ER: Extensive Reading/Effective Reading

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Extensive Reading (in a foreign language) can be a wonderful way to practice reading. It also increases vocabulary, grammar, and listening and speaking ability. And learners enjoy the experience while the make progress. This is a highly visual PPT introduction to ER,

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  • This is an intro to Extensive Reading.
    Unfortunately, the 'slow reading' simulation (slides 44 - 60) didn't work on Slideshare. You can experience what it is supposed to be like at http://www.youtube.com/watch?v=IBvmC2pALwI
    For more on Extensive Reading, visit www.erfoundation.org.
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  • Intro (excited/ delighted) Who are you? Univ/college. HS. JHS. Kids. Conversation schools Doing ER now? Know a lot? New to ER?
  • That’s not just ELT, That’s you. read a newspaper this morning, that’s EF. read a book a month? That’s ER Trying to give Ss the Native or fluent/accomplished learner advantage
  • A sign in Indonesia.
  • All you can eat? All you can read? Which really gives you pleasure – over the long term?
  • We think of teaching reading as intensive or extensive. NOT “good” or bad categories. Not about which is right. About balance
  • It is kind of like a teeter-totter (see-saw) – always going back and forth.
  • This is me playing with my best friend as a kid. Teeter-totter was no fun. We lacked balance.
  • ER Not just ELT Read a newspaper every morning. That’s ER Read a book or 2 a month. That’s ER You are a teacher. You read a lot. That means you’re smart. Makes you smart. Sharing this with Student.
  • That’s not just ELT, That’s you. read a newspaper this morning, that’s EF. read a book a month? That’s ER Trying to give Ss the Native or fluent/accomplished learner advantage
  • What are the benefits of ER? Increased reading ability Thank you Captain Obvious Elley & Mangubhai ‘81, Elley ’91, Mason & Krashen ’97
  • In creased affect/motivation Elley ‘91, Cho & Krashen ’94, Rodrigo ‘95 Improved vocabulay Rodrigo ‘95, Haifiz & Tudor ’90, Improved listening ability Cho & Krashen ‘94
  • Improved vocabulay Rodrigo ‘95, Haifiz & Tudor ’90, Improved listening ability Cho & Krashen ‘94
  • Improved listening ability Cho & Krashen ‘94
  • Increased speaking ability Cho & Krashen ‘94 Facilitates acquisiton Lai ‘93, Hafiz & Tudor ’89 Spelling improvement Day & Swan ‘91, Polak & Krashen ‘88, Krashen ‘88
  • Spelling improvement – even with words not in the books (increases knowledge of the English spelling system) Spelling improvement Day & Swan ‘91, Polak & Krashen ‘88, Krashen ‘88
  • Facilitates acquisiton Lai ‘93, Hafiz & Tudor ’89
  • Meant as a joke.
  • They might do those things, but not as the main task.
  • Many many, not just one book per year/term Varies. 1 book a week -- common My Ss ^ 500 pages a term (1000 year). 500 gets them a C. Average is 650 or so. Beniko Mason (Intl Buddhist univ. Osaka. Does research with Stephen Krashen) require 1000 pages /term. Average 650 or so. You decide. Point. Lots of books
  • Credit Richard Day
  • Lots of books have “test questions” – just because it is a graded reader doesn’t make reading it Extensive reading, any more than… standing in a garage makes you a car.
  • Mentally translate (Ss are doing) Notice your attention
  • Hard to explain, Easy to demonstrate
  • Credit Richard Day
  • Use for teachers. And for Students.
  • Rauding (Carver’s term) about 75% comprehension. This quoted in Exploring Second Language Reading 1999. Heinle
  • Books usually self-selected.
  • Books usually self-selected.
  • 10-15 minutes of class time Values reading Practical thing – they bring books Classroom management- Unless you teach kids,
  • Unless you teach kids,
  • THEY DO
  • I read a book called Bad Monkey. It’s a… humor, crime, love… if you know Carl Hiaasen’s work. A weird story. It’s about a sheriff in Florida. One reason Hiaasen’s books are weird is they happen in Florida. In the story, some people are fishing, and they catch, a human arm” The fingers have been bent to… send a message. He boss tells him to take to to Miami and give it to the Miami police. He does. They don’t want it. His boss says, “just get rid of it.” Well, he puts it in his freezer. And the story gets stranger. Oh, yeah, there is also a bad monkey named Driggs.
  • THEY DO 1 minute- change
  • Change partnersTHEY DO
  • Actually do (about 1) 1 good book you’ve read this year/ recently. Why was it good. As you talk, notice how you are thinking about the book.
  • They can do with famous actors/ local actors or even the class. Notice your feeling when a student casts herself as Juliet and you as Romeo (or vise versa). And you look into her eyes and say, “We’re going to die?”
  • Dictate: tinyurl.com/MHExRead They are free at this site.
  • Most Tests/ comp. questions literal – superficial Appreciation -- highest Which means the most sophisticated comprehension is: Did you like the story? Why or why not? For more, visit: http://helgesenhandouts.weebly.com/questioning-comprehension-questions.html
  • So far, I worry I’ve been preaching to the choir – telling people who are already convinced that ER is good that ER is good. Arguments for colleagues, who usually test comprehension through translation and/or comprehension question. Not against easier – I do believe in balance. But we need to look at what we are really doing. comprehension questions – there are better ways to test understanding. But heard about the results of the HS test. Look at questions .
  • 6 questions. How many correct. Congratulations – Correctly answered questions with zero meaning
  • ER is a new idea for most Ss (used to intensive/ yakudoku/ read & translate). Nothing wrong with staring reports where they expect. NOTICE: YOUR OPINION! -- APPRECIATIO
  • Dornyei and others point out: doing the same thing sucks The motivation out of any class. (habituation) Late May/ early June Multiple intelligences: artistic knowledge, kinesthetic (folks who draw)
  • We usually don’t bother with comprehension questions in ER. Yes, ooks often have them (but that is publishers wanting to be everyything to everyone. There are much, much better ways to check comprehension than test-like questions. BUT. Tests are important. And the new results are troubling for many teacher. So a quick look. A few questions about questions.
  • You may need to reattach the video: Mountain Dew Sharp test
  • Teaches previewing (schema activation) Japanese false beginners. Logical/mathmatical knowledge.
  • Mtpl: intrapersonal knowledge (know thyself) Gulliver: I’ve never been around little people (yochien?) Diana: she knew tradegy. So do I. last year my father died of cancer.
  • Mtpl: intrapersonal knowledge (know thyself) Gulliver: I’ve never been around little people (yochien?) Diana: she knew tragedy. So do I. last year my father died of cancer.
  • Mama & papa & teachers reading to you.
  • 1 st by teacher, Then S  S
  • 1 st by teacher, Then S  S
  • Background: Hitchcock: color/vs. BW Marion Crane, steals money. Feeling bad. In class, copies for Ss to follow along You may want to close your eyes, imagine
  • Background: Hitchcock: color/vs. BW Marion Crane, steals money. Feeling bad. In class, copies for Ss to follow along You may want to close your eyes, imagine
  • 1 st by teacher, Then S  S
  • In the library. Vinyl packs. Some books tell you the website for the mp3 file
  • Two windows: One for video One for lyrics Also, English Karaoke Youtube.com: music english subtitles
  • You may need to reattach the video “ MJThis is it lyrics.mov ” Or replace this with something current from Youtube.com
  • Two windows: One for video One for lyrics Also, English Karaoke Youtube.com: music english subtitles
  • You maybe need to reattach the video “gaga bad romance.mov”
  • Kunihiro Sakai Denki Thsushin University, Tokyo. Famous reading teacher
  • Thank might be too strict. Don’t over use. But…
  • Thank might be too strict. Don’t over use. But maybe use the baseball rule.
  • Look at the words around it. Maybe it means…
  • Meet it a 3 rd time, still don’t know. Go ahead and look it up.
  • Groucho Marx (American comedian). He was writing a long time ago. I’m sure today he would say “a person’s”, not “man’s)
  • ER: Extensive Reading/Effective Reading

    1. 1. ER: Extensive Reading/ Effective Reading © 2014 Marc Helgesen march@mgu.ac.jp May be used for not-for-profit educational purposes but please acknowledge the source. Look at the notes for the slides for extra information. This version was modified to use in Indonesia. Some pictures were altered for modesty out of respect for the audience. If anything is not appropriate for your audience, feel free to modify it. Most artwork from www.clipart.com Used with permission.
    2. 2. Extensive Reading Marc Helgesen © 2013 OK to use for non-commercial
    3. 3. E R
    4. 4. Extensive Reading
    5. 5. Effective Reading
    6. 6. reading a lot of easy, enjoyable books. ER:
    7. 7. All you can… Which gives pleasure long-term? And which is actually good for you?
    8. 8. Intensive Extensive Slow Fast Skill building Fluency building (skim, scan, study) Test focus Pleasure focus
    9. 9. Intensive Extensive
    10. 10. Intensive Extensive
    11. 11. Intensive Extensive
    12. 12. Intensive Extensive
    13. 13. Intensive Extensive
    14. 14. Intensive Extensive
    15. 15. Intensive Extensive
    16. 16. Intensive Extens e Slow Fast Skill building Fluency building Many classes lack balance Many classes lack balance
    17. 17. What is Extensive Reading?
    18. 18. reading a lot of easy, enjoyable books. ER:
    19. 19. The benefits of ER Increased reading ability
    20. 20. Increased Reading ability The benefits of ER + affect & motivation
    21. 21. Increased Reading ability The benefits of ER + vocabulary
    22. 22. 4, Rodrigo ‘95 bulary ’90, ning ability Increased Reading ability The benefits of ER listening ability
    23. 23. Increased Reading ability speaking ability The benefits of ER
    24. 24. Increased Reading ability + spelling The benefits of ER
    25. 25. Increased Reading ability The benefits of ER facilitates acquisition
    26. 26. The benefits of ER . Your love life improves. Your skin clears up. You win the lottery. You find the meaning of life. Or at least you could read about those things. You lose weight.
    27. 27. reading a lot of easy, enjoyable books. ER:
    28. 28. reading a lot of easy, enjoyable books. ER:
    29. 29. reading Time spent reading. not answering questions writing reports translating
    30. 30. reading a lot of easy, enjoyable books. ER:
    31. 31. a lot
    32. 32. a lot
    33. 33. reading a lot of easy, enjoyable books. ER:
    34. 34. The macho maxim of reading No reading pain, no reading gain. No reading pain, no reading gain. E R
    35. 35. Easy is good
    36. 36. It is just like.. If the books are too difficult, it isn’t extensive reading.
    37. 37. Standing in a garage does not make you a car.does not make you a car.
    38. 38. Easy is good
    39. 39. Easy is good
    40. 40. Easy Comprehensible input (Krashen) i + 1 Reading fluency level (Day) i minus 1
    41. 41. Easy …builds speed …builds fluency …builds understanding
    42. 42. The need for speed
    43. 43. When
    44. 44. you
    45. 45. read
    46. 46. slowly,
    47. 47. one
    48. 48. word
    49. 49. at
    50. 50. a
    51. 51. time,
    52. 52. as
    53. 53. you
    54. 54. are
    55. 55. doing
    56. 56. now,
    57. 57. it
    58. 58. is
    59. 59. easy
    60. 60. to
    61. 61. understand
    62. 62. the
    63. 63. meaning
    64. 64. of
    65. 65. each
    66. 66. word,
    67. 67. but
    68. 68. it
    69. 69. is
    70. 70. very
    71. 71. difficult
    72. 72. to
    73. 73. understand
    74. 74. the
    75. 75. real
    76. 76. meaning
    77. 77. of
    78. 78. the
    79. 79. text.
    80. 80. When you read slowly, one word at a time, as you are doing now, it is easy to understand the meaning of each word, but it is very difficult to understand the real meaning of the text.
    81. 81. The need for speed Read slowly Don’t enjoy reading Don’t read much Don’t understand much
    82. 82. Read faster Enjoy reading Read more Understand more
    83. 83. Note to teachers: “The need for speed” is Available in these languages at wwwerfoundation.org English Arabic Bahasa Italian Japanese Korean
    84. 84. How fast?
    85. 85. Based on the review of literature on the issue of adequate reading rates, I have set class goals at 200 words per minute. This has proven to be a reasonable goal to work toward without being too overwhelming to students. - Neil Anderson Brigham Young University Past President, TESOL
    86. 86. Easy is good
    87. 87. reading a lot of easy, enjoyable books. ER:
    88. 88. enjoyable Their interests Self-selected Like L1 reading
    89. 89. reading a lot of easy, enjoyable books. ER:
    90. 90. books How do we bring the books back to class?
    91. 91. SSR Sustained Silent Reading (You too.)
    92. 92. SSR Sit Still & Read
    93. 93. Instant book report I read (am reading) a book called ____. It's a(n) _______________ (mystery, science fiction book, love story, detective story, etc.) It's about ______________. The main characters are ____________. (names, jobs, personalities) In the story, there was a problem. ____. I liked/didn't like it because _______.
    94. 94. Marc’s note to teachers: if you are going to present this, I suggest you replace the previous slide with one about a book you’ve read recently.
    95. 95. • Thni Think time Think time Think time Think time What do I want to say? How will I say it?
    96. 96. Instant book report I read (am reading) a book called ____. It's a(n) _______________ (mystery, science fiction book, love story, detective story, etc.) It's about ______________. The main characters are ____________. (names, jobs, personalities) In the story, there was a problem. ____. I liked/didn't like it because _______.
    97. 97. Show a picture Explain it. Partners, ask (5)question.
    98. 98. My top five • What are the five best books you read this term/year? Why?
    99. 99. My teacher Romeo Myself Juliet
    100. 100. Want these task sheets?
    101. 101. Dictation tinyurl.com/MHExRead
    102. 102. What about assessment? ER is for reading practice. It isn’t always necessary to assess them. - Rob Waring
    103. 103. Mental Rehearsal Practice: speak silently or softly Barrett’s Taxonomy Levels of comprehension 1 Literal (lowest) 2 Reorganization 3 Inference 4 Evaluation 5 Appreciation
    104. 104. A few questions about questions: What are we testing, really?
    105. 105. Reading Comprehension Check: The glorfs drebbled quarfly.
    106. 106. Reading Comprehension Check: The glorfs drebbled quarfly. Q1a. (grammar analysis) Which word is the subject? A: glorfs
    107. 107. Reading Comprehension Check: The glorfs drebbled quarfly. Q1b. (grammar analysis) Which is the verb? A: drebbled
    108. 108. Reading Comprehension Check: The glorfs drebbled quarfly. Q1c. (grammar analysis) What is the tense? A: past (simple)
    109. 109. Reading Comprehension Check: The glorfs drebbled quarfly. Q1d. (grammar analysis) What part of speech is “quarfly”? A: adverb
    110. 110. Reading Comprehension Check: The glorfs drebbled quarfly. Q2. (meaning-based) What did the glorfs do? A: They drebbled.
    111. 111. Reading Comprehension Check: The glorfs drebbled quarfly. Q3. (meaning-based) How did they do it? A: Quarfly.
    112. 112. Congratulations You correctly answered questions about a sentence that has NO meaning.
    113. 113. Mental Rehearsal Practice: speak silently or softly Barrett’s Taxonomy Levels of comprehension 1 Literal (lowest) 2 Reorganization 3 Inference 4 Evaluation 5 Appreciation
    114. 114. Reading notebooks My Reading
    115. 115. Reading for pleasure Reaction Report - Basic Include: • what the book was about • what you thought of it) Write quickly. 10 minutes or less. What happened? ------------------ Your opinion: Good  Average  Poor Good  Average  Poor 
    116. 116. Reading for pleasure Reaction Report – Draw a picture 1. Draw a picture of a scene from the story. Don’t copy a picture. Draw one from your imagination. ------------------ 2. Explain your picture. What is happening? What happened before this picture? What happened next? 3. Your opinion. What did you think of the book? Good  Average  Poor 
    117. 117. A few questions about questions: When do students see the questions?
    118. 118. YOU THINK YOU’RE PRETTY SHARP. DON’T YOU You may not be as sharp as you think
    119. 119. How many points were on the badge? Four Eight Six What’s the point?
    120. 120. How many points were on the badge? Six The answer:
    121. 121. Who is taller? The purple clay figure The white clay figure The yellow clay figure Your boss
    122. 122. Who is taller? The white clay figure The answer:
    123. 123. Who nods first? The white clay figure The yellow clay figure Neither They both nod at the same time
    124. 124. Who nods first? They both nod at the same time The answer:
    125. 125. Was the time on the watch accurate? Yes There was no watch We have no way of knowing Yes, but only on the west coast
    126. 126. Was the time on the watch accurate? There was no watch The answer:
    127. 127. A question about questions: When do students see the questions? Before they read
    128. 128. Reaction Report - Your own questions Before you read. Look through the book. Find 3 pictures. Write a different question about each. Write 3 questions.) • page Q1: • page Q2: ------------------ Your opinion: Good  Average  Poor  After you read, answer your questions Reaction Report: What was the book about? What happened?
    129. 129. Reaction Report - The story and you Think about the story. What happened? What was the same as your life? Your character? Your dreams? What is different?. The story. My life. ------------------Your opinion: Good  Average  Poor 
    130. 130. Reaction Report - The story and you Think about the story. What happened? What was the same as your life? Your character? Your dreams? What is different?. The story. My life. ------------------Your opinion: Good  Average  Poor 
    131. 131. How did you learn to read?
    132. 132. Extensive Reading & Listening Use the CD/Mp3
    133. 133. Extensive Reading & Listening Dramatic reading
    134. 134. Extensive Reading & Listening Marc’s note to teachers: For the next slide, I do a dramatic reading as an example. The next side is for Hitchcock’s Psycho.
    135. 135. Extensive Reading & Listening Dramatic reading
    136. 136. Extensive Reading & Listening Use the CD/Mp3
    137. 137. Extensive Reading & Listening DVDs English with English subtitles
    138. 138. Extensive Reading & Listening
    139. 139. Extensive Reading & Listening on the web
    140. 140. Music videos Youtube: lyrics
    141. 141. Music:videos & Google: “song title” lyrics
    142. 142. Internet resouces er-central.com voanews.com bbc.co.uk
    143. 143. 3 Rules for ER 1. No dictionaries. 2. If you don’t know a word, ignore it. 3. If it’s boring, stop reading. Sakai Kunihiro Denki Tsushin Univ., Tokyo
    144. 144. 1. No dictionaries They cause frustration. They don’t help you remember. Choose books you can enjoy without a dictionary!
    145. 145. The baseball rule Strike #1. Don’t worry. Just skip it.
    146. 146. The baseball rule Strike #2. Guess.
    147. 147. The baseball rule Strike #3. Look it up in your dictionary.
    148. 148. 2. If you don’t know a word, ignore it! Concentrate on what you DO know. Read faster, and read more. Choose books you can enjoy skipping through!
    149. 149. 3. If it’s boring, stop reading Don’t try too hard. There are many other books. Stop reading. Chose a different book.
    150. 150. www.erfoundation.org Free. Available in several languages.
    151. 151. DIY – Do it yourself. • Think of the ideas from today’s workshop. • How will you use them in a class next week?
    152. 152. Comedian Groucho Marx: - Groucho Marx Outside of a dog, a book is man’s best friend. a person’s I n
    153. 153. Why ER? Research is clear. Statistics are convincing. Methodology is valid.
    154. 154. Research is clear. Statistics are convincing. Methodology is valid. But most of us don’t teach research, statistics or methodology
    155. 155. We teach people.
    156. 156. Thank you.

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