Newsletter No. 2 - gpche

Transcription

ERASMUS* Strategic Partnership
”Skills for Life: Literacy” (SLL)
Newsletter No. 2
May 2015
SKILLS FOR LIFE: LITERACY
The partnership will take place between September 2014
and August 2016 and involves 5 European schools:
Liceul “Stefan Procopiu” (Romania, Vaslui) - coordinator
Foreign Language Secondary School
(Bulgaria, Pleven) –partner
5th General Senior High School of Aigaleo
(Greece, Aigaleo) – partner
Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey) – partner
ISISS Cicognini Rodari (Prato, Italy) – partner
Changing lives.
Opening minds.
1
Project site: http://sll-erasmusplus.eu/
This newsletter contains:
- Part A: information about the
second transnational meeting of the
partnership, which took place
between 30th April and 3rdMay
2015 and washosted byYildirim
Beyazit Anadolu Lisesi, Turkey.
- Part B: information about the local
activities
held
by
our
partnersbetween February and
April 2015.
PARTICIPANTS
STUDENTS
Ms. Giulia Culivicchi, Ms. Benedetta Guasti, Ms. Melissa Bucur, Mr. Guglielmo Innocenti, Mr.
Gabriele Innocenti , Ms. Lamprini Charmantzi , Mr. Charalampos Kondylis, Mr. Georgios
Psourogiannis, Ms. Nena Atanasova, Mr. Teodor Tsvetkov, Mr. Anatoli Tsvetanov, Ms. Hristiyana
Lacheva, Can Memişoğulları, Berk Aydınoğlu, Uğur Kaya, Dilan Şen, Beyza Günaydın, İrem
Başak Tuna, Ceren Saray, Doğa Yıldırımlı, Eda Arsan, Remzi Bakaroğlu, Mümincan Yeter,
Taner Altın, Ezgi Erikçi, Esmanur Ayhan, Ömer Faruk Güler, Rahim Türkeş Öztürk
Evser Dikici, Miray Okumuş, Nurgül Oğuz, Barış Karaşen, Gamze Yaşar, Elif Şenol, Yağız İnce,
Beyza Çetin, Duygu Mekikçi, Sena Durak, , Rana Bayram, Eylül Özdil, Sueda Güneş , Sümeyye
Sefer, Mahmutcan Kayabaş,
2
TEACHERS
Mr. Yuriy Boyanov Todorov, Ms. Iren Zafirova Dimitrova, Ms. Greta Petrova Dimova, Ms.
Mariyana Lyubenova Krachunova, Mr. Ioannis Mavros, Ms. Alexandra Marini, Ms. Ioanna
Moromalou, Ms. Vasiliki Choleva, Ms. Maria Ciulei, Ms. Ionela Cristina Busuioc , Ms.
Loredana Toma, Mr. Mario Di Carlo, Ms. Patrizia Mauri, Ms. Maura Ferranti, Mr. Arif
Ataç, Mr. Resül Karadeniz, Mr. Alaattin Dağdeviren, Ms. Ülkü Yıldırımlı, Ms. Saniye
Berkeh , Ms. Elif Arzu Meşeli, Ms. Aslı Demirören, Ms. Emel Karagöz, Ms. İclal Erken, Mr.
Metin Akıncı, Ms. Tülay Dağdeviren.
3
Main objectives of the second project meeting

establishing the final form for Module I (―Reading
Strategies‖ of the guide "The teaching of Life Skills with
Literacy" (A Training Manual)

discussing the second module of the guide ―Writing
strategies‖;

presenting an example of good practice: activity with
students;

monitoring the project progress and accomplishing the tasks by the partners;

revising the work plan according to the monitoring results and establishing the work plan
for the next meeting;

meeting evaluation;

team building activities.
Activities:
Getting to know and team building;
Example of good practice: ‖The Impact of Mobile Phones upon Teenagers‖;
Intercultural activities, of dicovering partners‘ culture and civilization by means of Power
Point presentations and exercises such as ‖Did you know ...?‖;
Work sessions with the following agenda:

Rules for a good implementation of the partnership;

Activities organized by each partner between February and April
2015;

The final form of the first module (‖Reading strategies‖, part of the
guide The teaching of Life Skills with Literacy);

Writing strategies suggested by the Romanian team, which constitute
the starting point for the partners‘ activities and discussions regarding
the structure of the second module ‖Writing strategies‖;
4

Monitoring the progress made by each partner regarding the tasks
established during the first project meeting;

Establishing the tasks for the second project meeting.
Assessing the project meeting.
The Turkish partner offered an example of good practice with the help of the Turkish students
and those coming from Greece, Bulgaria, and Italy. The activity title was ‖The Impact of Mobile
Phones upon Teenagers ‖.
5
The activity objectives:

developing the students‘ reading comprehension;

encouraging the students to make connections between texts and personal experiences;

developing transversal competences (critical thinking, communication, colaboration);

identifying personal values ;

acquiring reading comprehension methods.
The activity was based on an article about the role of mobile phones in the teenagers‘ lives
and used different reading comprehension strategies: before reading (predictions made by students),
while reading (summarizing information), after reading (expressing personal opinions). The
students worked in teams, presenting and discussimg their ideas, expressing their views, acquiring
new ideas and concepts. There were discussions between students and teachers regarding the
efficiency of the methods used.
1-The teachers have chosen a current subject as an example of good practice. We decided on a text
concerning technology and cell phones.
―Hang up or keep talking―. The
students were handed out the text and
asked to read silently without focusing
on the subject. They were to only
underline the words they didn‘t know.
And wanted them to read it for the
second time.
6
2-As a next step they were asked to summarize each paragraph and take little notes. As a third step
they again read the whole passage and this time they were asked to summarize everything.
3-Later on, the students were supposed to write down some questions about the text. They asked
each other these questions and answered them. They produced successful questions and answers.
The session ended by explaining the main theme of the text.
Intercultural activities
Also, the students were involved in different activities with the view of discovering the partners‘
culture and civilization (getting to know partners‘ countries and cities, exercises such as ‖Did you
know ...?‖).
Before their arrivals, the students were
asked
to
prepare
presentations
power
introducing
point
partners‘
countries as the following:
 Turkey
was responsible for
Bulgaria
 Bulgaria was responsible for Italy
 Italy was responsible for Greece
 Greece
was
responsible
for
Turkey
7
The students were asked to prepare two presentations for the meeting. The first one was „ Did you
know ….? „ presentation. The second one was presenting the partner‘s country.
8
The guide "The teaching of Life Skills with Literacy"
The Impact of Mobile Phones upon Teenagers
Each partner presented the activities and exercises proposed for the first module of the guide
‖The teaching of Life Skills with Literacy‖. This guide has the following structure: I. Reading
strategies, II. Writing strategies, III. Speaking and Listening Strategies (Oral communication). Each
partner will propose exercises and activities for all the three modules.Each partner will test
exercises and activities proposed for each module (proposed by them and by other partners) in the
local activities.
The activities proposed for the first module have the following objectives:

improving correct, conscious, fluent and expressive reading;

developing students‘ ability to understand, describe and select information, facts and main ideas
from a text;

developing students‘ ability to get the message out of a written text;

stimulating students‘ interest in reading;

improving students‘ skills in text outlining and question asking;

developing positing attitude, critical thinking team work (collaboration, tolerance, implication,
responsability, respect to different opinions);

improving the ability to deduct and interpret information, facts, ideas from a text;

encouraging students to make connections between texts and their personal experience;

developing the ability to express personal opinions regarding some civic situations;

building a civic behaviour adequate to human relationships in different situations;
The activities proposed have the following structure: Title, Objectives:
Content and skills,
Workgroup / target, Pre-requisite, Time, Means / tools, Strategies, Assessment, Evaluation results.
9
Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey)
Reading Strategies
Skimming / Scanning / Reading for Detail
While you’re reading TIME IS KEY
• One of the biggest problems in reading is TIME.
• That means , you ‘ ll have to be able to get the information you need QUICKLY.
• The
reading strategies and techniques will help you to complete the task IN THE GIVEN
TIME.
Developing these three READING SKILLS will help you MANAGE YOUR TIME effectively and
IMPROVE your reading
•
•
•
Skimming
Scanning
Reading For Detail
Skimming- Getting The Gist
SKIMMING is a fast reading to get the GENERAL IDEA of the text. Different techniques for
skimming include:
10
a) Running your eyes over the text to get the general meaning – NOT STOPPING at words you
don’t understand , as this will only slow you down
b) Reading the FIRST and LAST paragraph of a text , and summaries if offered.
c) Looking closely at the TOPIC SENTENCES – the most important sentence of each paragraph.
Scanning – Get Only What You Need
SCANNING is rapidly running your eyes over the text in order to locate SPECIFIC DETAILS.
Three steps to scanning include:
a) Read the question and SEARCH FOR KEY WORDS or ideas associated with the question.
b) Your eyes then MOVE QUICKLY OVER THE PAGE , flitting around the text , back and forth ,
up and down.
c) LESS READING AND MORE SEARCHING , the brain hunts for specific information – a
word , a phrase , a name or a number
Reading For Details – Find Your Answer
a) This final step requires a CAREFUL AND CLOSE reading of the passage you have arrived at
after your search, in order to find the answer.
b) When we read for detail , we read EVERY WORD in a text and think carefully about the overall
meaning of each sentence.
11
Reading activities
Greece
Erasmus plus Strategic partnership
SLL Skills for Life: Literacy Project
No:2014-1-RO01-KA201-002713
Reading Activity 1:English lesson
Title: Understanding and Solving the Problem of Illiteracy
•
1.Topic: Understanding and solving the problem of illiteracy
•
2. Objectives: Content and skills
a. Raising students‘ awareness about the serious problem of illiteracy
b. Involving students in active and conscious implementation of transversal reading competences
(critical thinking, independent learning and thinking, relating what they have learned to their own
experiences and reflecting upon the ideas and information presented in the text)
12
•
3. Workgroup / target :
A and B Grade of Senior High School, 16 and 17 years old
•
4. Pre-requisites :
Intermediate to upper intermediate knowledge of English
•
5. Time : 90 minutes
•
6. Means / tools Materials: Video projector, worksheets, flip chart sheets, markers.
•
7. Strategies
-Before reading (class discussion 15 min)
1.Pre-reading plan
-While reading strategies (group work 60 min)
1.PQRST:Method of reading
Preview-Question-Read-Summarise-Test
2.Using a graphic organizer (The frame routine)
3.SQ3R: Survey-Question-Read-Recite-review
4.K-W-L (know-want to know-learn)
-After reading (group work 15min)
Summarising:5-4-3-2-1
Exit slips
•
8. Assessment:
Questionnaires, class discussion
•
9. Evaluation results:
-Overall , all groups collaborated effectively to produce a remarkable presentation
-There was encouragement of team spirit
-The aims set at the beginning were fulfilled.
•
10.Difficulties
-Time management (More time was required than the expected one).
-No clear picture about all the students‘ participation and active involvement (since they
worked in groups)
Reading activity 2
Ancient Greek Literature Lesson
A‟ Stasimon of Sophocles, Antigone
A song for the human‟s magnificence
Team: 23 students of the second class
13
Objectives
1.Motivating students to think hard about the positive and –moreover-negative features of modern
civilization and human progress.
2.Students to be affected by the proposed values.
3.Exposing students to the influence of the aesthetics of the ancient tragedy.
Strategies
•
Before reading (15min.): Pre-reading plan
First lines
•
While reading (50min.): Quadruple reading ,(Richards, new criticism.)
•
After reading (20min.): Conversation about the ideas resulting from the text.
Reading activity 3
Subject :
Modern Greek language
Topic: ‗Values‖ that might guide us in life
Text :genuine and fake entertainment
Objectives
•
1. Motivating students‘ interest in reading a rather long text
•
2. Involving ss in active and conscious implementation of transversal reading competences
(critical thinking, independent learning and thinking and reflecting upon the ideas and
information presented in the text)
•
3. Identifying personal ―values‖
•
4. Identifying actions and behaviours that support the observation of a ―value‖
•
5. Adopting positive behaviour in everyday life
Didactic methods and procedures: text comprehension strategies
A. BEFORE READING (class discussion 10 min)-applying of previous knowledge
•
1. Pre-reading plan- Introductory questions
•
a. What are the typical leisure activities of teenagers?
•
b. What are the benefits for their body –mind –soul?
B.WHILE READING (group work 50 min) - the same worksheet for all groups
1.Answering general questions about the text
14
•
Who created the text? How do I know?
•
Why was this text produced?
•
Who is most likely to benefit from the text?
2. Filling gaps in the text (specific words are omitted from the text to motivate students
reflect about what the author might want to say and use the context to understand specific
information)
3. Working as a class to restore the original text given
CONCLUSION MAKING (10 min)
•
1. Give examples of genuine entertainment.
•
2. Write a chart with PROS of genuine entertainment and CONS of fake entertainment
(using both information given in the text and their personal experience)
•
The ss discuss the importance of genuine entertainment and more specifically the following
issues:
•
3. Make a poster with a single phrase from each student using coloured markers
•
4. Scanning for information to answer questions about the text
Reading activity 4
Subject :
Modern Greek Literature
1.Title: “On aspalathoi…”, poem written by G. Seferis
2. Objectives: Content and Skills
a. Raise students‘ awareness about the important issue of illiteracy.
b. Develop communication and cooperation among students.
c. Spread of eternal human values. Develop critical thinking and acceptance of different opinions
and general diversity. Students perceive the value of the poetic word, which in combination with
other words creates a functional whole.
3. Workgroup / target: Grade B´ of Senior High School, 17 years old.
4. Pre-requisites :General knowledge of the Greek poetry, traditional and modern. Knowledge of
the literal and figurative significance of language
5. Duration: 90 minutes
6. Means/ Tools/ Material used: Video projector, internet, photographs, worksheets, markers.
7. Strategies used:
 Auxiliary (Parallel ) Texts;
 TPS (Think – Pair – Share );
 Brainstorming;
 PreP ( Pre – reading Plan );
 Inquiry Chart;
15
 Visual Imagery;
 Story Sequence;
 W. Dilthey‘ s method (Whole – Part – Whole);
 SWBS ( Somebody Wanted But So );
 It says – I say – And So;
 Summarizing 5 – 4 – 3 – 2 – 1 Strategy;
 Exit Slips.
8. Assessment: class discussion
 Overall, all groups collaborated effectively to produce a remarkable presentation.
 Encouragement of team spirit
 We tried to fulfill the aims set at the beginning.
10. Difficulties:
 Time management (More time is required ).
 It is not easy to have a clear picture about all the students‘ participation and active
involvement, since they work in groups.
Reading Activity 5:
Ancient History of Greeks
1.Title: Be an active and thoughtful reader
2. General Objectives
Α. Encouraging students to think actively as they read a historical text.
Β. Developing students‘ ability to make inferences from the information they have got and to
organize historical information according to criteria , such as time or place.
C. Literating students upon the impact of ancient Hellenic linguistic terms to the lexicon of
modern Europe‘s languages.
3. Workgroup / target :
A Grade of Senior High School,
16 years old.
4. Pre-requisites: A quite good knowledge of previous historical periods regarding Ancient History
of Greeks. (Dark Ages, Mycenaean Era)
5. Time : 45 minutes
6. Means /tools Materials: historical maps, the book of history, board, markers.
7. Strategies
A. Before reading
i. First lines
16
ii. Pre-reading plan
iii. Reading between the lines (inferences)
B. While reading strategies
i. Asking questions
ii. Skimming and scanning to preview text
iii. .SQ3R: Survey-Question-Read-Recite-review
C. After reading
i. Summarising:5-4-3-2-1
ii. Keywords
8. Assessment:
Questionnaires, class discussion
•nothing-to-say students become skilled readers
•The aims set at the beginning were fulfilled
10.Difficulties
•No clear picture about all students‘ approval to new reading strategies
(since they are mainly taught traditionally)
Summarizing…
1) Target group :teenagers of 15-16 years old
2) Difficulties:
•
Time management ( More time is required)
•
It is not easy to have a clear picture about all the students‘ participation and active
involvement, since they work in groups.
•
No clear picture about all students‘ approval to new reading strategies
3)Alternative (proposed?) reading strategies used by the Greek team
•
Quadruple reading (Richards, new criticism.)
•
Filling gaps in the text
•
Use of Auxiliary ( Parallel ) Texts
•
W. Dilthey‘ s method (Whole – Part – Whole)
•
Keywords (specific historic vocabulary to be used in oral communication regarding history)
GENERAL EVALUATION
-Overall, all groups collaborated effectively to produce a remarkable presentation
-There was encouragement of team spirit
-The aims set at the beginning were fulfilled.
-Nothing-to-say students became skilled readers
17
“Stefan Procopiu” High School (Vaslui, Romania)
About Appreciation and Envy
On the 2nd of April (World Book Day for Children and Teenagers) around 35 students of the target
group took part in the activity ‖About our Relationship with Others: Admiration and Envy‖.
Activity Steps :
 The inportance of World Book Day for Children and Teenagers– its significance.
 Rebuilding and anticipating. Each of the 6 groups received a set of words and they had to
rebuild a quote about envy. After presenting their rebuilt quotes, the students were asked to
identify one of the activity themes, that is envy.
 The moderator announced the activity title (‖Our Relationship with Others: About
admiration and Envy‖) and the objectives. Together with the students, the teacher gave
definitions to the two words: admiration and envy.
 Short introduction to the Italian writer Edmondo de Amicis and his work, ‖Cuore‖, to which
the two texts about envy and admiration belonged.
 Reading ‖Head of the Class‖ and ‖Envy‖, followed by comprehension questions. The
questions can be put into 4 categories: ‖Right Here!‖, ‖Think and Search!‖, ‖The Author
and You!‖, ‖On Your Own!‖.
 Group activity. Each group was assigned a task: using the methods and strategies which
help understanding and summarising the texts (‖Somebody wanted, but ...‖, ‖ 5-4-3-2-1
Strategy‖, G.I.S.T Method, ‖The most /the least important ideas of the text‖, ‖Story Map‖,
‖Frame Routine‖). The students worked togeter in order to fulfill the task, then they
presented their ideas to the others.
 Quotes about envy. The students read quotes about envy and then they were ‖challenged‖ to
write an argumentative text on a quote by the end of April.
 Conclusions about envy, appreciation, andadmiration.
 Exit Slips: Each student received a post-it note on which he/she wrote down something
learnt during the activity and then put it on the flip-chart.
 Energizer: ‖Washing Machine‖.
18
The Amazon River – A Mountain Water
On the 23rd of March, 30 students took part in the activity ‖The Amazon River – A Mountain
Water‖ during which strategies of reading, comprehension and summarizing a text were used.
Activity Steps:
 Anticipation: ‖Superlatives‖. Students were divided into 5 groups. Each group received a
card containing information about the Amazon river , whose name the students had to guess
from the texts. Also, starting from the texts, students identified the river‘s superlatives
(‖The largest river by discharge of water...‖, ‖The largest drainage basin ...‖, ‖The highest
tidal bore waves ...‖, ‖The longest navigable network ...‖).
 Reading ‖The Amazon River – AMountain Water‖. While reading, the teacher used ‖Ask
Questions‖ Method.
 Group activity: The students, divided into 5 groups, filled in a worksheet using 5-4-3-2-1
Strategy. A representative of each group presented their answers.
 Frontal activity: summarizing the information by filling in a graphic organizer, for example
the ‖cluster/word web‖.
 Assessing the activity using the ‖Exit Slips‖ Method. The students chose a number from 1
to 10, which they believed to indicate the level of understanding the text.
19
Literacy – The First Step of Efficient Learning
On the 23rd of April, on World Book and Copyright Day, 48 students of the target group and 20
teachers took part in the activity ―Literacy – The First Step of Efficient Reading‖.
Activity Steps:
 Ice-breaking. The students chose a word to express happiness and shared a personal
experience.
 Meet O. Henry – short introduction to the American writer O. Henry. The activities were
based on his short story, ―The gift of Magi‖ .
 Making predictions in relation to the title.
 Reading aloud ―The gift of Magi‖. While reading, the teacher used the following strategies:
making inferences, expressing opinions, making connections, predicting, and asking
questions.
 The reading workshop. The students, divided into 7 teams, were assigned certain tasks:
illustration workshop, personal opinion workshop, predicting workshop, filling in workshop
(―Chain of Events‖, ―Irony Map‖, ―Concept Map‖, ―Most/least Important Ideas and
Information‖). ―Reading workshop‖ represents a students‘ favourite activity as: they assign
responsabilities by themselves, according to their abilities and demonstrate to themselves a
20


responsabile attitude to their own contribution to the collective work. Each group presented
their work to the others.
Vote a quote. The activity moderator gave the students a list of quotes (summarizing the
moral of ‖The gift of Magi‖). Each group chose a quote they agree withand/or a quote they
don‘t agree with, giving arguments for their choices.
Checking the predictions made at the beginning of the activity in relation to the title.
Interactive Reading
In March 2015, 13 teams (62 students) took part in the second contest of the educational project
‖Interactive Reading‖. The contest had two parts: writing the „Book Rapport‖ (fulfilling 10 tasks
about the work they had read) and the ‖Quiz‖ (45 questions about the work they had read).
Diplomas and books were awarded to the students. The general objective of all the 4 contests held
within the project ‖Interactive Reading‖ is to facilitate teenage reading by means of interactive
strategies (such as ‖rewrite the end of the story‖, ‖continue the story‖, ‖writing a dialogue with a
character‖, ‖crosswords‖). By taking part in these competitions, the students develop transversal
key competences (critical thinking, communication, team work, problem solving, creativity)and
also learning competences (techniques of intellectual work, summarizing information, making
connections etc.).
21
Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey)
A)March 6th, 2015 Book Fair Visit
The Project students were taken to the Bursa Book Fair on the 6th of March on Friday.
All the halls were visited with students. Particular books were advised to the students According to
their ages and interests. New Edition Books were presented. Students collected some useful
leaflets about the work they are supported to do with the Project. They pictured all their work they
did during this visit. The students who interviewed with the presenter of Macedonion University
took photos. Also the desks of the universities that took part in the fair were visited..The students
presented each other the leaflets and books they collected after the fair. All the documents about the
Project were classified when they came back to school Wall were prepared. Books which were
going to be used for the reading practices which were selected.
22
B) Reading Hours at Schools
Based on the decision put in force by our Ministry of National Education, the first lesson of each
day is separated as a ‗‘Reading Hour‘‘ at schools. As well as the students all the staff take part in
this activity. They all do together a great job through ‗‘reading‘‘.
Of course there are many purposes of this useful reading hour. Some of them are ;to develop
reading habits, to increase work productivity, to solve problems between the citizens easily, to
intensify our love of country and nation, to gain a stable habit of studying, to set a peaceful working
environment, to provide soul serenity, to gain a different point of view through the ability of
foreseeing and etc.
23
If this strength can be spread from one generation to another, it will definitely be a unique
example of success.
C) Monitoring the results of Reading Strategies
In order to observe and develop the students‘ way of using reading strategies, we have given them
three different passages to study, which are of the same level. These local activities took place in
three consecutive weeks during March and April.
30 students have taken part in this practice work. 15 of them were from Grade 9 and the
other half was from Grade 10.
At the first stage, after scanning the text ,students were asked to find the meanings of the words in
bold. At the second stage, this time the students were to match the headlines with the given
paragraphs. All the participants have given full and correct answers to this study. At the third stage,
students were meant to read the texts silently. Later on, they were required to match the words in
bold with the given meanings. Following this activity, they were supposed to fill in the blanks with
those words. The fourth stage was question-answer practice for checking comprehension. And
24
finally at the last stage, students were inquired to explain their opinions about the texts whether
they agree or disagree with their reasons. Many
of them gave their opinions.
At the end of the study, the students‘
understanding of what they read, their
knowledge of vocabulary and their ability to
evaluate were tested. According to this, it is
determined that the students can easily
comprehend the words related with daily life,
but they find it difficult to remember the
scientific words. It is decided that this practice
has had a useful influence on the students
through the aspects of reading, understanding
what they read and evaluation.
D) A Webinar made by our National Agency
Our National Agency sent us an invitation to participate in
the Webinar on April, 2015. The whole Project team
teachers and some students joined this Webinar in the
Project Room. It was the first and a fruitful webinar as a
Project
Activity.
As a local activity a local writer from Bursa was
invited to our school. Our students got the
opportunity to ask him any kind of questions
about being a writer.
25
26
27
28
Foreign Language Secondary School (Bulgaria, Pleven)
READING LITERACY. STRATEGIES AND ACTIVITIES
GerganaDanova – English teacher
RoumianaStamenova- German teacher





WHY READING?
Young people do more reading and writing today — on paper and online — than ever
before. Their literacy development is just as important, and requires just as much attention,
as that of beginning readers.
Understanding the meaning of text—words, numbers, and images, in print or digital
form—is the ultimate goal of reading.
Reading skills are essential to the academic achievement of middle and high school
students.
To help students develop metacognition, teachers must show them how reading strategies
are effective in improving their reading comprehension. Also teachers must direct students
to reread for meaning, provide plenty of content for language learning, and allow students
to boost vocabulary.
When students realize that they do not understand what they are reading, they must be
capable of mobilizing strategies to correct the problem. Students master these skills when
they actively construct meaning, learn more about themselves and others, read from a
variety of sources, and view reading as an enjoyable experience.
ACTIVITIES WITH 10TH GRADE
 ENGLISH CLASSES AND READING SKILLS
 FORMAL AND NON-FORMAL LEARNING
PRE-READING UNDERSTANDING
Strategy- DECODING TITLES AND UNDERSTANDING CONTEXT CLUES
The students have to speculate on the meaning of the title and come up with ideas about the
content.
Outcome- make reasonable assumptions based on the title message and form expectations about
the text
PRE-READING UNDERSTANDING
Strategy – updating knowledge on the topic and sharing knowledge within the group.
Students have to ask each other what they already know about the mean and add new facts.
Outcome- students develop skills for sustainable learning and identify gaps in their general
knowledge
READING AND UNDERSTANDING
THROUGH QUESTIONING AND DOUBT
Strategy – READING ALOUD AND EMPHASIZING; SELECTIVE READING
One of the group reads aloud a paragraph and the listeners have to ask questions on the text
Outcome – students develop skills for pronunciation and intonation; skills for questioning the
meaning and doubt the credibility of the information; th reader develops selective skills through
choosing what to emphasize.
29
READING AND UNDERSTANDING
THROUGH QUESTIONING AND DOUBT
Strategy – READING ALOUD AND EMPHASIZING; VOCABULARY BOOST
Students ask questions about the meaning of words and phrases; use electronic resources to access
information and build up dictionary skills
Outcome – students learn how to use words in different context and socio-linguistic context
POST-READING UNDERSTANDING THROUGH GROUP DISCUSSIONS
Strategy – READING TO YOURSELF AND ANALYSIS OF MESSAGE
Students read the text to themselves and then fill in a questionnaire based on the text
Outcome – develop skills for critical thinking
AGREE
DISAGREE
STATEMENT FROM THE TEXT
OPINION FROM THE TEXT
Pearson International Language
30
Reading promotes a joy for learning that extends beyond school and provides an excellent lifelong stress reducer
* Comprehension monitoring—knowing when comprehension breaks down and knowing the fixup strategies such as rereading, applying reasoning, or using the organizational signals within the
text.
* Cooperative learning—problem solving or sharing ideas with peers through discussions,
debates, and other peer-led activities.
* Using texts structure—understanding that texts are organized by displaying the organization
graphically.
* Answering questions—answering teachers' questions and receiving feedback in order to
demonstrate an understanding of the text.
*Generating questions—asking questions about information in the text.
*Summarizing—making generalizations that sum up the most important information in the text.
ACTIVITIES WITH 8TH GRADERS
* One of the main objectives in teaching German language is the formation of reading literacy,
which is not a single but continuous process, carried out through both training time and through
informal learning outside the school, communication within the family and circle of friends.
* WORKING WITH ADAPTED LITERARY TEXT
Each text provides an opportunity to acquire not only literacy related to spelling, lexical and
grammatical norms but also cultural literacy.
* My goal was to apply a variety of reading strategies, global, selective and detailed to help
students learn vocabulary so I used an adapted version of a fairy tale by The Grimms.
With the help of maps on which are depicted typical objects named in the story, the students
could remember the Bulgarian version of the story .Then they arranged the cards in the right
sequence, led by the memory contents of the Bulgarian language. This has facilitated my work on
the content of the German language because using such cards activated the part of the vocabulary
necessary for working with text.
-The first task of reading comprehension was to complete a text with missing words which are
given as a possible choice but are jumbled. Global understanding of the text facilitates the work
for detailed and selective understanding.
- The follow-up tasks were related to a game of cards containing questions and students had to
give answers suggesting a detailed understanding of content.
Certificates – CEF B2 Students sat the exam at the age of 15.
31
Material made with the financial support of the European Comission.
The content of this material represents the exclusive responsibility of the
authors and the National Agency and the European Comission are not
responsible for the way in which the content of the information will be
used.
32
Project poster realized by Italian partner.
33

Newsletter No. 2 - gpche

Transcription

Similar documents

Vakken vol Verhalen brengt begrijpend lezen en zaakvakonderwijs

#3 You Got It, I Want It Rev. Dr. Jeremy Mahood

envy: a philosophical exercise

Credo Reference Discovery Session WALDO, March 12, 2012

With all the high-stakes testing and implement collaborative

“Effective Use of STUDY AIDS to Improve Case Briefing and

Brochure - National Geographic Learning

The Habits of Close Reading, D. Ray Reutzel, Ph.D. Whitepaper

Teacher notes. - English Teachers Association

Physical Literacy 101 What is PLAY Central?

Links to Literacy

Think Big_Routman

Teaching English 8. Literature matters

Flyer - Toronto District School Board

Spring

Reading Comprehension: Assisting students with autism, hyperlexia

Patrick Sensei`s Summer Reading Challenge

Social Critique and Pleasure

Chapter 12 Effective Academic Literacy Instruction in Grades 4–8

Media Promoting Violence - The Fourth R

The “Page-A-Day” Initiative (PADI)

Research Base for Guided Reading as an Instructional Approach