Presentation on theme: "Free reading and using stories in the classrooms."— Presentation transcript:
1Free reading and using stories in the classrooms. State of Kuwait Assema Educational Area E.L.T Supervision School year 2011/2012A presentation onFree reading and using stories in the classrooms.E.L.T Senior SupervisorMRS. Noria Al SedraPrepared byELT SupervisorFatma Ameen
2Objectives of this presentation By the end of this session ,participants should be able to answer these questions:How can we motivate learners to read a story?Why should we teach through stories?How can our students benefit from stories?What do stories give our students that routine texts can’t?What kind of activities can be done before , while and after reading a story?
4Helping Children to Read a story To have a successful reading lesson with your class you need to think about these questions:Why are they reading this story?How are they going to read it?What are they going to do when they finish reading?
5How to motivate young learners to read a story Generating initial motivationInvolve pupils in the selection of the story, For example, if you are using a collection of short stories, give a brief description of each and organize a class vote for the one pupils like best.Being involved in such decision making will give pupils a sense of ownership and responsibility.
62. Introducing Good Books When a teacher brings new books into the classroom they should not just be put on the back shelf or table, they should be introduced. A few well chosen words can: really get some children excited. For example, “Boys and girls, today I found a pretty interesting book at the library. It’s about a king named Jack. A witch changes all of his men into frogs and plans to do the same with him, Can you imagine that? I’ll put it back here on the library shelf in case you are looking for it.
73. Singing songs Read with me When the reading lesson starts to show Read with me, let me growLike a lazy ocean meets the shoreRead with me, teach me moreStory books have a magic techniqueWhen we read them, we never go weakNever go weakRead with me learn with meLet me grow. Teach me moreLet your mind be a deep vast poolWith Somaya primary schoolRead with me learn with me.Read with me
84. Reading teamsDivide the class into reading teams that are named with nice names such as (The Sweet city Girls) and (The clever readers' team)Children can create attractive badges to show their support to their particular teams.Two large posters with the names of these teams may be displayed in the class to be marked with stars or smiling faces for the good reading team.The clever readers' teamStories are fun
9Why do we need using stories in the EFL classrooms? Stories can give excellent contextualisation for new or recycled language.Stories offer opportunities for vocabulary building.stories are highly motivating for learners (and teachers!).Stories can sometimes link with children’s own knowledge of life .Stories offer great opportunities for cultural input .Stories can help teachers develop all 4 language skills.
10How can our students benefit from reading stories? Promote a feeling of well being and relaxationIncrease children's willingness to communicate thoughts and feelingsEncourage active participationIncrease verbal proficiencyEncourage use of imagination and creativityEncourage cooperation among studentsEnhance listening skills
11What do stories give our students that routine texts cannot? allow children to explore their own cultural rootsallow children to experience diverse culturesenable children to empathize with unfamiliar people/places/situationsoffer insights into different traditions and valueshelp children understand how wisdom is common to all peoples/all culturesoffer insights into universal life experienceshelp children consider new ideasreveal differences of cultures around the world
12Activities to prepare children for reading. (Pre-reading activities). Using illustrations:Introduce the book and its features. Starting with the cover.The teacher can talk about the book’s title and the picture on its cover.The teacher can ask questions which get the students to draw on any experiences that may be relevant to this story.Try and guess what the story is about from the cover of the book/picture you have (visualize the story )Ask learners to look at the picture before reading .Identifying all characters by means of showing their pictures.For example : if we are dealing with the story of (Pinocchio)
142. pre-teaching vocabulary After presenting the cover,The teacher can take the students for a picture tour of the book, stopping to ask them to comment on any picture, or identify any vocabulary that the teacher might wish to highlight or pre-teach.then ask them to guess what a story using all these words might be about.A carpenter : A worker who makes things with wood .A witch :Evil: A very bad action.Lie: not telling the truth
163. Introducing the theme.It is a good idea to familiarize learners with the topic before reading, by asking questions or giving a summary about the story .Do you like toys ?What can a carpenter make ?What can a witch do in stories ?Is it good to tell lies ?
17What did the wolftell Pinocchioin the story?Pinocchio hada long nose !Guess Why ?The witch
18(While reading activities). 1. Using a variety of ways to read: Teachers can present the story – read out loud, using pictures .Children ‘read’ (look at) the book to themselves, then listen to the teacher reading it out loud.Children put the pictures in order and then teacher or other pupil reads it out loud.Buddy reading – when two children sit together and one (older/more able) reads out the story, as they both look at the pages.
192. total physical response: the story can be mimed while the teacher reads some parts.3. vocabulary help:Helping pupils to look for meaning using picture dictionaries while reading.4. characters and voicesAsk pairs to read the role of characters acting their funny voices…Ask the children to change the end or middle of story.
20Directed drawProvide each student with a drawing paper and crayons, and select a small passage (usually one paragraph) from a text already somewhat familiar to students. First read the passage aloud to students as they listen only. Immediately following the first reading, read the passage again and allow students to begin drawing to represent the content of the passage. If needed, read the passage a third time while students are drawing.
21Choral readingAs an alternative to “popcorn” reading; it allows greater chance for reluctant speakers while building fluency and (when done with written text visible to student) supports the development of phonemic awareness and English phonetics.( suitable for grade three )
22My partner Reading Cube In 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.
28Post reading activities Quick comprehension check:Asking few gist question to make sure they have finished with understanding .Why was Pinocchio happy at the end?Make a poster to illustrate the storyUsing simple drawings with vocabulary labels inEnglish .Role play or act out the story:Starting with miming actions or using masks to imitatethe characters.Make puppets and then have a puppet show of thestory.Draw and colour/paint the characters and objects orscenes.
29"book-based" activities to enhance children's involvement with stories. 1. Book BouquetTalk to children about their favourite books. What did they like about the characters? What events in these stories were particularly interesting to them? Provide art supplies and ask children to create a drawing about their favourite book. When the drawings are finished, attach each to a piece of stick. "Plant" children's drawings by placing them in flowerpots and display them around the room to create book bouquets .
302. My Own BookmarkProvide art materials to pupils to create their own bookmarks.Pupils may want to draw pictures of their favourite story characters on the tag board markers.Print each child's name on the back of his/her marker.Later, allow children to use their markers to mark their places in the books in your library area.encourage them to notice the books their classmates are enjoying by "reading" the names on the bookmarks.
31A post reading Activity (Pinocchio) Fill in the speech bubbles with the following:Plant your coins under the tree.Stop lying and your nose will stop getting longer.Don't cry, I will give you some money.
32What kind of activities can we do after teaching the story? Role Plays relating to the characters in the storyDrawing the story in comicsChanging the ending of the storyChoosing your favorite part of the story and discussing it.Talking about charactersTalking about plot and sequenceTalking about messagesGraphic Organizers (for events/ cause and effect/….)Class debate on an issue in the story (in groups)Various writing activities-summarizing/ dialogue writing/ letters to characters/ newspaper reports
34Remember 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.
35Use 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.Thanks for listening