Presentation on theme: "Engaging Activities to Improve Reading Comprehension Alejandra Lejwa Rocío Rodríguez del Río Hutchison School Memphis, TN This presentation is available."— Presentation transcript:
Engaging Activities to Improve Reading Comprehension Alejandra Lejwa Rocío Rodríguez del Río Hutchison School Memphis, TN This presentation is available at: https://lejwa.wikispaces.com/ https://lejwa.wikispaces.com/ TFLTA 2008 Annual Conference Franklin, TN.
Suggestions Start working on reading skills at beginning levels. Approach reading as a communicative activity. Provide activities for different learning styles. Be creative and meaningful!
The Place for Reading In programs focused on oral proficiency, there is little space for working on reading skills Students at intermediate or advanced levels of oral proficiency will need reading skills to continue their study of the foreign language In those instances in which reading is taught there is a tendency to frame reading activities in passive or individual contexts
Challenges for the Students Time to work on reading Insufficient vocabulary or poor dictionary skills Tendency to translate the whole text Difficulty reading beyond the text Difficulty retaining Difficulty connecting with other work Lack of knowledge of world history
Understanding the Act of Reading Bolero de Ravel
Understanding the Act of Reading Pre-reading preparation guides
Reading Making it enjoyable quick productive Avoiding frustration loss of confidence in language skills
Pleasure Reading Finding a reading partner –Small group reading –Whole class reading –Community reading Creating a reading space - Corner or center of the classroom - Going outside - Beach chairs, pillows, and bean bags - Lie down on the grass or floor - Change sitting arrangements - Bringing food Other - Reading out loud - Acting out scenes - Becoming a character
Pre-reading and Post-reading Activities
Selecting Goals Understand vocabulary Stimulate background knowledge Increase cultural and historical knowledge Promote understanding Make connections Reflect on concepts, ideas, images, etc. Retain and use newly acquired vocabulary
Cultural content and history Examples: –Los SanferminesLos Sanfermines –La TomatinaLa Tomatina –CubaCuba –AlhambraAlhambra Videos
Connections to movies for deeper understanding - Comparing characters “ La viuda de Montiel” short story by Gabriel Garcia Marquez and The Official Story (movie by Luis Puenzo and Aída Bortnik) La viuda de Montiel - Comparing themes “El laberinto del Fauno” (movie by Guillermo del Toro) and poem “El beso de los dragones” by Wilfredo Machado.El beso de los dragones
Anticipation / reflection to promote understanding Quino and “Un señor muy viejo con unas alas enormes” by Gabriel García Márquez Comics
Anticipation / reflection to promote understanding Quino and “Cartas de amor traicionado” by Isabel Allende
Pictures Connection with characters –Pictures of Quijote by different artists at different timesQuijote
Pictures Connection with places –Pictures of different environments Horacio Quiroga and pictures of rain forest Isabel Allende and pictures of the dessert
Videos Connections to commercials Focus on meaning Example: “El arbol de oro”,short story by Ana Maria Matute, and Aerolíneas Argentinas commercialEl arbol de oroAerolíneas Argentinas commercial
Paintings Comparing concepts Understanding characters Understanding historical background Understanding literary movements Examples: Comparing the art of Botero with Picasso, Goya, El Greco, Orozco, Rivera, etc. “Las meninas” de Velazquez and the Baroque “El nacimiento de Venus” by Botticelli and the Renaissance Poetry
Pictures Historic and cultural background –“Miré los muros de la patria mía”
Pictures Historic and cultural background - RomancesRomances
Art - Scrapbooking Summarizing stories Retaining characters’ descriptions Examples: Creating a scrapbook about all stories read throughout the semester / year. Designing a poster for each story.
Art – Drawing / Crafts Emotional connections with characters Understanding characters and their situations General understanding Examples: Making the stick doll (“La rama seca” by A. M. Matute) Drawing “Pipa” and the pretty doll (“La rama seca” by A. M. Matute) Drawing a modern Chac Mool after reading the short story “Chac Mool” by Carlos Fuentes. Making paper flowers and “papel picado” for Day of the Dead
Songs Anticipation / Reflection to promote understanding –“El hijo del capitán trueno” by Miguel Bose and “El difícil arte de ser macho” by Pedro Juan GutiérrezEl hijo del capitán truenoMiguel BoseEl difícil arte de ser macho
Songs Making connections with other contexts Retaining vocabulary Example: “Carta de amor” by Juan Luis Guerra and “Cartas de amor traicionado” by Isabel Allende.Carta de amorJuan Luis Guerra Cartas de amor traicionado” by Isabel Allende
Songs Historic and cultural background information – Literary Movements – Surrealism “Eungenio Salvador Dalí” by MecanoEungenio Salvador Dalíby Mecano –Story “Los mejores calzados” by Luisa Valenzuela and song “Solo le pido a Dios” by Leon GiecoLos mejores calzadosSolo le pido a Dios
Creative Writing Comparative learning Applied knowledge of cultural and historical information Emotional connection with text Vocabulary retention and use Examples: Letter to author, character, or artist. Comparing stories by same author. “La rama seca” – “El arbol de oro” (Ana María Matute)La rama secaEl arbol de oro Comparing stories with same or opposite topic / characters / ambience. “El avión de la Bella Durmiente” – “El décimo”El avión de la Bella DurmienteEl décimo “Las medias rojas” – “Dos palabras”Las medias rojasDos palabras La tomatina – “Oda al tomate”Oda al tomate Creating poems and songs.
Other Texts Comparative learning and discussion Applied knowledge of cultural and historical information Examples: Newspaper articles (Botero) Other stories by same author “La rama seca” – “El arbol de oro” (Ana María Matute) Other stories with same or opposite topic / characters / ambience “El avión de la Bella Durmiente” – “El décimo” “El árbol de oro” – “La rama seca” – “La luz es como el agua”La luz es como el agua “Las medias rojas” – “Dos palabras” La tomatina – “Oda al tomate” (poem by Pablo Neruda_
Guided Reading Breaking text into sections –Activating background knowledge to understand vocabulary –Answer comprehension questions on the go –Community readingCommunity reading Drawing characters and places –Draw according to descriptions Creating scene –Make a collage or act out a part Picturing the environment –Look at art or pictures to identify described environment
Questions and Collaboration This presentation is available at: https://lejwa.wikispaces.com/ https://lejwa.wikispaces.com/
Presenters Alejandra Lejwa, MA Upper School Spanish Instructor World Language Department Chair Hutchison School Rocio Rodriguez del Rio. Ph.D. Upper School Spanish Instructor Hutchison School