State of KuwaitState of KuwaitAssema Educational Area Assema Educational Area

E.L.T SupervisionE.L.T SupervisionSchool year 2011/2012School year 2011/2012

A presentation on A presentation on Free reading and using stories in the Free reading and using stories in the

classrooms.classrooms.

E.L.T Senior SupervisorE.L.T Senior Supervisor MRS. Noria Al SedraMRS. Noria Al Sedra

Prepared byPrepared by

ELT SupervisorELT Supervisor Fatma AmeenFatma Ameen

Objectives of this presentationObjectives of this presentationBy the end of this session ,participants By the end of this session ,participants

should be able to answer these questions:should be able to answer these questions: How can we motivate learners to read a story?How can we motivate learners to read a story? Why should we teach through stories?Why should we teach through stories? How can our students benefit from stories?How can our students benefit from stories? What do stories give our students that routine What do stories give our students that routine

texts can’t?texts can’t? What kind of activities can be done before , What kind of activities can be done before ,

while and after reading a story?while and after reading a story?

IT’S STORY TIMEIT’S STORY TIME

Helping Children to Read a storyHelping Children to Read a storyTo have a successful reading lesson with To have a successful reading lesson with

your class you need to think about your class you need to think about these questions:these questions:

1.1. Why are they reading this story? Why are they reading this story?

2.2. How are they going to read it? How are they going to read it?

3.3. What are they going to do when they What are they going to do when they finish reading? finish reading?

How to motivate young learners to How to motivate young learners to read a storyread a story

Generating initial Generating initial motivationmotivation

Involve pupils in the selection Involve pupils in the selection of the story, For example, if of the story, For example, if you are using a collection of you are using a collection of short stories, give a brief short stories, give a brief description of each and description of each and organize a class vote for the organize a class vote for the one pupils like best.one pupils like best.

Being involved in such Being involved in such decision making will give decision making will give pupils a sense of ownership pupils a sense of ownership and responsibility.and responsibility.

2. Introducing Good Books2. Introducing Good Books

When a teacher brings new books into the When a teacher brings new books into the classroom they should not just be put on the classroom they should not just be put on the back shelf or table, they should be back shelf or table, they should be introduced. A few well chosen words can: introduced. A few well chosen words can: really get some children excited. For really get some children excited. For example, “example, “Boys and girls, today I found a Boys and girls, today I found a pretty interesting book at the library. It’s pretty interesting book at the library. It’s about a king named Jack. A witch changes about a king named Jack. A witch changes all of his men into frogs and plans to do the all of his men into frogs and plans to do the same with him, Can you imagine that?same with him, Can you imagine that? I’ll put I’ll put it back here on the library shelf in case you it back here on the library shelf in case you are looking for it.are looking for it.

33 . .Singing songsSinging songs

When the reading lesson starts to showWhen the reading lesson starts to showRead with me, let me growRead with me, let me grow

Like a lazy ocean meets the shoreLike a lazy ocean meets the shoreRead with me, teach me moreRead with me, teach me more

Story books have a magic techniqueStory books have a magic techniqueWhen we read them, we never go weakWhen we read them, we never go weak

Never go weakNever go weak

Read with me learn with meRead with me learn with meLet me grow. Teach me moreLet me grow. Teach me more

Let your mind be a deep vast poolLet your mind be a deep vast poolWith Somaya primary schoolWith Somaya primary schoolRead with me learn with meRead with me learn with me..

4. Reading teams4. Reading teams

Divide the class into Divide the class into reading teams that are reading teams that are named with nice names named with nice names such as such as (The Sweet city (The Sweet city Girls) and (The clever Girls) and (The clever readers' team)readers' team)

Children can create Children can create attractive badges to show attractive badges to show their support to their their support to their particular teams.particular teams.

Two large posters with the Two large posters with the names of these teams may names of these teams may be displayed in the class be displayed in the class to be marked with stars or to be marked with stars or smiling faces for the good smiling faces for the good reading team. reading team.

The clever readers' team

Stories are fun

Why do we need using stories in Why do we need using stories in the EFL classroomsthe EFL classrooms??

Stories can give excellent contextualisation Stories can give excellent contextualisation for new or recycled language.for new or recycled language.

Stories offer opportunities for vocabulary Stories offer opportunities for vocabulary building.building.

stories are highly motivating for learners stories are highly motivating for learners (and teachers!).(and teachers!).

Stories can sometimes link with children’s Stories can sometimes link with children’s own knowledge of life .own knowledge of life .

Stories offer great opportunities for cultural Stories offer great opportunities for cultural input .input .

Stories can help teachers develop all 4 Stories can help teachers develop all 4 language skills.language skills.

How can our students benefit How can our students benefit from reading storiesfrom reading stories??

Promote a feeling of well being and relaxation Promote a feeling of well being and relaxation Increase children's willingness to communicate Increase children's willingness to communicate

thoughts and feelings thoughts and feelings Encourage active participation Encourage active participation Increase verbal proficiency Increase verbal proficiency Encourage use of imagination and creativity Encourage use of imagination and creativity Encourage cooperation among students Encourage cooperation among students Enhance listening skillsEnhance listening skills

What do stories give our students What do stories give our students that routine texts cannotthat routine texts cannot??

allow children to explore their own cultural roots allow children to explore their own cultural roots allow children to experience diverse cultures allow children to experience diverse cultures enable children to empathize with unfamiliar enable children to empathize with unfamiliar

people/places/situations people/places/situations offer insights into different traditions and values offer insights into different traditions and values help children understand how wisdom is common to help children understand how wisdom is common to

all peoples/all cultures all peoples/all cultures offer insights into universal life experiences offer insights into universal life experiences help children consider new ideas help children consider new ideas reveal differences of cultures around the worldreveal differences of cultures around the world

Activities to prepare children for Activities to prepare children for reading. reading. (Pre-reading activities).(Pre-reading activities).

1.1. Using illustrations:Using illustrations:

Introduce the book and its features. Starting with the cover.Introduce the book and its features. Starting with the cover. The teacher can talk about the book’s title and the picture The teacher can talk about the book’s title and the picture

on its cover.on its cover.The teacher can ask questions which get the students to The teacher can ask questions which get the students to

draw on any experiences that may be relevant to this draw on any experiences that may be relevant to this story.story.

Try and guess what the story is about from the cover of the Try and guess what the story is about from the cover of the book/picture you have (visualize the story ) book/picture you have (visualize the story )

Ask learners to look at the picture before reading .Identifying Ask learners to look at the picture before reading .Identifying all characters by means of showing their pictures.all characters by means of showing their pictures.

For example : if we are dealing with the story of For example : if we are dealing with the story of (Pinocchio)(Pinocchio)

22 . .pre-teaching vocabularypre-teaching vocabularyAfter presenting the cover,After presenting the cover, The teacher can take the students for The teacher can take the students for a picture tour a picture tour

of the bookof the book, stopping to ask them to comment on , stopping to ask them to comment on any picture, or identify any vocabulary that the any picture, or identify any vocabulary that the teacher might wish to highlight or pre-teach.teacher might wish to highlight or pre-teach.

then ask them to guess what a story using all these then ask them to guess what a story using all these words might be about.words might be about.

A carpenterA carpenter : A worker who makes things with : A worker who makes things with wood .wood .

A witch :A witch : EvilEvil: A very bad action.: A very bad action.LieLie: not telling the truth: not telling the truth

3. Introducing the theme.3. Introducing the theme.

It is a good idea to familiarize learners with It is a good idea to familiarize learners with the topic before reading, by asking the topic before reading, by asking questions or giving a summary about the questions or giving a summary about the story .story .

Do you like toys ?Do you like toys ? What can a carpenter make ?What can a carpenter make ? What can a witch do in stories ?What can a witch do in stories ? Is it good to tell lies ?Is it good to tell lies ?

What did the wolf tell Pinocchio

in the story?

Pinocchio had a long nose! Guess Why?

The witch

))While reading activitiesWhile reading activities .( .(1. Using a variety of ways to read1. Using a variety of ways to read::

Teachers can present the story – read out Teachers can present the story – read out loud, using pictures .loud, using pictures .

Children ‘read’ (look at) the book to Children ‘read’ (look at) the book to themselves, then listen to the teacher themselves, then listen to the teacher reading it out loud.reading it out loud.

Children put the pictures in order and then Children put the pictures in order and then teacher or other pupil reads it out loud.teacher or other pupil reads it out loud.

Buddy readingBuddy reading – when two children sit – when two children sit together and one (older/more able) reads out together and one (older/more able) reads out the story, as they both look at the pages.the story, as they both look at the pages.

2. total physical response:2. total physical response: the story can be mimed while the the story can be mimed while the

teacher reads some parts.teacher reads some parts. 3. vocabulary help: 3. vocabulary help:

Helping pupils to look for meaning using Helping pupils to look for meaning using picture dictionaries while reading.picture dictionaries while reading.

4. characters and voices4. characters and voices

Ask pairs to read the role of characters Ask pairs to read the role of characters acting their funny voices…acting their funny voices…

Ask the children to change the end or Ask the children to change the end or middle of story. middle of story.

Directed drawDirected drawProvide each student with a Provide each student with a

drawing paper and crayons, drawing paper and crayons, and select a small passage and select a small passage (usually one paragraph) from a (usually one paragraph) from a text already somewhat familiar text already somewhat familiar to students. First read the to students. First read the passage aloud to students as passage aloud to students as they listen only. they listen only. Immediately Immediately following the first reading, read following the first reading, read the passage again and the passage again and allow allow students to begin drawing to students to begin drawing to represent the content of the represent the content of the passage. If needed, read the passage. If needed, read the passage a third time while passage a third time while students are drawing. students are drawing.

Choral readingChoral reading

As an alternative to “popcorn” reading; As an alternative to “popcorn” reading; it allows greater chance for reluctant it allows greater chance for reluctant speakers while building fluency and speakers while building fluency and (when done with written text visible to (when done with written text visible to student) supports the development of student) supports the development of phonemic awareness and English phonemic awareness and English phoneticsphonetics.( .( suitable for grade threesuitable for grade three ) )

My partner Reading CubeMy partner Reading CubeIn this activity, pupils are given paper cubes with the following instructions written on four different faces of the cube: ask a question, talk about a character, and summarize., or “wild card,” in which students pick a task from one of the other faces of the cube.. The cubes can be used during paired reading, or while pupils read in small groups. After reading a passage or paragraph, the pupil rolls the cube and does the task the cube shows. The student’s reading partner then reads and rolls the

cube .

Post reading activitiesPost reading activitiesQuick comprehension check:Quick comprehension check:Asking few gist question to make sure they have finished with Asking few gist question to make sure they have finished with

understanding .understanding .Why was Pinocchio happy at the end?Why was Pinocchio happy at the end?

Make a poster to illustrate the storyMake a poster to illustrate the storyUsing simple drawings with vocabulary labels inUsing simple drawings with vocabulary labels in English .English .

Role play or act out the story:Role play or act out the story:Starting with miming actions or using masks to imitate Starting with miming actions or using masks to imitate the characters.the characters.

Make puppets and then have a puppet show of the Make puppets and then have a puppet show of the story.story.

Draw and colour/paint the characters and objects or Draw and colour/paint the characters and objects or scenes.scenes.

""book-based" activities to enhance book-based" activities to enhance children's involvement with storieschildren's involvement with stories..1. Book Bouquet1. Book Bouquet

Talk to children about their favourite Talk to children about their favourite books. books. What did they like about What did they like about the characters? What events in the characters? What events in these stories were particularly these stories were particularly interesting to them?interesting to them? Provide art Provide art supplies and ask children to supplies and ask children to create a drawing about their create a drawing about their favourite book. When the favourite book. When the drawings are finished, attach each drawings are finished, attach each to a piece of stick. "Plant" to a piece of stick. "Plant" children's drawings by placing children's drawings by placing them in flowerpots and display them in flowerpots and display them around the room to create them around the room to create book bouquetsbook bouquets . .

22 . .My Own BookmarkMy Own Bookmark Provide art materials to pupils Provide art materials to pupils

to create their own to create their own bookmarks. bookmarks.

Pupils may want to draw Pupils may want to draw pictures of their favourite pictures of their favourite story characters on the tag story characters on the tag board markers. board markers.

Print each child's name on the Print each child's name on the back of his/her marker. back of his/her marker.

Later, allow children to use Later, allow children to use their markers to mark their their markers to mark their places in the books in your places in the books in your library area. library area.

encourage them to notice the encourage them to notice the books their classmates are books their classmates are enjoying by "reading" the enjoying by "reading" the names on the bookmarks. names on the bookmarks.

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A post reading Activity (Pinocchio)Fill in the speech bubbles with the following:

1. Plant your coins under the tree.2. Stop lying and your nose will stop getting longer.3. Don't cry, I will give you some money.

What kind of activities can we do What kind of activities can we do after teaching the storyafter teaching the story??

Role Plays relating to the characters in the storyRole Plays relating to the characters in the story Drawing the story in comicsDrawing the story in comics Changing the ending of the storyChanging the ending of the story Choosing your favorite part of the story and discussing it.Choosing your favorite part of the story and discussing it. Talking about charactersTalking about characters Talking about plot and sequenceTalking about plot and sequence Talking about messagesTalking about messages Graphic Organizers (for events/ cause and effect/….)Graphic Organizers (for events/ cause and effect/….) Class debate on an issue in the story (in groups)Class debate on an issue in the story (in groups) Various writing activities-summarizing/ dialogue writing/ Various writing activities-summarizing/ dialogue writing/

letters to characters/ newspaper reportsletters to characters/ newspaper reports

WorksheetsStory mapFishbone

5 looks on a book

RememberRemember Never go into a reading lesson unprepared. Never translate every word for the students

Let them try to work out the meaning.

Never tell them to ‘just read’. Give them a task.

Check the language in the story before reading in class.

Use the whole of your body to express the story as you read it.

Use realia, gestures and pictures whenever you can to support the story.

Vary your pace / intonation / voice / and ‘over support’ the language with your gestures and movements.

Allow the children to join in recycled phrases or add sound effects.