Aaron D. Jolly  Hanseo University's Institute for the  Development of Talented and Gifted Education.  Extensive Reading fo...
 
 
 
 
 
 
 
 
Idea #1:  Make PPT books! I see, I think, I wonder!
I  resemble  the  thinker ,  therefore I am.  (Rodin 1902, meets Descarte, 1637)
I  reflect  therefore I teach.  (Descarte 1637 meets Farrell 2008)
Workshop Framework A. Introduction  B. What is  Extensive Reading  (ER)? C. ER  Practice  for Korean  Young Learners D. ER...
ER, MI, L. Arts & Fun!!!  We teach pre-kinder, kinder, elementary  & M.S. with  reading  based 4 skills program.
Hanseo U. Gifted Program <ul><li>We have an English  </li></ul><ul><li>library with 10,000 leveled books. </li></ul>
Julie (9) says: <ul><li>“ Excuse me Professor Jolly, Winston is  ruining   </li></ul><ul><li>our puppet show!” </li></ul>
A.  Introduction <ul><li>What is Reading? </li></ul><ul><li>(ii) What are Korean Elementary  </li></ul><ul><li>School Kids...
(i) What is Reading?
(i) What is Reading? K:  “Reading is happy time.” (sic)  G1:  “Reading is my mum’s favorite thing.” G2:  “Reading is alway...
Answers? 1.  Fun for students! 2.  Parents love it 3:  Everybody loves stories 4:  Vocabulary 5:  Assessment 6:  Natural A...
Mind Map
It’s Time to Share a Story Do you know who this is?  (Hint: Author of Very Hungry Caterpillar)
Yes it’s Eric Carle Author of The Very Hungry Caterpillar & many other great books for children.
 
 
 
 
 
 
 
 
 
 
 
(ii) What Are Korean El. Kids Like? Good points: - Devoted   if the teacher is  competent & caring . -Are often very  hard...
(ii) What Are Korean El. Kids Like? Challenging points: -Noisy and  don’t listen to teacher  well. - Speak Korean  too muc...
(iii ) What Can ER with  Korean Young Learners Be Like?
B.  What is ER?  <ul><li>1.  Extensive  reading vs.  Intensive  reading. </li></ul><ul><li>2. Main principle is it  should...
What is ER? – Richard R. Day  Chair of Dept. 2 nd  language studies at University of Hawaii, USA.
Why does ER work?  <ul><li>1.  Meet a lot of  vocabulary  in context. </li></ul><ul><li>2. Since ER falls within students ...
Why does ER work?
What does the research show?  <ul><li>1. Reading=   #1 factor for language success. </li></ul><ul><li>2. Long term studies...
What does the research show?  <ul><li>Extensive Reading =  </li></ul><ul><li>Success </li></ul>
What is ER like in Korea?  <ul><li>1. High level “fancy”  hagwons  use it. </li></ul><ul><li>2. Government  book library  ...
What is   good  ER like in Korea?  <ul><li>Ask  mums (or dads),  </li></ul><ul><li>or ask  bookstore workers,  </li></ul><...
C.  ER Practice <ul><li>ER with  Very Young  Korean Learners. </li></ul><ul><li>(ii) ER with  Young  Korean Learners. </li...
ER for Very Young Learners <ul><li>Make it  fun , and  let it be noisy. </li></ul><ul><li>(ii) Use  cool props, technology...
ER for Very Young Learners
ER for Young Korean Learners <ul><li>Let them  choose books  & feel confident </li></ul><ul><li>(ii) Give them  comprehens...
ER for Young Korean Learners Students love the readers!  No need  for torturous  glossing  by teacher, resource or self.
Hanseo U. Gifted Program. Mostly authentic literature, but have  added 100’s of graded readers in 2008.
ER for Young Korean Learners Graded Readers  are “books prepared so that  they stay within strictly limited vocabulary.”  ...
Graded readers... …  are fiction texts
Graded readers... …  are non-fiction texts
More Graded Readers Features: Variety, fun, great teachers guides & in book activities,  free download chants  & activitie...
Why Graded Readers Work! Gary – Age 7 (2008) Now in 2010 (aged 9) he is US 3 rd  grade level
ER in Differentiated Classrooms <ul><li>Have  different level books  available. </li></ul><ul><li>(ii) Create  different r...
Station Set-up Sample  Class of 32 Students: Read aloud with  teacher:  16 students (Ss) Vocab. Card  Practice 4 Ss Quizze...
ER in Differentiated Classrooms
<ul><li>END </li></ul>
D.  ER Techniques for Korean YL <ul><li>Phonics & Sight Words </li></ul><ul><li>(ii)  Multiple Intelligences & Co-op. Lear...
(i) Phonics & Sight Words.  <ul><li>Alphabet  Short Vowel </li></ul><ul><li>Long Vowel  Double Consonants  </li></ul><ul><...
Phonics & Sight Words.
Phonics & Sight Words Ideas  <ul><li>Use  mini-phonics books.  </li></ul><ul><li>Make  your own (DIY). </li></ul><ul><li>U...
(ii) MI and Cooperative Learning <ul><li>Children are  “intelligent”  in different ways, and have different strengths. </l...
Multiple Intelligences (Gardner 1983)
Musical Rhythmic Intelligence
http://www.teach-nology.com/trilogy/
http://www.spannj.org/BasicRights/appendix_b.htm#test
Aaron’s profile from website linked below: Interpersonal, Verbal-Linguistic  strength  90 Kinesthetic, Intrapersonal stren...
Advantages: *Maximize student talking time. *Maximize interaction. Activity examples:  Think Pair Share, Circle of Speaker...
From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
List all the things you know about  ants  ( in 1 minute) Next,  make a list with your partner … next share with the two pe...
(iii) Read Aloud <ul><li>Use  big books, scanned books , or multiple copies of books if available. </li></ul><ul><li>(Choo...
Practice with See, Think, Wonder
<ul><li>Core Routines:  </li></ul><ul><li>What make you say that? </li></ul><ul><li>Think Puzzle Explore </li></ul><ul><li...
http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
 
1. Make books with pictures. The site  has a voice which will read them! 2. Also download them as PPT & use in class direc...
 
 
 
 
 
 
 
 
 
(iv) Guided Reading Strategies <ul><li>Students are in small groups,  teacher helps one group  while other groups  </li></...
How to Manage Guided Reading Class of 30 Students:   Option 1 Guided Reading  with Teacher:  6 students (Ss) Silent  Readi...
How to Manage Guided Reading? Class of 12 Students:   Option 2 Guided Reading  with Teacher:  4 students (Ss) Vocab. Work ...
(v) Shared Reading Strategies <ul><li>Pair  weaker and stronger students together . Stronger students read  </li></ul><ul>...
Shared Reading Begins First Solo Read Aloud by Sally (7)  Young Readers Level 1 (with Alex)
(vi) Independent Reading Strategies <ul><li>This is where ER really takes off. Make  </li></ul><ul><li>sure you have a  wi...
Independent Reading Strategies
Independent Reading Strategies <ul><li>Predicting the story </li></ul><ul><li>Reading for overall ‘gist’ (understanding) <...
(vii) Vocabulary Instruction <ul><li>Many words are  learnt naturally  through repetition in a  variety of contexts , so  ...
Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><l...
<ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><li>Ring and punch </li><...
<ul><li>Alice is a  super reader  because   she has a  super vocabulary ! </li></ul>
What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s t...
(viii) Assessment A lot of assessment is  not  needed  for ER to work.  The research and results  show that it works if si...
(viii) Assessment If you do assess, then it’s  more important  to track  progress  of your students’  vocabulary,  fluency...
(viii) Assessment Make assessment fun… by using  online or offline  computer based   quizzes.
Assessment
Assessment
Assessment
Use readers with an online CMS
www.moodlereader.org Remember: In most classrooms…  most ER is mostly…  homework!
Conclusion <ul><li>How do you choose resources? </li></ul><ul><li>(ii) What are the long term results? </li></ul><ul><li>(...
How do you choose resources? Hard copy or Online or Offline? Graded Readers  vs. Children’s Literature? How many books? Ho...
(ii) Long term results speak
(iii)  Can it work in a big class? Yes  it can if you have the right materials and the right support. Little by little!
Join KOTESOL ER SIG Contact  Scott Miles  at  [email_address] to join our mailing list and get event invites
Q & A? Thank you very much for sharing today!
Upcoming SlideShare
Loading in …5
×

Ehwa.workshop.ppt.nov.5th.2010

776
-1

Published on

Published in: Education
1 Comment
1 Like
Statistics
Notes
  • I love this workshop. It truly makes sense and the concept follows along the lines of learning your native language as a kid. Thank you very much for your input, your work, and the simplicity of it all.

    I wish every Elementary English Teacher in Korea could see this because I know it would make teaching English a whole lot simplier and the process would feel more natural, as if they are teaching their own childern their native language. Thank you again. I wish to use this in my workshop coming up soon, and I will definitely let them know more aout your work and what you have done.



    Bless you! SYJ
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
776
On Slideshare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
Downloads
70
Comments
1
Likes
1
Embeds 0
No embeds

No notes for slide
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • More about lexiled books later… joke about dark circles…
  • x
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • The books are the stars!!!
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • What about you? What are you’re strongest? Attendee interaction part…
  • What about you? What are you’re strongest? Attendee interaction part…
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • The core routines are a set of seven or so routines that target different types of thinking from across the modules. These routines are easy to get started with and are commonly found in Visible Thinking teachers&apos; toolkits. Try getting started with with one of these routines. http://www.pz.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
  • The books are the stars!!!
  • The books are the stars!!!
  • The books are the stars!!!
  • The books are the stars!!!
  • The books are the stars!!!
  • The books are the stars!!!
  • The books are the stars!!!
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Sally could read then with Alex’s help, and after just 2 hours a week with HW for less than 6 months…
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Ehwa.workshop.ppt.nov.5th.2010

    1. 1. Aaron D. Jolly Hanseo University's Institute for the Development of Talented and Gifted Education. Extensive Reading for Korean Young Learners
    2. 10. Idea #1: Make PPT books! I see, I think, I wonder!
    3. 11. I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
    4. 12. I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
    5. 13. Workshop Framework A. Introduction B. What is Extensive Reading (ER)? C. ER Practice for Korean Young Learners D. ER Techniques for Korean Young Learners E. Conclusion + Q&A
    6. 14. ER, MI, L. Arts & Fun!!! We teach pre-kinder, kinder, elementary & M.S. with reading based 4 skills program.
    7. 15. Hanseo U. Gifted Program <ul><li>We have an English </li></ul><ul><li>library with 10,000 leveled books. </li></ul>
    8. 16. Julie (9) says: <ul><li>“ Excuse me Professor Jolly, Winston is ruining </li></ul><ul><li>our puppet show!” </li></ul>
    9. 17. A. Introduction <ul><li>What is Reading? </li></ul><ul><li>(ii) What are Korean Elementary </li></ul><ul><li>School Kids Like? </li></ul><ul><li>(iii) What Can E.R. with Korean </li></ul><ul><li>Young Learners Be Like? </li></ul>
    10. 18. (i) What is Reading?
    11. 19. (i) What is Reading? K: “Reading is happy time.” (sic) G1: “Reading is my mum’s favorite thing.” G2: “Reading is always lots of stories.” G3: “Reading is how you learn words.” G4: “Reading is when you read fiction or non-fiction books and take a quiz.” G5: “Reading is much better than my school English textbook.” G6: “Reading is a tool to get new information in English.”
    12. 20. Answers? 1. Fun for students! 2. Parents love it 3: Everybody loves stories 4: Vocabulary 5: Assessment 6: Natural Approach 7: Content English
    13. 21. Mind Map
    14. 22. It’s Time to Share a Story Do you know who this is? (Hint: Author of Very Hungry Caterpillar)
    15. 23. Yes it’s Eric Carle Author of The Very Hungry Caterpillar & many other great books for children.
    16. 24.
    17. 28.
    18. 37. (ii) What Are Korean El. Kids Like? Good points: - Devoted if the teacher is competent & caring . -Are often very hard working and diligent. -Willing to work as a group and support. - Take part in tasks if they feel success .
    19. 38. (ii) What Are Korean El. Kids Like? Challenging points: -Noisy and don’t listen to teacher well. - Speak Korean too much. -Sometimes too busy with other work to read. -Get discouraged and feel they are not smart if classroom is too competitive or difficult.
    20. 39. (iii ) What Can ER with Korean Young Learners Be Like?
    21. 40. B. What is ER? <ul><li>1. Extensive reading vs. Intensive reading. </li></ul><ul><li>2. Main principle is it should be easy. </li></ul><ul><li>3. Day & Bamford’s 10 characteristics. </li></ul><ul><li>4. Read a lot for wide understanding </li></ul><ul><li>without using dictionary or translation. </li></ul>
    22. 41. What is ER? – Richard R. Day Chair of Dept. 2 nd language studies at University of Hawaii, USA.
    23. 42. Why does ER work? <ul><li>1. Meet a lot of vocabulary in context. </li></ul><ul><li>2. Since ER falls within students “Zone </li></ul><ul><li>of Proximal Development students </li></ul><ul><li>both learn & teach others . </li></ul><ul><li>3. Speaking and writing skills are </li></ul><ul><li>acquired naturally through ER use. </li></ul>
    24. 43. Why does ER work?
    25. 44. What does the research show? <ul><li>1. Reading= #1 factor for language success. </li></ul><ul><li>2. Long term studies in Singapore & SE Asia: Reading helps grammar & writing for YL. </li></ul><ul><li>3. Korean and Japanese Studies: Students who read extensively out perform those who don’t on English language tests. </li></ul>
    26. 45. What does the research show? <ul><li>Extensive Reading = </li></ul><ul><li>Success </li></ul>
    27. 46. What is ER like in Korea? <ul><li>1. High level “fancy” hagwons use it. </li></ul><ul><li>2. Government book library programs. </li></ul><ul><li>3. Mum’s revolution with books at home. </li></ul><ul><li>4. Private (and some public) schools have set up small libraries. </li></ul><ul><li>*Problem: </li></ul><ul><li>Most reading here is intensive & short! </li></ul>
    28. 47. What is good ER like in Korea? <ul><li>Ask mums (or dads), </li></ul><ul><li>or ask bookstore workers, </li></ul><ul><li>or ask someone whose kid goes to a fancy academy how? </li></ul><ul><li>– steal the ideas and make </li></ul><ul><li>them your own! </li></ul>
    29. 48. C. ER Practice <ul><li>ER with Very Young Korean Learners. </li></ul><ul><li>(ii) ER with Young Korean Learners. </li></ul><ul><li>(iii) ER for Differentiated Classes. </li></ul>
    30. 49. ER for Very Young Learners <ul><li>Make it fun , and let it be noisy. </li></ul><ul><li>(ii) Use cool props, technology, magic . </li></ul><ul><li>(iii) Make your own resources or buy audio-visual interactive materials. </li></ul>
    31. 50. ER for Very Young Learners
    32. 51. ER for Young Korean Learners <ul><li>Let them choose books & feel confident </li></ul><ul><li>(ii) Give them comprehension support. </li></ul><ul><li>(iii) “ Leave them kids alone ” : Don’t challenge them to explain every detail. </li></ul>
    33. 52. ER for Young Korean Learners Students love the readers! No need for torturous glossing by teacher, resource or self.
    34. 53. Hanseo U. Gifted Program. Mostly authentic literature, but have added 100’s of graded readers in 2008.
    35. 54. ER for Young Korean Learners Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
    36. 55. Graded readers... … are fiction texts
    37. 56. Graded readers... … are non-fiction texts
    38. 57. More Graded Readers Features: Variety, fun, great teachers guides & in book activities, free download chants & activities. L1-L4: Students with 100-400hrs.
    39. 58. Why Graded Readers Work! Gary – Age 7 (2008) Now in 2010 (aged 9) he is US 3 rd grade level
    40. 59. ER in Differentiated Classrooms <ul><li>Have different level books available. </li></ul><ul><li>(ii) Create different roles in activities. </li></ul><ul><li>(iii) Use stations , quiet time & drawing. </li></ul><ul><li>Note: </li></ul><ul><li>DO NOT challenge lower level students </li></ul><ul><li>to produce until they are ready. </li></ul>
    41. 60. Station Set-up Sample Class of 32 Students: Read aloud with teacher: 16 students (Ss) Vocab. Card Practice 4 Ss Quizzes/Puzzles 4 Ss Art Activity 4 Ss Reader Play 4 Ss
    42. 61. ER in Differentiated Classrooms
    43. 62. <ul><li>END </li></ul>
    44. 63. D. ER Techniques for Korean YL <ul><li>Phonics & Sight Words </li></ul><ul><li>(ii) Multiple Intelligences & Co-op. Learning </li></ul><ul><li>(iii) Read Aloud </li></ul><ul><li>(iv) Guided Reading Strategies </li></ul><ul><li>(v) Shared Reading Strategies </li></ul><ul><li>(vi) Independent Reading Strategies </li></ul><ul><li>(vii) Vocabulary Instruction </li></ul><ul><li>(viii) Assessment </li></ul>
    45. 64. (i) Phonics & Sight Words. <ul><li>Alphabet Short Vowel </li></ul><ul><li>Long Vowel Double Consonants </li></ul><ul><li>Double Letter Vowels. </li></ul><ul><li>NOTE: BE SYSTEMATIC WITH THESE. </li></ul><ul><li>(ii) Sight Words 200-300 common words * They make up 75% of all words that appear in children’s stories. </li></ul><ul><li>(iii) Fluency is important so repeated reading and repeated practice is needed. </li></ul>
    46. 65. Phonics & Sight Words.
    47. 66. Phonics & Sight Words Ideas <ul><li>Use mini-phonics books. </li></ul><ul><li>Make your own (DIY). </li></ul><ul><li>Use a company textbook . </li></ul><ul><li>Use CD-Rom style resources </li></ul><ul><li>Use free Internet sites like </li></ul><ul><li>EnglishRaven.com </li></ul>
    48. 67. (ii) MI and Cooperative Learning <ul><li>Children are “intelligent” in different ways, and have different strengths. </li></ul><ul><li>(ii) So a variety of methods are needed! Include musical activities, movement, social interaction, individual time etc. </li></ul><ul><li>(iii) Train students to teach themselves and you are removing the need for a teacher & creating life long learners. </li></ul>
    49. 68. Multiple Intelligences (Gardner 1983)
    50. 69. Musical Rhythmic Intelligence
    51. 70. http://www.teach-nology.com/trilogy/
    52. 71. http://www.spannj.org/BasicRights/appendix_b.htm#test
    53. 72. Aaron’s profile from website linked below: Interpersonal, Verbal-Linguistic strength 90 Kinesthetic, Intrapersonal strength 80 Logical-mathematical strength 70 Musical strength 70 Naturalist strength, Visual-spatial 60 http://surfaquarium.com/MI/inventory.htm http://www.igs.net/~cmorris/inventories_on_mi.html
    54. 73. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
    55. 74. From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
    56. 75. List all the things you know about ants ( in 1 minute) Next, make a list with your partner … next share with the two people next to you or behind you . No duplications please!
    57. 76. (iii) Read Aloud <ul><li>Use big books, scanned books , or multiple copies of books if available. </li></ul><ul><li>(Choose fun books with great pictures) </li></ul><ul><li>(ii) Make it interactive , and don’t have students repeat every thing you say. They are not parrots. </li></ul><ul><li>(iii) Books can be a little more difficult than what the students can do on their own. </li></ul>
    58. 77. Practice with See, Think, Wonder
    59. 78. <ul><li>Core Routines: </li></ul><ul><li>What make you say that? </li></ul><ul><li>Think Puzzle Explore </li></ul><ul><li>Think Pair Share </li></ul><ul><li>Circle of viewpoints </li></ul><ul><li>I used to think but now I think </li></ul><ul><li>See Think Wonder </li></ul><ul><li>Compass Points </li></ul>
    60. 79. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
    61. 81. 1. Make books with pictures. The site has a voice which will read them! 2. Also download them as PPT & use in class directly! 
    62. 91. (iv) Guided Reading Strategies <ul><li>Students are in small groups, teacher helps one group while other groups </li></ul><ul><li>read silently or do other activities </li></ul><ul><li>(ii) Give vocabulary & comprehension support but don’t translate everything </li></ul><ul><li>(iii) Teacher helps bring the books alive </li></ul><ul><li>by acting them out or pretending to be a character, or by doing funny voice </li></ul>
    63. 92. How to Manage Guided Reading Class of 30 Students: Option 1 Guided Reading with Teacher: 6 students (Ss) Silent Reading 6 Ss Silent Reading 6 Ss Silent Reading 6 Ss Silent Reading 6 Ss
    64. 93. How to Manage Guided Reading? Class of 12 Students: Option 2 Guided Reading with Teacher: 4 students (Ss) Vocab. Work 2 Ss Silent Reading 4 Ss Art Activity 2 Ss
    65. 94. (v) Shared Reading Strategies <ul><li>Pair weaker and stronger students together . Stronger students read </li></ul><ul><li>first, weaker student reads along, </li></ul><ul><li>then reads themselves. </li></ul><ul><li>(ii) Train higher level students how to help lower level students, train lower level students how to follow. Two win! </li></ul><ul><li>(iii) Choose the books yourself , or have “responsible” higher level Ss do it. </li></ul>
    66. 95. Shared Reading Begins First Solo Read Aloud by Sally (7) Young Readers Level 1 (with Alex)
    67. 96. (vi) Independent Reading Strategies <ul><li>This is where ER really takes off. Make </li></ul><ul><li>sure you have a wide selection of books. </li></ul><ul><li>(ii) Students should choose there own books based on the main ER principles </li></ul><ul><li>– easy & interesting to them! </li></ul><ul><li>(iii) Set goals for how many books students should read and share the challenge of reading many books. </li></ul>
    68. 97. Independent Reading Strategies
    69. 98. Independent Reading Strategies <ul><li>Predicting the story </li></ul><ul><li>Reading for overall ‘gist’ (understanding) </li></ul><ul><li>Be careful with dictionary use </li></ul><ul><li>Guessing or skipping words </li></ul><ul><li>Choosing books correctly </li></ul><ul><li>(vi) Re-reading to understand </li></ul><ul><li>(vii) Reading ahead to understand </li></ul><ul><li>(viii) Retelling the story </li></ul><ul><li>(ix) Evaluating the story in some way </li></ul>
    70. 99. (vii) Vocabulary Instruction <ul><li>Many words are learnt naturally through repetition in a variety of contexts , so NOT every word needs </li></ul><ul><li>to be taught by teacher. </li></ul><ul><li>(ii) Use word lists and word cards. It’s </li></ul><ul><li>very simple- English on one side & Korean on the other. This is the most efficient way. </li></ul><ul><li>(iii) Sight words 1 st (200-300), then work on first 1000 words, then 2000. </li></ul>
    71. 100. Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><li>Ring and punch </li></ul><ul><li>Ss Practice turning </li></ul><ul><li>over cards & memo- </li></ul><ul><li>rise translation on </li></ul><ul><li>the back of card. </li></ul>
    72. 101. <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><li>Ring and punch </li></ul><ul><li>Ss Practice turning </li></ul><ul><li>over cards & memo- </li></ul><ul><li>rise translation on </li></ul><ul><li>the back of card. </li></ul>
    73. 102. <ul><li>Alice is a super reader because she has a super vocabulary ! </li></ul>
    74. 103. What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s the funniest word? What’s your favorite word?
    75. 104. (viii) Assessment A lot of assessment is not needed for ER to work. The research and results show that it works if simply done for sustained periods of time. Just enjoy as much as possible!
    76. 105. (viii) Assessment If you do assess, then it’s more important to track progress of your students’ vocabulary, fluency & comprehension. Don’t ask for translation!
    77. 106. (viii) Assessment Make assessment fun… by using online or offline computer based quizzes.
    78. 107. Assessment
    79. 108. Assessment
    80. 109. Assessment
    81. 110. Use readers with an online CMS
    82. 111. www.moodlereader.org Remember: In most classrooms… most ER is mostly… homework!
    83. 112. Conclusion <ul><li>How do you choose resources? </li></ul><ul><li>(ii) What are the long term results? </li></ul><ul><li>(iii) Can ER in a big classroom work? </li></ul><ul><li>(iv) Q and A with Presenter. </li></ul>
    84. 113. How do you choose resources? Hard copy or Online or Offline? Graded Readers vs. Children’s Literature? How many books? How many copies? Do it Yourself vs. Buy it (DIY vs. BIY)
    85. 114. (ii) Long term results speak
    86. 115. (iii) Can it work in a big class? Yes it can if you have the right materials and the right support. Little by little!
    87. 116. Join KOTESOL ER SIG Contact Scott Miles at [email_address] to join our mailing list and get event invites
    88. 117. Q & A? Thank you very much for sharing today!
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×