting at all but electronic writing is a reality
    2 & 3 : It’s a realuty and electronic writing facilitates collaboration ( SS can write together ) easier when it had only pencil and papaer
  • Word doc, penzu, livetyping ....
  • Integretaing Reading and Creative Writing

    1. 1. Outline • Basic concepts – key words • Reading: active x extensive • Literature and Reasons why we should use literature in the classroom • Creative writing • Integrating literature and creative writing • A lesson plan
    2. 2. “The best way to improve your knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it” (Nuttall, 1996)
    3. 3. Basic concepts (Key words )
    4. 4. READING Photos by Roseli Serra
    5. 5. LITERATURE
    6. 6. Reasons why we should use literature in the classroom
    7. 7. Literature encourages interaction.
    8. 8. Literature expands language awareness .
    9. 9. Literature is authentic material
    10. 10. Literature is motivating
    11. 11. READERS ‘Readers' are books that have had the language level simplified to help second language learners read them. They are made to cater for all levels from beginners through to advance
    12. 12. Why Extensive Graded Reading ? (the use of readers) 1. L2 literature accessible and enjoyable 2. For any level of learner 3. Develops good English reading habits 4. Easy to do out of class 5. Incorporates a content-based approach to language learning) 6. Lots of other benefits
    13. 13. CREATIVE WRITING Photos by Roseli Serra
    14. 14. “ A mind that is stretched to a new idea never returns to its original dimension” Oliver Wendell Holmes
    15. 15. THE NEW ERA FACTS 1. Writing has been reinvented 2. Notebooks, notecards, and other types of writing are now electronic 3. With electronic apps and webtools , it’s easier for students to write together
    16. 16. REINVENTING • illustations : Infographics • graphic organizers : Mind mapping • paper : E-paper / E-books • notecards : Social bookmarking • notetaking : digital notebooks • word processors :web tools / cloud writing apps • group reports : wikis and website builders (Vicki A. Davis 2014 Reinventing Writing: Kindle Edition)
    17. 17. Of Mice and Men • Level: Upper intermediate 1 • Students’ age: 15 – 16 y/o • Number of SS : 12 • Students work in groups of three to produce writing and present orally • Time spent: A month between the reading of the book and the production of the activities
    18. 18. Before reading 1. students to read the first part of the introduction. Make sure they understand that there was trouble in a town called Weed. 2. Ask them to think about what happened. • Lennie killed someone. Lennie hurt someone. • Lennie took money from a bank. • Lennie took money from someone. • Lennie got into trouble with a girl. • Lennie started a fire.
    19. 19. Working on vocabulary Warmer: Word poem , for example Miserable Inhuman Civilzation Experience A handout with some words and expressions such as Farmhand, riverbank, throws it away. “living off the fat of the land, ” etc . Ask students to find things in the pictures in the book. Then get them to make a list of five other things they can see in the pictures. Get feedback from the whole class and then have a class discussion: What is going to happen in the story?
    20. 20. While Reading • Two weeks to read the book • Questions and discussion forum on Edmodo (www.edmodo.com ) whenever they want to • Teacher is free to interact with the students
    21. 21. Post Reading Instructions posted on Edmodo Students’ production: A collaborative writing on the plot A poster on Smore (www.smore.com)
    22. 22. https://www.smore.com/7nd5-of-mice-and-men
    23. 23. Collaborative writing • A chain story about the book Groups of 3 • Two suggestions: – WORD http://pt.scribd.com/doc/236180655/OF- MICE-AND-MEN-1 – Livetyping http://livetyping.com/893079 • Students suggested to divide into chapters • Each one wrote a certain number of chapters
    24. 24. Conclusions Benefits • Sense of achievment • Interaction • Four skills • Cultural awreness • Vocabulary acquisition • Pleasure
    25. 25. Sources of Inspiration
    26. 26. THANK YOU About me: http://about.me/roseliserra Twitter: @SerraRoseli https://twitter.com/SerraRoseli Facebook: https://www.facebook.com/roseliswaserra Blog: Roseli Coffee Desk http://roseliserra.blogspot.com.br Pinterest : http://pinterest.com/roseliserra/

    ×