Week 1 Overcoming Reading Difficulties: Dorothy in the Land of Oz
- utomatic Recognition Skills (to recognize and decode letters and sounds, phonics rules)
- Vocabulary and Structural Knowledge
- Discourse and Knowledge of Genres.
- World Knowledge.
- Reading Strategies.
seven major phonics rules for second language learning suggested by May and Elliott.
- The first reader, the scarecrow, gave us insights into the learner who is unable to read. In general, this learner may be engaged, diligent, and willing to learn, but simply doesn't have the information necessary to be a successful reader. In other words, you as a teacher need to fight a lack of knowledge with information.
- second reader, the tin man. Our tin man had a problem understanding that reading can be done in an interactive and involved way. He thought of reading as a solitary, isolated activity.
- final reader, the lion, was presented as a self absorbed anti-reading personality through Immediacy, 直接性；即时性, means to use a student's own story and context in the readings you present. Autonomy means to allows students some freedom to choose material they might be interested in. And future authenticity means to give learners a reading that can speak to a real future context.
Week 2 Reading Strategies: The Tortoise and the Hare
https://www.coursera.org/learn/tesol-writing/lecture/Pq1dj/video-1-meet-coach-hare
Mr. Hare, whose purposes for reading might be summarized to two words, pleasure and exposure. passion fuels passion.
https://www.coursera.org/learn/tesol-writing/lecture/uBTNg/video-3-meet-coach-tortoise
proficiency fuels passion.
Hare: My readers are the best in the world at reading a lot. Volume is the answer. In order to read well, you need to put in the mileage. You need to get lost in books. The people who become fluent are those that are able to let go and enjoy the journey of the book. The people who read well are those that find information that they want to find, go exploring, and get the information they want and need.
>> So what you are saying is that students need to read for pleasure.
Hare: That is exactly it, reading for pleasure, reading for passion. Reading because you love what you are reading, without being told by your teacher what you have to read. It's precisely what makes learners fall in love with reading. If you never love reading, you're never going to want to do it correctly.
>> And how do you get your learners to read for pleasure?
Hare: One thing I love to do is to provide a library full of possibilities for all learners. In this library are literally hundreds of books to choose from, and books that other learners in the past have loved. I ask students questions about there interests, and I think about where students want to go, and what adventures I can take them on. I will often read the first chapter of certain novels that I love, get them hooked, and then invite them to finish that novel. The whole point is to start a fire in the students, so that they want to start reading. If they get addicted to reading, I know I have been a successful coach.
>>How do you evaluate students who simply choose to read whatever they want? You can't have an individualized test for each learner, can you?
Hare: I like to help students share their adventures with me using book reports, reading logs, picture books, and outlines. They can do character maps and skits, discussions and debates. They can bring objects to class that relate to the book, and give a presentation about what they learned and loved about the book. There are so many ways we can get students to rev up their motors and go. I don't need to give multiple choice tests to evaluate reading comprehension, because I am assessing student success based on the amount they read, the pleasure they have reading, and their ability to share their ideas about what they read.
Week 3 Overcoming Writing Difficulties: Hansel and Gretel, or How to Literally Get Out of a Jam
Week 4 Writing Techniques: Aladdin and the 1,000 Arabian Nights
- In the pre-writing phase, a writer should focus on their ideas, the organization and their voice. When we say, voice, we mean that writers should have a purpose and an audience in mind when writing. And use language and ideas that, that particular audience would most strongly respond to.
- Later in the writing process while keeping ideas, organization and voice in mind, writers should primarily focus on their vocabulary or word choice and their sentence fluency.
- Finally, in the post writing stage, a writer's main focus should be the conventions. Making sure he or she has used the correct punctuation, formatting and spelling.
- Our first strategy that was mentioned was good writing is good reading.
- A second strategy we mentioned was that good writing is good thinking. Write their thoughts down on paper. We call this brainstorming. Once suggested to help students brainstorm is to asking them to free right
- Finally, we mentioned that good writing is good speaking. Essentially, students work with a partner or a group to talk about their ideas together.
- The first organization strategy was to outline thoughts. The ideas are written in the forms of notes not complete sentences
- Another organizational strategy mentioned was using a mind web or a word web. For this strategy, the writer places the main idea in the center of the page and writes related words around it. These words will later become the main subsections or subtopics in the writing assignment. If further details are needed, then related words are written around the subsections. Typically, mind webs don't contain as much detail as outlines. They're merely meant to help writers see how their ideas fit together overall.
- The third organizational strategy discussed was creating block paragraphs. A technique, especially useful for kinesthetic learners. For this activity, students write the topic of each sub section at the top of a piece of paper. Under each subsection, the writer notes as many ideas as he or she can. Each subtopic is on a different page to help keep ideas ordered and easy to move around, if the writer wants to change the order.
Week 5 The Princess and the Pea
Theory of Input Enhancement, put forth by Mike Sharwood Smith, who suggests that if students continually miss things, then your job is to enhance the elements that they are missing.
Richard Schmidt, explained that even though learners may have acquired a number of language features, other language features go completely, well, unnoticed. He devised a hypothesis called, The Noticing Hypothesis.
Week 6 Summary
Module 1:
- The scarecrow represented ignorance. Which the teacher can combat with information such as teaching students vocabulary, parts of speech, or how to connect different sounds with letters, or groups of letters.
- With stiff, robotic tin man, reading was a solitary activity. Some great strategies to get students involved include breaking reading activities into three parts. Pre-reading, reading, and post-reading. And inviting students to evaluate, summarize, and or give opinions about the text.
- Our last character, the uninterested lion, overcame his apathy through his teacher's ability to intrigue him with immediacy, autonomy, and future authenticity.
Engage our non-readers with the three I's of reading proficiency. Information, involvement, and intrigue.
Module two, we looked at two different philosophies of reading instruction through Coach Hare and Coach Tortoise. Coach Hare focused on techniques related to extensive reading such as newspaper corners, reading zones, reading logs, among others. While Coach Tortoise's main purpose was to use strategies to help students understand what they are reading. We shared many intensive reading strategies. Such as breaking down sentences into parts of speech, using a jigsaw activity and a closed passage. Feel free to go back to module two to review these intensive and extensive reading strategies.
third module, gave you some useful tips to help your students, just like Hansel and Gretel, to improve their writing skills. We talked about the importance of helping students see writing as a process by breaking down large assignments into smaller, manageable chunks, like bread crumbs, that they can accomplish in stages so that the assignment doesn't seem so daunting. Pre-writing, writing and post-writing are all steps or stages in the writing process.
We also talked about you can help your student to understand your expectations for the writing assignment by giving them clear guidelines along with an explicit rubric. Providing several model texts will also be helpful to students. As well as having students discuss their ideas and give feedback to each other so they can change their writing through the recursive process. We also discussed how important it is for you, as the teacher, to avoid appropriation by giving your students the freedom to be creative in their writing assignments. Don't take over their assignments or rewrite their sentences for them. Think of yourself as a consultant or a writing coach rather than a director in the writing classroom.
fourth module, we met Jeanie, who discussed specific strategies that you can use with your students in every stage of the writing process. We talked about the importance of giving students time to brainstorm during the pre-writing stage so they can explore many different possibilities for the writing piece. We also focused on the six traits of writing and how students can use those traits to guide them through the writing process.Remember that those six traits are ideas, organization, voice, word choice, sentence fluency and conventions.
you think of extensive and intensive reading you always think of our Mr. Hare and Mr. Tortoise. When you think of writing, you think of Hansel and Gretel's desire to change a gingerbread house into an organic paradise. And when you think of enhanced input, you think of changing a gray gate, red.
No comments:
Post a Comment