Extending Extensive Reading

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Extending extensive reading:

Extending extensive reading Maria Lisak Mugaksa Conference Hall September 3, 2011

Overview:

Overview What are Critical Literacy Skills for media? Recall: Extensive Reading Practice What does the learner do? How does ER promote learning? CLS in ER: Current Practices Audio Recordings How to add technology to ER practice Storybooks to Storytelling Writing your play Learner Made Storybooks Book Project Plan

What are Critical Literacy Skills For Media?:

What are Critical Literacy Skills For Media? Play Perform Simulate Appropriate Multitask Distribute Cognition Utilize Collective Intelligence Judge Navigate across mediums Network Negotiate http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

What do you remember? Extensive Reading Practice:

What do you remember? Extensive Reading Practice What does the learner do? Read aloud Read to others Retell the story How does ER promote learning? Several iterations to move learning from short to long term memory Practices intonation and pronunciation Social interaction in Participatory Culture Implicit learning: pattern imitation

Current practices of Critical Literacy Skills in Extensive Reading Programs:

Current practices of Critical Literacy Skills in Extensive Reading Programs Play – mind maps and drawings of story Performance – role play and voice miming Simulation – storytelling and problem solving Appropriation – collaging , mashing Multitasking – notetaking , listening, helping others Distributed Cognition – mind maps, learning tools Collective Intelligence – community of practice, others know stories Judgment – level of material, credibility Transmedia Navigation – traditional text to electronic media Networking – meeting others through book clubs/topics Negotiation – interpretation of meaning needs to be shared and decoded when interacting with others.

Slide 6:

CLS in ER

Audio recordings adding technology to er:

Audio recordings adding technology to er Read aloud and record Re-tell story and record Videotape retelling pointing to mind map throughout the telling Error correction T can highlight missing/incorrect language in the text Self-correction: listen and read. Mark errors.

Storybooks to storytelling Scriptwriting a play:

Storybooks to storytelling Scriptwriting a play Groups of learners re-use the words from the chosen book into dialog form. Scene are described Tips for body language and acting are given in the script. A story board with character avatars are made with dialog boxes. Story is recorded on video.

Learner Made Storybooks:

Learner Made Storybooks Get learners to make their own storybooks Audio or video them telling the story. Get them to type it out while listening again and again Help correct any errors Re-use materials – cardboard, cereal boxes. Print up story onto color paper. Have them draw their own characters or collage one together from images

Book Project Plan:

Book Project Plan Practice using ER with TELL above. Day 1 – ask students to tell a story. Audio record. Day 2 – ask student to write the story onto paper while listening to the audio file. Homework – type up story into electronic file Day 3 – book cover, story title, bio Day 4 – draw characters for the story Day 5 – story board the story into pages Day 6 – add characters and pictures to the pages Day 7 – tell the story using video Day 8 – compile book Day 9 – introduce book to others Day 10 – market day: sell book

Thank you:

Thank you Maria Lisak gwangjumaria@yahoo.com www.koreamaria.com Blog Gwangju University Foreign Language Center. Room 1734 Values Safety Simplicity Identity Curiosity Prosperity

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