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Extensive Reading & Technology

Extensive Reading & Technology

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Extensive Reading & Technology

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  1. Extensive Reading & Technology Maria Lisak Gwangju University of Education May 12, 2011

  2. Overview • Literacy • Extensive TELL • Critical Literacy Skills • Extensive Reading • CLS in ER • Examples of Integration • More Suggestions • Storytelling Suggestions • Learner Made Storybooks

  3. Literacy • What does it mean to be literate? • Traditional meaning is that one can read. • Reading text is still important. • Decrease in traditional text formats: newspapers, magazines. • Overload in new text formats: online, breadth of materials, no leveling of materials.

  4. Extensive Technology Enhanced Language Learning(TELL) • Technology is ubiquitous. • Quality methodology needed • to acquire language • develop language skills • build literacy • practice critical thinking • Extensive reading programs allow for a practice of self-guided learning to take hold. • TELL allows for a practice of self-guided production to be nurtured within a community of practice.

  5. Critical Literacy Skills • Extensive reading programs share a value that reading and language acquisition through reading is a beneficial process. • While reading is important, there are emergent critical literacies that should also be incorporated into an extensive reading program.

  6. Learners need to: • Play • Perform • Simulate • Appropriate • Multitask • Distribute Cognition • Utilize Collective Intelligence • Judge • Navigate across mediums • Network • Negotiate http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

  7. Extensive Reading Practice • Reading aloud • Being read to • Retelling the story • Several iterations to move learning from short to long term memory • Practices intonation and pronunciation • Social interaction • Implicit pattern imitation

  8. Critical Literacy Skills in Extensive Reading Programs • Play – mind maps and drawings of story • Performance – role play and voice miming • Simulation – storytelling and problem solving • Appropriation – collaging, mashing • Multitasking – notetaking, listening, helping others • Distributed Cognition – mind maps, learning tools • Collective Intelligence – community of practice, others know stories • Judgment – level of material, credibility • Transmedia Navigation – traditional text to electronic media • Networking – meeting others through book clubs/topics • Negotiation – interpretation of meaning needs to be shared and decoded when interacting with others.

  9. CLS in ER

  10. Examples of Integration • Audio Documentation • Book Review • Oral Book Report • Webquest Book Discovery • Book Survey • Theme music video • My Play – script writing • Movie Trailer • Movie Review

  11. Audio Documentation • Read aloud and record • Re-tell story and record • Videotape retelling pointing to mind map throughout the telling • Error correction • T can highlight missing/incorrect language in the text • Self-correction: listen and read. Mark errors.

  12. Book Review • Focus on Summary or Personal Review • Book Review Sentence • Learner writes own review in one sentence • Answering ‘why’ is critical • Starter sentence may be given • Revision • Correct errors • Identify type of errors (word order, forms) • Add more words • Make longer sentences • Develop Public Voice • Scaffold for critical thinking behaviors

  13. Oral Book Report • Video and audio of learner interpretation • Give summary of book • Describe characters and scene • Identify plot milestones • Interpret the meaning of the book • Interpret the values and morals in the book • Support opinion of book • Persuade others to read book

  14. Webquest Book Discovery • Read and listen to other students book reviews • Ask questions to writer of book review • Focus on WH questions • Get more information (personalize learning) • Give feedback (scaffold learners into giving constructive and quality feedback) • Goal is to collect a body of information which then needs to be reviewed, ranked and prioritized

  15. Book Survey • Learners • fill out survey • rank the books • choose which will become a ‘movie’ for class • Learner participates in ER thru TELL. • Critical thinking practice modeled • Decision making is scaffolded • Book list asks questions: likes, dislikes, interests, locations, interesting character, plot, meaning, values . . .

  16. Theme Music • Learners • bring in and listen to many music clips. • share which book they want to make into a movie and why. • choose opening music and then audio file of ‘book to movie’ choice • listen to files. • Likertscale lets them • rank the music choices • agree/disagree with the ‘book to movie’ choice • Based the reviewer’s suggestion, not personal choice

  17. My Play - Scriptwriting • Groups of learners re-use the words from the chosen book into dialog form. • Scene are described • Tips for body language and acting are given in the script. • A story board with character avatars are made with dialog boxes. • Story is recorded on video.

  18. Movie Trailer • Learners take the theme music, book reviews, suggestion file, and play script and edit into a 2 minute movie trailer • Titles, captions, headings, and credits need to be added to the trailer. • Learners can incorporate any creative elements per their choice.

  19. Movie Review • Books, scripts, story boards, audios, and videos are revisited and shared. • Movie trailers are watched and awards are given based on learner feedback • Learners are able to ‘shop’ for new books • Re-use materials to make bookmarks, stickers, notebook covers, and book covers from scripts, story boards, character avatars. • Re-use materials to make screen shots and ringtones from pictures, videos and audio files.

  20. Additional Twists • Learners are given a theme and must find and review three books with that theme. • Thiagi Interactive Storytelling Techniques • Instead of retelling a book or story, students tell their own. “Storytelling is a powerful way to present the training content. However, traditional storytelling encourages the participants to become passive listeners. In contrast, the use of interactive stories encourages the participants to actively work individually or in teams to create stories, modify stories, share stories, make appropriate decisions at critical junctures in stories, debrief stories, and analyze them.”

  21. Interactive Storytelling Techniques • Analyzed Stories. Read and dissect the story, identify problems and their causes, and make appropriate decisions. • Co-Constructed Stories. Identify a theme, topic, or plot line. Learners then construct a story. Each participant supplies one or two words (or sentences or paragraphs) during her turn. • Debriefed Stories. After the story ask participants to reflect on the incidents in the story. Discuss by asking how they feel, what happened in the story, compare to real life. • Prompted Stories. Give learners a prompt ( photograph, a graphic, an opening sentence, or a closing sentence.) and make a story. • Rashomon Stories. Present a story, emphasizing key incidents and three or more characters. Rewrite the story from the points of view of different characters. • Roleplayed Stories. Present a story and stop at a critical juncture. Ask teams of participants to play the roles of important characters in the story. • Shared Stories. Each learner makes a story. Invite participants to repeatedly pair up with one another and share their stories. • Shrunken Stories. Give examples of hint stories, 99-word stories, or six-word stories. Ask the participants to write individual stories and share them in teams. • Summarized Stories. Give examples of 1-minute summaries of classic novels. Learners imitate model • Unfinished Stories. Present three-fourths of a story. Ask teams of participants to complete the story. • Zoom Stories. Ask participants to narrate a story at an appropriate level of detail. When you tell the narrator to zoom in, she continues narrating the story with a greater number of details. When you ask the narrator to zoom out, she presents the story in broad strokes, moving away from too many details. http://thiagi.com/pfp/IE4H/may2011.html#ToolKit

  22. Learner Made Storybooks • Get learners to make their own storybooks • Audio or video them telling the story. • Get them to type it out while listening again and again • Help correct any errors • Re-use materials – cardboard, cereal boxes. Print up story onto color paper. • Have them draw their own characters or collage one together from images

  23. Book Project Plan • Practice using ER with TELL above. • Day 1 – ask students to tell a story. Audio record. • Day 2– ask student to write the story onto paper while listening to the audio file. • Homework – type up story into electronic file • Day 3 – book cover, story title, bio • Day 4 – draw characters for the story • Day 5 – story board the story into pages • Day 6 – add characters and pictures to the pages • Day 7 – tell the story using video • Day 8 – compile book • Day 9 – introduce book to others • Day 10 – market day: sell book

  24. Thank you • Maria Lisak • gwangjumaria@yahoo.com • www.koreamaria.com • Blog • Gwangju University Foreign Language Center. • Room 1734 • Values • Safety • Simplicity • Identity • Curiosity • Prosperity