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

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  • 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
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  • 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' 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.
  • Transcript

    • 1. Aaron D. Jolly Hanseo University's Institute for the Development of Talented and Gifted Education. Extensive Reading for Korean Young Learners
    • 2.  
    • 3.  
    • 4.  
    • 5.  
    • 6.  
    • 7.  
    • 8.  
    • 9.  
    • 10. Idea #1: Make PPT books! I see, I think, I wonder!
    • 11. I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
    • 12. I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
    • 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
    • 14. ER, MI, L. Arts & Fun!!! We teach pre-kinder, kinder, elementary & M.S. with reading based 4 skills program.
    • 15. Hanseo U. Gifted Program
      • We have an English
      • library with 10,000 leveled books.
    • 16. Julie (9) says:
      • “ Excuse me Professor Jolly, Winston is ruining
      • our puppet show!”
    • 17. A. Introduction
      • What is Reading?
      • (ii) What are Korean Elementary
      • School Kids Like?
      • (iii) What Can E.R. with Korean
      • Young Learners Be Like?
    • 18. (i) What is Reading?
    • 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.”
    • 20. Answers? 1. Fun for students! 2. Parents love it 3: Everybody loves stories 4: Vocabulary 5: Assessment 6: Natural Approach 7: Content English
    • 21. Mind Map
    • 22. It’s Time to Share a Story Do you know who this is? (Hint: Author of Very Hungry Caterpillar)
    • 23. Yes it’s Eric Carle Author of The Very Hungry Caterpillar & many other great books for children.
    • 24.
    • 25.  
    • 26.  
    • 27.  
    • 28.
    • 29.  
    • 30.  
    • 31.  
    • 32.  
    • 33.  
    • 34.  
    • 35.  
    • 36.  
    • 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 .
    • 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.
    • 39. (iii ) What Can ER with Korean Young Learners Be Like?
    • 40. B. What is ER?
      • 1. Extensive reading vs. Intensive reading.
      • 2. Main principle is it should be easy.
      • 3. Day & Bamford’s 10 characteristics.
      • 4. Read a lot for wide understanding
      • without using dictionary or translation.
    • 41. What is ER? – Richard R. Day Chair of Dept. 2 nd language studies at University of Hawaii, USA.
    • 42. Why does ER work?
      • 1. Meet a lot of vocabulary in context.
      • 2. Since ER falls within students “Zone
      • of Proximal Development students
      • both learn & teach others .
      • 3. Speaking and writing skills are
      • acquired naturally through ER use.
    • 43. Why does ER work?
    • 44. What does the research show?
      • 1. Reading= #1 factor for language success.
      • 2. Long term studies in Singapore & SE Asia: Reading helps grammar & writing for YL.
      • 3. Korean and Japanese Studies: Students who read extensively out perform those who don’t on English language tests.
    • 45. What does the research show?
      • Extensive Reading =
      • Success
    • 46. What is ER like in Korea?
      • 1. High level “fancy” hagwons use it.
      • 2. Government book library programs.
      • 3. Mum’s revolution with books at home.
      • 4. Private (and some public) schools have set up small libraries.
      • *Problem:
      • Most reading here is intensive & short!
    • 47. What is good ER like in Korea?
      • Ask mums (or dads),
      • or ask bookstore workers,
      • or ask someone whose kid goes to a fancy academy how?
      • – steal the ideas and make
      • them your own!
    • 48. C. ER Practice
      • ER with Very Young Korean Learners.
      • (ii) ER with Young Korean Learners.
      • (iii) ER for Differentiated Classes.
    • 49. ER for Very Young Learners
      • Make it fun , and let it be noisy.
      • (ii) Use cool props, technology, magic .
      • (iii) Make your own resources or buy audio-visual interactive materials.
    • 50. ER for Very Young Learners
    • 51. ER for Young Korean Learners
      • Let them choose books & feel confident
      • (ii) Give them comprehension support.
      • (iii) “ Leave them kids alone ” : Don’t challenge them to explain every detail.
    • 52. ER for Young Korean Learners Students love the readers! No need for torturous glossing by teacher, resource or self.
    • 53. Hanseo U. Gifted Program. Mostly authentic literature, but have added 100’s of graded readers in 2008.
    • 54. ER for Young Korean Learners Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
    • 55. Graded readers... … are fiction texts
    • 56. Graded readers... … are non-fiction texts
    • 57. More Graded Readers Features: Variety, fun, great teachers guides & in book activities, free download chants & activities. L1-L4: Students with 100-400hrs.
    • 58. Why Graded Readers Work! Gary – Age 7 (2008) Now in 2010 (aged 9) he is US 3 rd grade level
    • 59. ER in Differentiated Classrooms
      • Have different level books available.
      • (ii) Create different roles in activities.
      • (iii) Use stations , quiet time & drawing.
      • Note:
      • DO NOT challenge lower level students
      • to produce until they are ready.
    • 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
    • 61. ER in Differentiated Classrooms
    • 62.
      • END
    • 63. D. ER Techniques for Korean YL
      • Phonics & Sight Words
      • (ii) Multiple Intelligences & Co-op. Learning
      • (iii) Read Aloud
      • (iv) Guided Reading Strategies
      • (v) Shared Reading Strategies
      • (vi) Independent Reading Strategies
      • (vii) Vocabulary Instruction
      • (viii) Assessment
    • 64. (i) Phonics & Sight Words.
      • Alphabet Short Vowel
      • Long Vowel Double Consonants
      • Double Letter Vowels.
      • NOTE: BE SYSTEMATIC WITH THESE.
      • (ii) Sight Words 200-300 common words * They make up 75% of all words that appear in children’s stories.
      • (iii) Fluency is important so repeated reading and repeated practice is needed.
    • 65. Phonics & Sight Words.
    • 66. Phonics & Sight Words Ideas
      • Use mini-phonics books.
      • Make your own (DIY).
      • Use a company textbook .
      • Use CD-Rom style resources
      • Use free Internet sites like
      • EnglishRaven.com
    • 67. (ii) MI and Cooperative Learning
      • Children are “intelligent” in different ways, and have different strengths.
      • (ii) So a variety of methods are needed! Include musical activities, movement, social interaction, individual time etc.
      • (iii) Train students to teach themselves and you are removing the need for a teacher & creating life long learners.
    • 68. Multiple Intelligences (Gardner 1983)
    • 69. Musical Rhythmic Intelligence
    • 70. http://www.teach-nology.com/trilogy/
    • 71. http://www.spannj.org/BasicRights/appendix_b.htm#test
    • 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
    • 73. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
    • 74. From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
    • 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!
    • 76. (iii) Read Aloud
      • Use big books, scanned books , or multiple copies of books if available.
      • (Choose fun books with great pictures)
      • (ii) Make it interactive , and don’t have students repeat every thing you say. They are not parrots.
      • (iii) Books can be a little more difficult than what the students can do on their own.
    • 77. Practice with See, Think, Wonder
    • 78.
      • Core Routines:
      • What make you say that?
      • Think Puzzle Explore
      • Think Pair Share
      • Circle of viewpoints
      • I used to think but now I think
      • See Think Wonder
      • Compass Points
    • 79. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
    • 80.  
    • 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! 
    • 82.  
    • 83.  
    • 84.  
    • 85.  
    • 86.  
    • 87.  
    • 88.  
    • 89.  
    • 90.  
    • 91. (iv) Guided Reading Strategies
      • Students are in small groups, teacher helps one group while other groups
      • read silently or do other activities
      • (ii) Give vocabulary & comprehension support but don’t translate everything
      • (iii) Teacher helps bring the books alive
      • by acting them out or pretending to be a character, or by doing funny voice
    • 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
    • 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
    • 94. (v) Shared Reading Strategies
      • Pair weaker and stronger students together . Stronger students read
      • first, weaker student reads along,
      • then reads themselves.
      • (ii) Train higher level students how to help lower level students, train lower level students how to follow. Two win!
      • (iii) Choose the books yourself , or have “responsible” higher level Ss do it.
    • 95. Shared Reading Begins First Solo Read Aloud by Sally (7) Young Readers Level 1 (with Alex)
    • 96. (vi) Independent Reading Strategies
      • This is where ER really takes off. Make
      • sure you have a wide selection of books.
      • (ii) Students should choose there own books based on the main ER principles
      • – easy & interesting to them!
      • (iii) Set goals for how many books students should read and share the challenge of reading many books.
    • 97. Independent Reading Strategies
    • 98. Independent Reading Strategies
      • Predicting the story
      • Reading for overall ‘gist’ (understanding)
      • Be careful with dictionary use
      • Guessing or skipping words
      • Choosing books correctly
      • (vi) Re-reading to understand
      • (vii) Reading ahead to understand
      • (viii) Retelling the story
      • (ix) Evaluating the story in some way
    • 99. (vii) Vocabulary Instruction
      • Many words are learnt naturally through repetition in a variety of contexts , so NOT every word needs
      • to be taught by teacher.
      • (ii) Use word lists and word cards. It’s
      • very simple- English on one side & Korean on the other. This is the most efficient way.
      • (iii) Sight words 1 st (200-300), then work on first 1000 words, then 2000.
    • 100. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 101.
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 102.
      • Alice is a super reader because she has a super vocabulary !
    • 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?
    • 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!
    • 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!
    • 106. (viii) Assessment Make assessment fun… by using online or offline computer based quizzes.
    • 107. Assessment
    • 108. Assessment
    • 109. Assessment
    • 110. Use readers with an online CMS
    • 111. www.moodlereader.org Remember: In most classrooms… most ER is mostly… homework!
    • 112. Conclusion
      • How do you choose resources?
      • (ii) What are the long term results?
      • (iii) Can ER in a big classroom work?
      • (iv) Q and A with Presenter.
    • 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)
    • 114. (ii) Long term results speak
    • 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!
    • 116. Join KOTESOL ER SIG Contact Scott Miles at [email_address] to join our mailing list and get event invites
    • 117. Q & A? Thank you very much for sharing today!

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