State of Kuwait Assema Educational Area E.L.T Supervision School year 2011/2012. A presentation on Free reading and using stories in the classrooms. E.L.T Senior Supervisor MRS. Noria Al Sedra Prepared by
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A presentation on
Free reading and using stories in the classrooms.
E.L.T Senior Supervisor
MRS. Noria Al Sedra
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?
To have a successful reading lesson with your class you need to think about these questions:
Involve 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.How to motivate young learners to read a story
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.
Read with me
When the reading lesson starts to show
Read with me, let me grow
Like a lazy ocean meets the shore
Read with me, teach me more
Story books have a magic technique
When we read them, we never go weak
Never go weak
Read with me learn with me
Let me grow. Teach me more
Let your mind be a deep vast pool
With Somaya primary school
Read with me learn with me.
Divide 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.4. Reading teams
The clever readers' team
Stories are fun
Promote a feeling of well being and relaxation
Increase children's willingness to communicate thoughts and feelings
Encourage active participation
Increase verbal proficiency
Encourage use of imagination and creativity
Encourage cooperation among students
Enhance listening skills
allow children to explore their own cultural roots
allow children to experience diverse cultures
enable children to empathize with unfamiliar people/places/situations
offer insights into different traditions and values
help children understand how wisdom is common to all peoples/all cultures
offer insights into universal life experiences
help children consider new ideas
reveal differences of cultures around the world
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)
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
It is a good idea to familiarize learners with the topic before reading, by asking questions or giving a summary about the story .
What did the wolf names such as
in the story?
a long nose !
Guess Why ?
Helping pupils to look for meaning using picture dictionaries while reading.
Ask pairs to read the role of characters acting their funny voices…
Provide 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.Directed draw
As 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 )
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.
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 story
Using simple drawings with vocabulary labels in
Role play or act out the story:
Starting with miming actions or using masks to imitate
Make puppets and then have a puppet show of the
Draw and colour/paint the characters and objects or
1. Book Bouquet 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.
Talk 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 ."book-based" activities to enhance children's involvement with stories.
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.2. My Own Bookmark
Role Plays relating to the characters in the story
Drawing the story in comics
Changing the ending of the story
Choosing your favorite part of the story and discussing it.
Talking about characters
Talking about plot and sequence
Talking about messages
Graphic 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
5 looks on a book
Thanks for listening