Be Proud Read Aloud Project Planning...Published on-line by NZCC Ltd Be Proud Read Aloud Project...

Published on-line by NZCC Ltd Be Proud Read Aloud Project Planning www.repeatreadaloud.co.nz

Be Proud Read Aloud Project Planning

Published on line for easy reading, printing, and photocopying for repeat reading aloud together

The Creative Commons copyright license used here, allows others to redistribute ourwork and share it with others as long as the Repeat Read Aloud Programme, the BeProud Read Aloud at School, the Celebrating One People, Commemorating theTiriti o Waitangi or the Read Aloud Peace Programme is mentioned and the work isnot changed in any way or used commercially.

We like to use these Kete contributions to photocopy so we can easily repeat reading aloud together as a group.

Copyright © New Zealand Culture Company Limited

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Contents

Tangata o te Tiriti working together Page

3 Introduction to project planning – multi-culture & multi-literacy

4-8 Overview & Term Project Plan. Term task check list. One Session Project Plan

9, 10 List of some inter-linked manuals supporting Read Aloud Projects. Feedback questions to ask.

11-12 Term Kit

13 Working as a Team (a multi-cultural practice)

15-19 Types of Team Tasks with roles and outcomes

20 Multi-cultural Kete themes in translation

26 The Kete and culture of Being Proud & Reading Aloud

27-28 The language and intention we use to describe adults repeat reading or listening aloud together

29 Apply the 5 markers of well-being

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Introduction to project planning for read aloud projects

Project plans allows people working together to unite around a plan.

Project planning allows different people with different talents and understanding to work together focussing on a plan.

Multi-cultural tasks can be achieved when different cultures with different understandings do the same thing at the same time. Read aloud projects offer some things to do together regardless of differences

• we can read aloud together• we can repeat read aloud together• we can listen together to others reading a language we do not understanding• with the Tiriti o Waitangi we can offer translations in our own languages to focus our efforts as

citizens

Next there is an overview of the Kete Themes which hold the Repeat Read Aloud Programme for Adults together. Here they have been translated by Volunteers into Maori, English, Chinese and Korean translations. Many Kete have been published on-line woven by these Kete themes. By staying with the same themes more translations can be collected to pay tribute to the languages that are alive in Aotearoa New Zealand. Hopefully the Peace Programme and the Be Proud Read Aloud at School will bedeveloped along similar lines culminating in a collection of Kete for us to share as communities, here andabroad.Weaving Kete with words for publication integrates the vocal with the written – a grand multi-literacy project designed to bring the global to the local, and the local to the global. Diagrams and explanations follow.

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Overview Term Project Plan with term task check list next page

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Publish previous term Kete-C.J.

Accepting contributions to the Kete-Community Journal for one Term

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approximately 40 set upSession Kete Themes teambuildingOne Embed Gratitude 2.00 8.3% 1 oneTwo Recycle etc 2.00 16.7% 2 twoThree Greetings 2.00 25.0% 3 threeFour Self Training 2.00 33.3% 4 fourFive Power of Words 2.00 41.7% 5 fiveSix Words & Destiny 2.00 50.0% 6 sixSeven Doing Our Best 2.00 58.3% 7 sevenEight Living Together 2.00 66.7% 8 eightNine Valid Opinions 2.00 75.0% 9 nineTen Step-by-Step 2.00 83.3% 10 tenEleven Initiate Efforts 2.00 91.7% 11 elevenTwelve Fortunate Words 2.00 100.0% 12 twelve

*No sessions on public holidays

*PUBLIC HOLIDAYS week one MON TUE WED THUR FRI SAT SUN6-Feb Waitangi Day 2 HOURS / DAY. 2 x WEEK week twoJan/Feb Anniversary Day Auckland week three

Good Friday Eg. Mon & Wed 10-12 week fourEaster Monday Eg. Wed & Fri 10-12 week five

25-Apr Anzac Day Eg. Tue & Thur 10-12 week sixJune Queen's Birthday Eg. Mon & Thur 10-12 week sevenOctober Labour Day

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BETWEEN TERMSGet teamPhotocopy etcPrepare stats. Publish Kete-C.J.

Published on-line by NZCC Ltd Be Proud Read Aloud Project Planning www.repeatreadaloud.co.nz5

(NZCC)

Tasks Tick off Prepare for term - checks Pre-term After last term Finish before term First week of term Feedback ss 8.9.10 End wellCoordiante so that there is the same number of Volunteers & Readers

PhoningAppropriate area to work File relevant documentsPhotocopy enough to read togetherInterpreter support - Advertising through networksPrepare & summarise Volunteer & Reader feedbackSend summary of evlauations to library Set-up teambuilding Pre-termTick off the documents you needPhotocopy ticked documentsSet up teambuilding documents your want to usePack library bag & resource manual Contact teamConfirm dates with libraryHold teambuilding 1st week of termBring a term pack (i.e.printouts) to the teambuildingWork through your team building planFill out attendance, permission slip, contact details etcManuals / Community Journal-KeteExplain safety (fire-exits) & team protocalSessions 1-12 Sessions 8, 9, 10Evaluation summariesDistribute & Collect filled out evaluations and feedback formsTranslate answers where necessaryPut all answers on a summary sheetEmail summaries to relevant PDs and libraryKete-Community Journals (collect & publish) Pre-term Publish last term's Kete Collect for this term's KeteCollect all contributionsTake out anything that needs copyrightCheck all photos have signed release formsUse template to type up articles & insert photosMake sure articles are appropriately anonymousSend to author group for editting Convert to web publishingWhen there is funding print


Read Aloud Project Plan preparation example

A Prepare for term / project check list (to read with the project plan diagram on page 15)

1 Coordinate participants. For one-on-one check there is the same number of Volunteer Readers & LanguageLearning Readers

2 Make contact, through advertising where necessary confirm by phone

3 Organise the place you are going to read aloud

4 Make a file to hold relevant documents

5 Photocopy the numbers of paper you want to read aloud together as a group

6 Get Interpreter support relevant to the Language Learning Readers you are working with

7 Prepare for this term, and summarise from last term, the feedback from Volunteer Readers and Language Learning Readers

8 Send (e-mail, give) evaluation summaries to the staff e.g. Library Staff, you are collaborating with

9 Distribute, collect & with translators, fill out evaluation and feedback forms near the end of the project term

10 Find translations where you have not had in-house Interpreters

11 Collate all feedback on a summary sheet, preferably on-line for easy filing and sharing

12 Email anonymous summaries to relevant people like Programme Deliverers, Kaiawhina, Library Managers

B Set up & hold team-building

1 Tick off or decide the documents you need for the whole project, like photo-release forms, contact sheets

2 Photocopy from the document templates the numbers you need (make a Term Kit)

3 Decide or set up the specific Team-building documents you want to use

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4 Pack the library bag with the Term-Kit you have just made, pack the Manuals you need etc

5 Contact the Team

6 Confirm the dates for the whole project with the Library / Marae

7 Bring the printouts for the Team-building to the Team-building for distribution

8 Have the attendance sheet, permission slips, filled out for those who decide to come for the term

9 Confirm which languages you need to cater for with the Manuals, refer to on-line Manuals

10 Bring a printed Kete to show, at the Team-building. Bring examples of bi-lingual contributions

11 Explain safety (fire-exits), print on-line Health & Safety Brochure. Explain your Team protocol.

C Run read aloud Sessions. Collect & publish Kete

1 Run the Sessions, hold Read Aloud project, either your own format or follow the Session Plan Model.

2 Work multi-culturally (e.g. read the Kete Themes aloud together to start, or listen together even when you don't understand the language)

3 Collect Kete contributions, use every contribution

4 Discard anything that needs copyright

5 Check you have permission, signed released forms, for any photos you want to use

6 Make sure published articles are appropriately anonymous

7 Send to author group for editing

8 Convert to web publishing

9 When there is funding or sponsorship – print.

10 Finish with aplomb by celebrating, with food, with items, with whatever ...

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One Session

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Shared LeadershipSessions 1-12* Kete Themes (see overview) Programme Deliverers

a Name-tags. Attendance. Handouts. Anybody0.1 Repeat the theme of the day together All0.2 Repeat read aloud one-on-one Everybody0.3 Giving to the Kete-Community Journal Somebody0.4 Repeat read aloud as a group Together

Session 9 Valid Opinions (feedback & evaluations) Programme Deliverers9a Name-tags. Attendance. Handouts/ins. Anybody

9.1 Repeat the theme of the day together All9.2 Repeat read aloud one-on-one Everybody9.3 Giving to the Kete-Community Journal Somebody9.4 Readers & Vols to complete feedback forms Together


List of inter-linked Manuals to support Read Aloud Projects

The New Zealand Culture Company Ltd have prepared six main types of Manuals:

1. Repeat Read Aloud NZCC Manual (in different languages). This Manual sets out the 1,2,3 Repeat Read Aloud Programme for Adults.

2. Repeat Read Aloud NZCC Programme Deliverer Model Session Plan which presents a guide for those running the programme for the first time.

3. Training Manual which comments and informs Programme Deliverers Session by Session how to deliver the programme, supported by two videos - about a group and about the one-on-one repeat read aloud method.

4. Repeat Read Aloud NZCC 1,2,3 Steps (in different languages), where it is not practical to translate the entire manual.

5. Kete Community Journal Template for you to weave your own Kete of words and pictures to publish online.

6. This Project Planning manual including a collection of translations of the different Kete Themes.

The Repeat Read Aloud NZCC Manuals and Kete- Community Journal support the running of the 1,2,3 Repeat Read Aloud Programme for Adults. There two main outcomes of the programme: people coming together to read, one -on-one and in a group: to collect words that allow us to weave a Kete-community which IT's Accessible Trust will publish on-line. How the manuals are used will depend on the Team and the Programme Deliverer. All of Repeat Read Aloud Manuals are accessible :

• On-line. The on-line manuals can be read on a computer at home, or at the library for free. On-line manuals have the advantage of being in colour. On-line manuals do not cost to print or to store. Especially for one off use e.g. To read about the programme, on-line manuals are environmentally friendly because there is no paper waste.

• In print. Repeat Read Aloud NZCC Manuals can be printed from the web. This can be important if someone takes special pride in having a manual,. It can be worthwhile to print a manual if it is used to guide their work. Sometimes

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a printed manual is easier to share with family and others. Colour printing is a lot more expensive than printing in black and white. If someone is very familiar with learning and the manual is another of many, a colour copy may not be required and black and white will be quite adequate. Decisions about binding, stapling, filing are made with the same practical concerns in mind.

Repeat Read Aloud Feedback Questions to ask

1. Your overall comment?

2. What would have made the Session better?

3. What could have improved the programme?

4. What worked well?

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NZCC Ltd suggest a TERM KIT. The Term Kit will have all the administration papers you will need to run a term's programme. They have been numbered in the order that you will need them.

1.. General phone list. At first (1. in the Term Kit) you will need to start collecting phone numbers of those people who are interested in joining as a Volunteer (Volunteer Reader) or as a Reader (Language Learning Reader).

2A. Volunteer contact details. It is useful to separate the phone numbers and contact details into Volunteer Readers(2A) and Language Learning Readers (2B). Note whether the Volunteer can come 1 or 2 days every week of the 6 week term plus the teambuilding. The team building gives the Volunteers time to meet the new Readers and to assess in more detail how they can deliver the programme in the best way as a team, for example they can chose to take up a different Volunteer task each term.

2B. Reader contact details. Sometimes with the Language Learning Readers it is easier to communicate by email, (www.repeatreadaloud.co.nz) with a person who cannot understand enough English to hold a telephone conversation. Other family members often help with translating emails and manuals. Holding a team building before the sessions starts allows people to engage enough to decide whether the programme is suitable for them or not (eg times, transport, etc.).

3A. Volunteer term registration form. 3B. Reader term enrollment form. These will be filled in at the teambuilding.

4. Teambuilding attendance form, useful to start the term, also to show the library and funders.

5. Permission to use form. We need legal permission (or explicit signed non-permission) to take people's photos which become an integral part of the Kete-Community Journal which is published on the web and printed for the teams.

6. The pre-course demographic forms have been requested by the libraries as providers of the books and other services.

7. Readers' waiting list. Keeping a waiting list allows us to deal with the Readers equitably. The Readers are offered aplace when one becomes available keeping in mind that priority be given to multicultural teams rather than strictly first come first serve basis.

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8. Contributions to the Kete. To fill our Kete-Community Journals we need contributions from both the Volunteers and the Readers, the 'homework' triggers this giving. If each participant gives at least one contribution a term the Kete will be happy.

9. Session attendance A record of the attendance at sessions is important so that we can be accountable to our funders. For this reason if each person signs their own attendance it looks more authentic.

10. The Feedback form -usually handed out before the end of term, but because some Volunteers come once a week may take a few weeks to collect, allows us to improve the delivery of the programme step by step. Both the Readers and the Volunteers are invited to fill out this form.

The completion of all the forms, plus all the contributions to the Kete, mark the end of term. The completed forms are handed to the library manager who file them for the library, and for the funders. www.repeatreadaloud.co.nz publishes the Kete from the photos and written contributions that are collected by the Programme Deliverer week by week and at the end of term.

Volunteers for next termIf you are prepared to come back next term please fill in the following

• Name • Do you want a reminder?• Please repeat contact detail• Do you want to come 1 or 2 days?• If 1 day, which day?• Outline the task you would like to pick up

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Working as a Team is a multi-cultural practice, joining our different skills for a good outcome

Overview of Team-building

Objectives for today

• To welcome each other

• To get to know each other by working together through the team-building

• To learn about the value of repeat reading aloud, the outcomes and the Community Kete

• To improve our understanding and knowledge of the 1,2,3 Repeat Read Aloud Programme and the Read Aloud Together Time

• To set up the team for the term, to be clear what everybody is doing and also to make sure there is always room for people to learn and grow into other roles

• To have fun

Team Kaupapa

We as a team work together. Our kaupapa is below:

Our vision Is to work together for the good of each other and for the betterment of society.

Our focus Is to cultivate, in our work, the ability to transcend cultural and other differences in order to come together harmoniously with a growing respect for one another. It is through this kind of respect that each of us can become pillars of society wherever we choose to be: with a Read Aloud Project working together we can create a world that ensures everybody can succeed.

Our intent Is to help build communities where we continually learn and grow with each other, we achieve this through sharing the reading of books.

Key educational points for language literacy“Read ten million words and you can teach yourself a language.” If a student is serious about learning a languagewe encourage them to reinforce their language development through repeat reading following three guidelines.1. Don’t use the dictionary to look up the meanings of a word. Immerse yourself in the pleasure of a book

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2. When you don’t understand a word, try skipping that word and relying on the context. If there are too many words you don’t know, that is a sign you are reading at too high a level and you will lose the pleasure of the book.3. Read for pleasure, so when you are bored or tired, stop or change books. College and University teachers use this proven method for their student with great success. Students are reporting that not only do they feel more confident using their new language. Their examination marks are going up. All with less stress and more enjoyment!

Sustainability & cultural literacyRepeat Read Aloud Projects offer sustainable education by accessing and building sustainable communities. We do this by reading quality books in our public libraries with quality people-time (one-on-one learning) Through repeat reading aloud we can pass on our language with joy. Both the Language Learning Reader and the Volunteer Readers learn from each other

Shared team goal

We will work together to blend all our combined skills so that we can offer the 1,2,3 Repeat Reading Aloud Programme in the best waypossible. We will bring our individual roles together to work for the benefit of the whole Team. Every term we will bring the Volunteers and Readers together to build a Team i.e. we can say the Team will form, perform, storm and adjourn. Both Language Learning Readers and Volunteer Readerscan take on roles like Kaiawhina.

Ground rulesWe agree to practice active listening, to respect each other’s ideas and share the work; we agree to pass on any unresolvable differencesa relevant mediator as soon as is reasonably possible

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Types of Team Tasks & Outcomes

Volunteers ·• To always be available to read.• To help Readers choose appropriate books

This person needs to speak clearly, listen carefully and show patience and understanding. Outcome - Tthe expectations of the Readers are fulfilled

Readers · To be ready to read and to help o chose an appropriate book. Outcome - The expectations of the Volunteers are fulfilled

DIY Filing Manager · To manage the DIY File and keep it in order

• To distribute the right forms to the appropriate person (eg. Attendance forms to the Attendance Volunteer)

• To ensure all forms are returned to the file at the end of each session.

This role requires organised people who are able to work co-operatively with others.

Outcome -The group can work together efficiently with the documents they need

Audio Equipment Person (when there are tapes & decks or equipment to look after)

• To ensure all tapes and tape decks are signed in and out using the appropriate forms

• To recharge and replace batteries as required

This role requires a person who feels capable of using the equipment

Outcome - Audio equipment is kept safe and in working order

Coach/Time-keeper · To start the session on time, to finish the session on time

• To round up everyone ten minutes before the end of the session to keep to time

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• To support the Programme DeliverersThis role requires a person who is a good time-keeper as well as being able to gently move people alongOutcome - The sessions are predictable and reliable. Sessions run on time

Kete-Community Journal Team

• To encourage and collect contributions for the Kete-Community Journal. To put the contributions in the relevant place in the Kete-Community Journal folder

• Yo take regular photographs throughout the programme for the Kete-Community Journal. To collate, edit and prepare Kete-Community Journal at the end of the programme

NB. You can volunteer to be part of this team without taking on all of the above roles.

Outcome To celebrate and share with others the success of this particular programme

Translator / Interpreter (Interpreter for the spoken language, Translator into written language)

• To work with the Programme Deliverer to interpret or translate where required

• To interpret the Readers’ replies so that the Volunteers can understand the answers

• To ring in their own language Readers who were absent to check if they are all right

This role requires a bi-lingual person!

Outcome The Readers understand how the programme works and are able to think and process in their adult language

Phone Person (who will personally get everyone’s permission for their phone number)

• To be available for any queries, to get everyone’s phone number (with their permission).

• To be able to receive phone messages regarding absentees, etc

• To be prepared to make phone calls if required

This role requires a person with an answer-phone and a mobile phone

Outcome - There is a person that the Volunteers, the Translator and the Readers can communicate through.

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Library Bag Person (if there is a library bag, otherwise the person taking care of all the programme books etc. )

• To collect library bag at the beginning of each session and return it at the end of each session

• To ensure library bag is attended to at all times during each session

• To check all resources and equipment (e.g. camera) are returned to library bag at end of each session

This role requires a security-conscious person who is able to arrive early and stay behind afterwards All resources and

equipment are kept secure

Outcome - The programme is able to run smoothly with all resources available for use.

Programme Deliverers (a role that needs to be shared in case one person cannot attend in an emergency such as sickness)

• To lead the session plans, focusing on the content of each session plan• To co-operate and support each other to fulfil this role

This role requires people who are prepared to familiarise themselves with the content of each session and who are confident enough to deliver the programme clearly. It is useful to fill in or write a small process evaluation each session. It is easier to do it directly on the computer or email it to the office. It can be contributed to by any Volunteer or collected by the PD.Outcome - The programme is delivered in a consistent and clear manner and does not lose its original focus. We can continually improve programme based on cumulative evaluation results.

Feedback Collector & Certificate Preparer & Distributor

• To distribute and collect feedback forms during Session 9 (or 10 if the Volunteer comes once a week)• To have filled in the appropriate languages and correct spelling the certificates to be given out on the last session

(eg session 10a, 11 or 12 depending when is the last session for the Volunteer)• To fill in the process feedback form every session with at least one comment• To encourage other Volunteers to offer their opinions by adding comments to the process feedback form

This role requires a person who is organized and aware of which days which Volunteers comeOutcome - We can achieve (fill out) regular focused feedback.

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Attendance Person ·• To make sure that the attendance sheets are signed each session• To make sure the name tags are filled out correctly (in all languages) on the first session• Distribute the name tags each session• Collect name tags at the end of each session

This role requires a person who is punctualOutcome - We have valid records. The Readers have one person they associate with collecting and returning their nametags. We can call each other by our names.

Health & Safety Officer (usually Attendance Volunteer because they are aware of who is there)• To know where the safety exits are and make certain every participant knows where they are too (first session will

give specific time)• To follow up on newcomers so they are aware of these requirements• To bring the attendance sheets in case of an evacuation so all people can be accounted for.

This role requires someone who can stay calm in an emergencyOutcome - To comply with our legal requirements

Kaiawhina The Kaiawhina is the most important role. This person will do whatever it takes to keep the programme rolling smoothly. This person needs to understand the programme and be very flexible.Outcome - The programme achieves its purpose

Welcoming Person • To make sure each Reader and each Volunteer is greeted when they arrive and knows what to do• Displays the Repeat Read Aloud Poster with session times and an information phone number• Answers any questions about the programme from observers, hands out any brochures and takes names for the

waiting list.This role requires a person who is able to arrive a few minutes early and who has a nice smile!Outcome Everybody can feel acknowledged and welcome when they arrive Passers-by can read about our programme and leave their details

Good-bye and Thank you Person• To make sure everybody leaves satisfied with everything they need to come back next time.• To remind Readers to fill in their reading logs.

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• May need to assist the Readers with issuing books for the first couple of sessions• To make sure nothing is left behind and the library is left tidy

This role requires a person who is able to stay on a few minutes after the session has finishedOutcome - The Readers and Volunteers have their efforts validated and appreciated and leavefeeling satisfied. The library welcomes us back.

Other You may identify a task not described here. To fit a solution to the way you chose to deliver the programme

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Kete themes overview

Kete theme one: embed gratitudeKete theme one: embed gratitude

Whakawhetai tonu mō ngā mea katoa, i ngā wā katoa

Kia ū tonu te whakamoemiti, i te pō, i te ao, mo ngā mea katoa

Be absolutely grateful for everything day and night

每时每刻对每件事都有感激之心

항상 모든것에 대해 정말로 감사하십시오

Kete theme two: recycleKete theme two: recycleKia kotahi te mahi o te iti me te rahi, whakatikaina, whakapaingia te mata ō Papatuanuku. Kia ū tonu rā ki te kaupapa o te hangarua

Me tūhono-ā-ringa ngā tūmomo tāngata katoa, ka mahitahi ki te whakapaipai me te whakaora ake i te taiao. Me waihanga e tātou he hāpori ko tōna tūāpapa, ko te mahi hangarua

People from every walk of life need to join hands and work on cleaning up the environment. We need to establish a society whose foundation is recycling (repeating).

来自各行各业的人需要手牵着手一起净化环境. 我们需要建立一个可回收（反复）利用的社会基础

어떤 신분의 사람들이라도 환경을 정화하는데는 서로 손을 잡고 일할 필요가 있습니다. 우리는. 근본이 재활용인 사회를 정착할 필요가 있습니다

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Kete theme three: greetingsKete theme three: greetings

Tukua te mihi i te timatatanga ō te rā. Mā te mihi tetahi ki tetahi, ia rā, kā ora te manawa, kā ora hoki te wairua

Me tīmata ia rā me ngā mihimihi. Mā te mih maioha tētahi ki tētahi, e noho manahau ai tātou, ia ra

A day begins with greetings. By exchanging greetings we can go through each day cheerfully

一天从问候开始。通过相互问候我们可以愉快地度过每一天

인사로 하루를 시작하십시오. 주고 받는 인사로 우리는 하루를 기분좋게 보낼 수있습니다

Kete theme four: self-trainingKete theme four: self-training

He wero te whakaako i a koe ano. Kia u ki to rangatiratanga

He mahi ūaua ki te whakaako i a tātou anō. Whakatōhia te tū pakari

It is a challenge to train ourselves Cultivate self-reliance

练自己是一个挑战，培养自力更生的能力

스스로훈련하는것은도전입니다자신의신뢰를키우십시오

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Kete theme five: power of wordsKete theme five: power of wordsKo te kupu te kaihiki o te manawa tapu ō te tangata mō te whakapuaki i ona whakaaro hohonu

Ka tāea e te mana o te kupu te whakaatu i te hōhonutanga o te wairua o te tangata

Words have power to express a person’s innermost attitude

言辞具有表达一个人的内心态度的能力

말은 사람의 마음 깊은곳에 품은 생각을 표현하는 힘을 가지고 있다

Kete theme six: words and destinyKete theme six: words and destinyKei roto i te tangi ō tō reo, te mana ki te whakatika i te ara e piki ai koe ki te tihi ō tō maunga, e taea hoki e te tangata kee te piki i tona maunga

Kei to āhua whakaputa i te kupu, tētahi ahunga mai o te mananui ki te whakahuri, ehara i tou anake whakaritenga, engari i te whakaritenga o ētahi atu

The way you project words has tremendous power to change not only your own destiny but also the destiny of others

你表达言辞的方式具有很大的能力不仅能改变自己的命运还能改变他人的命运

당신이 말하는 방식은 당신의 운명뿐만 아니라 다른 사람의 운명 또한 바꿀 수있는 엄청난 힘을가지고 있습니다

Kete theme seven: doing our bestKete theme seven: doing our bestMahia te mahi i runga i tō kaha me tō manawa katoa.” he ture motuhake tenei

Me maimoa te tauira, “whāia ko te taumata teitei.”

Do your best” is a golden rule to cherish

你最大的努力是获得真爱的金规

“최선을 다해라”는 뜻을 소중히 키우는 황금률입니다”

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Kete theme eight: living togetherKete theme eight: living togetherMahia te mahi i runga i tō kaha me tō manawa katoa.” he ture motuhake tenei

Ka tāea e ngā tāngata, he maha, me te rerekē o rātou whaiora me o rātou āhuatanga, te nohotahi i roto i tēnei ao

People with various personalities & characteristics co-exist in the world

具有不同个性和特色的人共同存在于这个世界中

세상에는 서로 다른 개성과 특성을 가진 사람들이 공존 합니다

Kete theme nine: valid opinionsKete theme nine: valid opinionsHe whakaaro ano kei tena, kei tena, ahakoa tona tika tona hē rānei

He whakaaro whaitake kei ia tangata

Everyone has a valid opinion

每个人都有不同的观点

모든 사람은 타당한 의견을 가지고 있습니다

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Kete theme ten: step-by-stepKete theme ten: step-by-stepHe arapoutama te akoranga

He āta haere te hīkoi o ngā mahi akoranga

Learning is a gradual step-by-step process

学习是一个循序渐进的过程

배움이란 점진적으로 한걸음 한걸음 진전하는 것이다

Kete theme eleven: initiate effortKete theme eleven: initiate effortKia mataara te mahi, ki te tatari koe mō tetahi atu kā taimaha te pikaunga.

Māu e tīmata ngā mahi, inā tatari koe mo ētahi, ka ūaua kē atu te anga whakamua

Be the first to make efforts, if you wait for others then progress will be more difficult

首先要做出努力，如果你等待别人，那么你的进步就会很难

먼저 노력을 하십시오. 만약 당신이 다른것들을 기다리고 있다면 진전은 점점 어려워 질것입니다

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Kete theme twelve: fortunate wordsKete theme twelve: fortunate words

Mā tō mōhio ki te whakamahi kupu, e mārama ai koe ki ngā piki me ngā heke

Ko te āhua o to whakamahi i te kupu, te kai whakatau i te pai, i te kore rānei e pai o to haerenga

Whether your journey in life is fortunate or unfortunate is greatly determined by the way you use words

你的人生旅途是否幸运在很大程度上取决于你用词的表达方式

인생에서 당신의 여정이 운이 좋거나 불행하거나 하는것은 당신이 사용하는 말의 태도에 의해크게 결정됩니다

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The Kete & Culture of Being Proud, Reading Aloud

The Be Proud, Read Aloud Kete - Community Journal

For four terms (of seven weeks) in a year, a small team of up to twenty adults come together for a few hours in a library to repeat read aloud together. To celebrate this community Volunteer Readers and Language Learning Readers get the opportunity to contribute to a Kete - Community Journal which through photos, reflections, recipes, comments and stories, pass on in some small way the cultural learning and cultural pleasure that takes place during this special term time. The

Kete contributions are triggered at the beginning of each Session by repeat reading aloud together one of the twelve Kete Themes. This Kete - Community Journal gives the participants of the 1,2,3 programme a platform to express their initiative, offer their opinion or leave a memento behind of their work. It also gives us a resource to photocopy for repeat reading aloud as a group without infringing copyright law.

The Culture of repeat reading aloud – ABC, 1,2,3Culture is a way of doing things.

Culture of working together Reading aloud together, one-on-one or in a group, facilitates inter-cultural communication. Having a Team allows Volunteers to work on the project of repeat reading aloud together which is 1. Easy. 2. Fun. 3. Lots of reading.

Culture of reading aloudBy combining computer literacy, cultural literacy, communication - language literacy and community literacy, we can create aculture that allows us to fill an on-line Kete - Community Journal to print or to publish on www.repeatreadaloud.co.nz. Reading aloud is one way to combine using computer technology, with traditional oral knowledge and with written words. When we bring cultures together, when we combine the written and the oral, the oral and the written, we can recycle old stories and create new stories. Stories bind people together.

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Culture of recycling words in booksWe encourages a culture of treasuring books, especially the quality books collected by libraries. Libraries are a wonderful wayof recycling books. Books are like our cultural 'baskets'. Books are written by connoisseurs of language, our authors. The authors of books are like language teachers ready and waiting to be read. Reading lots of books reinforces language learning.

Culture of recycling Kete Themes (Multi-cultural path we walk together: doing the same thing at the same time)

The second of the Kete Themes we repeat read aloud together is "People from every walk of life need to join hands and workon cleaning up the environment. We need to establish a society whose foundation recycling.." We can recycle words through repeat reading aloud. The twelve Kete Themes encourage recycling words through cooperative language learning. With so many languages in the world moving from their place of origin the Kete Themes encourage us to help each other as adults even though we are still learning like children. Recycling library resources in this new way of the 1,2,3 Repeat Read Aloud Programme for Adults scaffolds multi-literacy (communication literacy literacy, computer literacy, community literacy) even when we are limited by other material restraints.

Culture of recycling Volunteer Readers - Accessing & Building Communityto read aloud we can use audio books but we value the word spoken through a living person – Volunteer Readers! To recycle Volunteers three Kete-folders to make up a Term Kit, have been compiled to help you to manage a Team of Volunteer Readersworking with Language Learning Readers. The ABC of reading aloud helps all to Access & Build Community.

1. A folder-kete of Library Manuals, published on-line, explain (translate) the way we repeat read aloud in different languages so that the Language Learning Readers can "Think Like an Adult. Learn Like a Child".

2. A folder-kete Term Kit holds papers (1-10) which helps Language Learning Readers and Volunteer Readers to organise a group for a term. The Term Kit gives the Team the flexibility to re-set up from the beginning each term, taking up tasks or roles to suit the Team at that time for the time. Every term the Kit is made anew, and every term the Team starts afresh.

3. A folder-kete holds a selection of pages chosen and photocopied as suits the group from previous Kete Community Journals so that the group can easily read aloud together and learn from other groups.

Let the true worth of everyone shine throughout the world

About th

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The language we use to describe adults repeat read aloud together

We do not teach we read together (we learn from each other)

Adults repeat reading aloud together is essentially a community project. We can repeat read aloud even when we cannot speak the same language! Repeating after someone can be easy. Reading aloud to someone is easy.

For this reason we are very careful about the language we use to describe what we do. For example we do not teach, we read. Because the basic skills we use are repeating and reading /speaking we can open up our people resources to more people than what we could provide if we were looking only for teachers.

Volunteer Readers & Language Learning Readers coming together to learn from each other

So you can see that the 1,2,3 Programme brings Volunteer Readers & Language Learning Readers together, we do not call them teachers and students because we are all learning about each other and our cultures in this shared reading process.

Learning is a dynamic vibrant activity. To keep learning as adults is like prolonging our time as children when learning was fun and effortless. As children we may have played by ourselves but more often than not we came together to play. Coming together in our differences is unpredictable and exciting. When we repeat read aloud together the Volunteer Readers enjoy learning about people from another culture just as much as the Language Learning Readers like reading the books.

By working together we can ABC: Access and Build Community, 1,2,3: have fun, be relaxed & learn lots

Through books, through library we can access and build community, sustainable communities. Sustainability is about setting up a continuous process of growth and learning. Sustainability means something that we can continue doing at no extra cost. Sustainability means for us being able to use the resources we already have in a more productive way. By bringing people together to share reading we can make better use of our library resources. By bringing people into the community through the library we can build our community even when we are strangers. Through repeat reading aloud together in the structured way we promote, people can come together in a constructive way to come to understand each other and build better community relationships.

Multi-literacy

Let's all improve our cultural literacy, our communication literacy, our community literacy and our computer literacy.

Repeat Reading Aloud - 1,2,3 ABC Accessing & Building Community

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Apply the 5 markers of well-being(www.neweconomicfoundation.org new economic foundation, research model)

✔✔ givegive

✔✔ observeobserve

✔✔ connectconnect

✔✔ be activebe active

✔✔ keep learningkeep learning

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Give time to read aloudGive attentionGive photos

Give illustrationsGive wordsGive stories

http://www.neweconomicfoundation.org/

Be Proud Read Aloud Project Planning...Published on-line by NZCC Ltd Be Proud Read Aloud Project...

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Transcript of Be Proud Read Aloud Project Planning...Published on-line by NZCC Ltd Be Proud Read Aloud Project...