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Cooperative Learning & Reading Aloud By Teachers 10 May 2008 10am-1pm.

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Presentation on theme: "Cooperative Learning & Reading Aloud By Teachers 10 May 2008 10am-1pm."— Presentation transcript:

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2 Cooperative Learning & Reading Aloud By Teachers 10 May am-1pm

3 Read Aloud Asia, published by Times available at National Library Internet:

4 Agenda Why Reading Is Important Why Read Aloud How to Read Aloud Why Combine CL and Reading Aloud How to Combine CL and Reading Aloud

5 Q & A - Anytime Questions Disagreements Experiences Ideas

6 Why Reading Is Important Language acquisition – grammar, spelling, vocabulary the fun way Knowledge acquisition Life-long learning

7 Why Read Aloud Introduces children to books, poems, etc. Provides a model for pronunciation Develops vocabulary Teaches knowledge of the world and of books Builds bonds between the reader and listeners Offers a model of the joy of reading Encourages a love for reading silently/aloud

8 Reading Rights of Children International Reading Association DMMID.html

9 2. Children have a right to reading instruction that builds both skill and the desire to read increasingly complex materials 4. Children have the right of access to a wide variety of books and other reading material in their classrooms, and in school and community libraries

10 How to Read Aloud A Quick Review

11 Read Aloud Checklist Choose good stories Practice first Set the scene Give title and author Read with feeling & variety Perhaps, summarize slow parts and paraphrase new words

12 Invite participation before, during and after reading Stop at interesting places Ask questions, make connections, make comments Make gestures, body movements, sounds

13 Demonstration Please see if I do what is in the checklist I’m also going to include group activities Remember: your turn is coming after this

14 Question?? For your children or students: What is the average number of hours spent daily watching TV, playing computer games, playing with hand- held electronic devices? Pls explain

15 Circle of Speakers Each group member takes a turn to speak 1 gives an idea 2 gives an idea 1 gives another idea, etc. T calls on Ss to share partner’s ideas

16 Advice on Television by Roald Dahl The most important thing we've learned, So far as children are concerned, Is never, Never, Never, let Them near your television set - Or better still, don't install The idiotic thing at all.

17 In almost every house we've been, We've watched them gaping at the screen. They loll and slop and lounge about, And stare until their eyes pop out. (Last week in someone's place we saw A dozen eyeballs on the floor.)

18 They sit and stare and stare and sit Until they're hypnotized by it, Until they're absolutely drunk With all that shocking ghastly junk.

19 Oh yes, we know it keeps them still, They don't climb out the window sill, They never fight, kick or punch, They leave you free to cook the lunch

20 And wash the dishes in the sink But did you ever stop to think, To wonder just exactly what This does to your beloved tot?

21 Task List advantages and disadvantages of children watching TV and playing with electronic devices

22 Write-Pair-Switch Each S works alone to write answers (2 mins) In pairs, Ss share answers (2 mins) Ss switch partners & share former partner’s ideas with new partner (2 mins)

23 IT ROTS THE HEAD! IT KILLS IMAGINATION DEAD! IT CLOGS AND CLUTTERS UP THE MIND! IT MAKES A CHILD SO DULL AND BLIND HE CAN NO LONGER UNDERSTAND A FANTASY, A FAIRYLAND!

24 HIS BRAIN BECOMES AS SOFT AS CHEESE! HIS POWERS OF THINKING RUST AND FREEZE! HE CANNOT THINK - HE ONLY SEES

25 'All right!' you'll cry, 'All right!' you'll say, But if we take the set away, What should we do to entertain Our darling children! Please explain! 'We'll answer this by asking you, 'What used the darling ones to do?

26 How used they to keep themselves contented Before this monster was invented?'‘ Have you forgotten? Don't you know? We'll say it very loud and slow:

27 THEY...USED...TO...READ! They'd READ and READ and READ, AND READ and READ, AND THEN PROCEED to READ some more. Great Scott! Gadzooks! One half their lives was reading books!

28 The nursery shelves held books galore! Books cluttered up the nursery floor! And in the bedroom, by the bed, More books were waiting to be read! Such wondrous, fine fantastic tales Of dragons, gypsies, queens and whales

29 And treasure isles and distant shores Where smugglers rowed with muffled oars, And pirates wearing purple pants, And sailing ships and elephants, And cannibals crouching round a pot, Stirring away at something hot...

30 Oh books, What books they used to know, Those children living long ago! So please, oh please, we beg, we pray, Go throw your T.V. set away, And in its place you can install A lovely bookshelf on the wall.

31 Then fill the shelves with lots of books, Ignoring all the dirty looks, The screams and yells, the bites and kicks, And the children hitting you with sticks -

32 Fear not, because we promise you That in about a week or two of having nothing else to do, They now begin to feel the need Of having something good to read.

33 And once they start - oh boy, oh boy! You watch the slowly growing joy that fills their hearts.

34 They'll grow so keen They'll wonder what they've ever seen In that ridiculous machine, That nauseating, foul, unclean, Repulsive television screen!

35 And later, each and every kid will love you more for what you did. ‘Advice on television’ Extract taken from Charlie and the Chocolate Factory by Roald Dahl.

36 Task Summarize Dahl’s strategy for rescuing children from the grasp of electronic monsters Why is he confident his strategy will succeed?

37 Everyone Can Explain Each member has a #: 1,2,3,4 T asks a question/gives a task Ss work together to respond Grp checks that everyone can give & explain the grp’s response T calls a #; S with that # gives & explains their grp’s answer

38 Read Aloud Checklist Choose good stories Practice first Give title and author Read with feeling & variety Perhaps, summarize slow parts and paraphrase new words Stop at interesting places Invite participation Ask questions, make connections, make comments Make gestures, body movements, sounds

39 Your Turn Look through the books available. Choose one - prepare to read it aloud to a partner - use checklist to prepare. Take turns reading aloud - your partner plays the role of a child - you say what age. Partner checks you with checklist.

40 Key Point Reading aloud is a journey, not a race Thus, the longer it takes to finish the story, the better The book can be a tool to launch a conversation, mostly about life, and, to a lesser extent about language

41 Why & How to Combine CL & Reading Aloud

42 What Is CL? Ss working together to promote learning and enjoyment The principles and techniques that Ts use to facilitate this More than just putting Ss in groups and asking them to cooperate

43 Principles later in the presentation More than 100 CL techniques And, all can be modified These are generic, for any subject and age

44 Why Combine CL & Reading Aloud by Teachers Peers can increase each other’s interest level Peers can help each other build understanding

45 Peers provide an outlet for sharing of ideas and reactions Many Ss, not just a few, can speak Peers can collaborate on tasks related to the reading

46 How to Combine CL & Reading Aloud by Ts Just a Few of the Many Ways

47 Circle of Speakers Each group member takes a turn to speak 1 gives an idea 2 gives an idea 1 gives another idea, etc. T calls on Ss to share partner’s ideas

48 CL Principles: Maximum Peer Interaction In typical class, 80% of time is T talk When T not talking, usually one S at a time talking, the S who T called 50 Ss in a class, only 2% of Ss are talking at one time Groups increase % of Ss talking. 2 Ss per group = 50%; 4 Ss per group = 25%

49 Small groups: usually 2-4 Example: Circle of Speakers Groups may talk to other groups instead of or before reporting to T and whole class Maximum quality of discussion

50 CL Principle: Equal Opportunity to Participate 1 T can’t give much attention to each S Partners can listen to each other’s ideas, answers, problems To receive attention, Ss need opportunities to participate

51 Everyone has an opportunity to take part No one is excluded Example: Circle of Speakers

52 CL Principle: Individual Accountability Everyone needs to do their fair share No sleeping partners Pressure from groupmates to learn and share their learning Everyone needs to show and tell what they know and don’t know, what they can and can’t do

53 CL Principle: Positive Interdependenc Typical class, only T encouraging Ss to try Sometimes, Ss compete against each other What hurts one S helps others, such as class rank This doesn’t encourage sharing

54 Sink or swim together One for all and all for one Ss support each other

55 CL Principle: Heterogenous Grouping If Ss choose groupmates, they will usually choose people similar to themselves Ss need to be able to work with anyone We live in a heterogeneous world Valuing diversity

56 Task Create Kinaesthetic Symbols for the 5 principles discussed so far Kinaesthetic Symbols use mime to symbolise ideas One gesture or movement for each key word

57 Maximum Peer Interaction Equal Opportunity to Participate Individual Accountability Positive Interdependence Heterogeneous Grouping

58 Write-Pair-Switch Each S works alone to write answers (2 mins) In pairs, Ss share answers (2 mins) Ss switch partners & share former partner’s ideas with new partner (2 mins)

59 Everyone Can Explain Each member has a #: 1,2,3,4 T asks a question/gives a task Ss work together to respond Grp checks that everyone can give & explain the grp’s response T calls a #; S with that # gives & explains their grp’s answer

60 Exchange-A-Question Ss work alone to write one or more questions. They write answers to their questions on another paper. Ss exchange questions but not answers. After Ss have answered their partner’s questions, they compare answers.

61 Flowchart T stops reading at selected points Ss work alone to write down in words or drawings (or a combination of the two) key events they remember Ss compare what they have written

62 When the reading is finished, groups create a flow chart by placing the events in the correct order T calls a number; S in each group with that number uses their flow chart to retell the story to another groups

63 Please Thank Your Partner

64 Appendix 1

65 Ideas for Motivating Children to Read More 1. Share/discuss books you have read. 2. Keep records of children’s reading and display them in an interesting manner. 3. Display books in a prominent part of the your house and in children’s rooms. 4. Don’t force reading if kids aren’t in the mood. 5. Let children listen to CDs, etc. of books being read aloud.

66 More Motivational Ideas 6. Children swap books with friends. 7. Children read aloud their favorite stories to you or read along with you. 8. Recreate a scene of the book through role play or puppet play or drawing. 9. Design a comic strip/book mark

67 Appendix 2

68 Books with Lists of Read Aloud Books Honey for a Child’s Heart (includes annotated list of books for ages 0-14) Books Children Love The World through Children’s Books Great Books about Things Kids Love

69 Best Books for Children Books to Grow With Reading Rainbow Guide to Children’s Books: The 100 Best Titles 100 Best Books for Children

70 Best Books for Kids Who Think They Hate to Read The Read Aloud Handbook 70 Tried and Tested Great Books to Read Aloud by Jacqueline Wilson, who is/was the UK Children's Laureate published by Corgi, an imprint of Random House, 2006

71 Appendix 3

72 Prediction - Procedure 1. Read aloud the title and the portion of the text up to the point of prediction. Ask a question about what will happen next. 2. Children make predictions and provide reasons for their predictions.

73 Prediction Clues Title Author Illustrations Knowledge of the world Similar stories Knowledge of the genre Previous parts of the book

74 Procedure, continued 3. Read the text until the next prediction point. 4. Discuss whether children’s prediction were confirmed or disconfirmed.

75 Key Point However, the quality of a prediction is measured by the reasoning behind the prediction, not by what actually does happen next in the story. After all, stories are just inventions of writers.

76 Benefits of Prediction 1. Arouses the interest of children 2. Allows children to follow the story better 3. Encourages careful listening 4. Allows children to interact with the story 5. Promotes logical thinking 6. Promotes creativity


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