Reading in English - How to motivate and engage your students 29 May 2006 Chinese University of Hong...
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Reading in English - How to motivate and engage your students
29 May 2006Chinese University of Hong
KongB6, Ho Tim Building
5.00 - 7:00 pm
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Motivating and engaging low proficiency students
Gertrude Tinker Sachs
Georgia State University
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Overview
• Handouts – what are they about?
• Where are we in our thinking? Understanding why – articulating why – theories that inform our views and actions
• Strategies and approaches
• About taking action and being proactive
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Handouts – are they useful?
Let’s have a look – pre-reading
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Cooperative Learning
What it is not.
Shoulder partners and eyeball partners – number off please
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Let’s start with you
• School level
• How would you describe your learners?
• How would you describe yourself as a teacher?
• Please put your name and school on the paper and turn in.
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Where do I stand?
How do I view Hong Kong teachers?
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Major findings from research
• Children acquire the foundations of literacy within their native language and culture (Cummins, 1989; Wells, 1986; Wong-Fillmore, 1991)
• There is a social nature to literacy learning (au & Mason, 1981; Heath, 1983; Scriber & Cole, 1981; Vygotsky, 1978)
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Major Findings
• Background knowledge plays a significant role in meaning making (Bruner, 1996, Goodman, 1992; Langer, 1984)
• Reading and writing are interrelated (Clay, 1979; Harste et al, 1984)
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Major Findings
• Becoming literate in a second language takes time 5-7 years depending on the individual, strength of native literacy, type of second language instruction, and status of the second language (pg.23)
• Perez, B. (1998). Language, literacy and biliteracy. In B. Perez (Ed), Sociocultural contexts of language and literacy, pp21 -48. Mahwah, NJ: Erlbaum.
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Creating Classroom Contexts
Non-linear thinking
• promoting risk-taking, problem solving,
• Offering their own ideas about text
• Open classroom for the flow of ideas
• Meaningful literacy learning connected to the real world
• Thinking about thinking - metacognition
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Classroom Contexts
• Scaffolding linguistic and background knowledge – connecting to what they know and have experienced
• Asking decontextualised questions will limit use of linguistic code; ask what do you think…
• Adopt an interactive stance in your teaching
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Classroom Contexts
• Set a purpose
• Students read their drafts to other students
• Respond to stories read by their teacher
• Respond to prompts
• Create some prompts from current affairs in HK, the region, around the world
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Reader response strategies
• What is my purpose• Why did the author write this text – what did s/he
teach me• What parts to I like best/least/why• Does the text remind me of another text –
similar/different• What would I have changed if I had written it?• Are there parts I don’t understand – what can I do
about it?
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Reference
• Kucer 1995, Guiding bilingual students “through” the literacy process. Language Arts, 72, 23.
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Response – Read Pair Square
• Hong Kong is full of people
• Ah Wah
Poems by Mike Murphy
Activity – work with slide 14 - RRT
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Reciprocal Teaching
• What is it?
• Lesson observation – Grade 2 accelerated students in a small group
• Review handouts
• Key elements – predicting, questioning, clarifying, summarizing
• teacher modelling, student leadership and responsibility, articulating processes
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Metacognition
• Understanding why we use certain strategies
• Articulating how we do things
• Working to reduce our weaknesses and increase our strengths by understanding what experts do
• TEACHER MODELLING is the KEY!!
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Reciprocal Teaching - Superfoods
Select your role – predictor, questioner, clarifier, summarizer
Read your helpful bookmarks first
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Literature Circles
• What is it?
• DVD observation – who are these learners, what are they doing, how are the activities structured?
• Article
• Look at the Highwayman Notes – read quickly
• Let’s look at the poem
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Extensive Reading
• Bring me three gifts – Doris Jones Yang
• Article – pre, during and post reading, writing, speaking, listening, visualising activities
• Interaction in the ERS lesson. Guidelines June 2003, 25 (1).
Transforming extensive reading.
• May 2001, Horizons in Education, 43.
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Dragon Boat Festival
• Activity – see next set of slides
• Culturally responsive teaching
• What activities can you get your students to do?
• What did you learn?
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Shared reading experiences
• Modeling reading and motivating students
• Listening to texts read well and forming discussion groups
• Repeated reading, radio reading, choral reading
• Readers’ Theatre
• DVD – Ivy Sun’s Coffee or Tea Drama
• Article forthcoming - TESOL publications
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Follow-up activities
• Oral response – discussion, think-pair-share, oral reading
• Written response – writing to a prompt, open-ended writing, journal writing, poetry writing
• Visual response – creating a drawing/picture, induced imagery
• Physical response – physical tableau, pantomime, dance and movement
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Motivating students
• How do we do it?
• Discuss
• Round Robin – quiet voices
• Lucky Draw
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Purposeful Teaching
• Connecting to self
• Connecting to text
• Connecting to others
• HK/Atlanta connections
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Meaningful Teaching
• Low achieving students – what is your belief?
• What can we do?
• What ideas can we use from this workshop?
• Numbered heads
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Spirit-Centred Teaching
• Our beliefs govern our teaching• Our attitudes govern our teaching• We work with our like-minded peers to be
spirit-centered teachers who seek to make a difference despite the mandated difficulties
• Open-mindedness• Always receptive to professional
development
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It’s a profound joy to be back with you – thank you!
• Gertrude Tinker Sachs
• Middle Secondary Education Instructional Technology Department
• Georgia State university
P.O.Box 3978
Atlanta, GA 30302-3978
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Workshop Feedback
• Thank you!!!