Setting your Compass for Reading
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Transcript of Setting your Compass for Reading
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Setting your Compass for Reading
Dr. Rob Waring
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The goals of language teaching
Ensure they can read, write, speak and listen
Build pragmatic, cultural as well as linguistic knowledge
Develop learning strategies
Develop independence
Develop a sense of ownership of the language
Build confidence and a ‘can do’ attitude
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What do learners need to know linguistically?
The grammatical systemsAbout 2000 everyday words occur in all types of English.
A word’s form-meaning relationship (its pronunciation, spelling and meaning)
The deeper knowledge of a wordits different meanings
its derivations (useful, useless, uselessness, etc.)if it’s typically spoken, or writtenif it’s useful or rare, polite or rudethe topic are we usually find it in (e.g. science,
music, biology)its collocations and colligations
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Why can’t Korean students read, listen, speak and write well?
Their language knowledge is often abstract, separated, discrete and very fragile to forgetting
There’s too much work on “the pieces-of-language” and not enough comprehensible, meaningful discourse
They haven’t met the words and grammar enough times to feel comfortable using it
They CANNOT speak until they feel comfortable using their knowledgeNot enough exposure. To acquire a 7000 word vocabulary requires
them to meet about 10-15,000,000 words. A typical high 3-year course book series has 250,000 words.
They haven’t developed a ‘sense’ of language yet
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A Typical Reading Text
Short texts
Many difficult words
Many exercises
Definitions given
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How are students typically taught to read?
From textbooks with short difficult textsDoing lots of exercises to practice the grammar and vocab,
reading skills and strategiesAll students read the same teacher-selected materialAll students read at the same paceAll students read at the same difficulty levelThe text may or may not interest all learnersIt’s hard to develop fluent eye movements – fluency and
reading speed – too many ‘reading speed bumps’
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Intensive Reading
Provides good for the teaching of discrete language pointsFew chances for the development of fluent eye movements Few chances to learn the patterns in the languageLittle allowance for student interest in what is readLittle allowance for reading at their own ability levelOften difficult for students to add new language to the
existing store of language because the material is too difficult
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Typical Korean reading texts
In Middle School-teaches the first 1000 words quite well- readability seems adequate – short passages, easy
vocabulary, picture supportIn Senior High School
- radical change to low frequency vocabulary- hundreds of the most important 2,000 words aren’t
met
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Why build reading speed?
Natives read at 250-300 words per minute
Many non-natives read at less than 100 words per minute
If they can read faster, they will -read more naturally-process the language more effectively and efficiently-understand more-remember more-read more text-be able to finish tests faster
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How well does that course present the language students need?
Research suggests an average language course:
-does not systematically recycle the grammatical forms outside the presentation unit / lesson
-has an almost random vocabulary selection without much regard to frequency or usefulness (mostly based on topic)
-rarely, if ever, recycles taught words either later in the unit, the book, or the series
-provides minimal additional practice in review units or workbooks
has an overwhelming focus on new material in each lesson
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A linear structure to our syllabuses
Little focus on the recycling of vocabulary, grammar and so on
The theory is “We’ve done that, they have learnt it, so we can move on.”
Unit 1
Be verb
Simple adjectives
Unit 2
Simple present
Daily routines
Unit 3
Present continuous
Sporting activities
Unit 4
can
Abilities
Unit 5
….
…..
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What happens to things we learn?
We forget them over time unless they are recycled and memories of them strengthened.
Our brains are designed to forget most of what we meet - not to remember it.
Time
Knowledge
The Forgetting Curve
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What will naturally happen to the learning?
Unit 1
Be verb
Simple adjectives
Unit 2
Simple present
Daily routines
Unit 3
Present continuous
Sporting activities
Unit 4
can
Abilities
Unit 5
….
…..
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What is Extensive Reading?
Fast, fluent reading of story books with high levels of comprehension
Focus on comprehension and enjoyment, not language learning Aim is to deepen already met language through massive exposureTypically this is done with ‘graded readers’ or ‘leveled readers’Extensive reading (ER) and Intensive reading (IR) are two sides of
the same coin. Intensive Reading builds language, Extensive Reading practices it.
IR and ER work TOGETHER, they are NOT opposites
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What are graded readers?
Graded readers are story books written for learners of English written at various difficulty levels
Level 1 books have very few words and only the simplest grammar
Level 2 books have slightly harder vocabulary and grammar
Level 3 increases the difficulty … and so on
The students progress through the levels reading books that mirror what they learnt in their course work
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Graded readers
are GRADED
Phonics Easy vocabMore difficult vocab
Easy grammarMore difficult grammar
Nativebooks
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Course work and Graded Readers work together
Consolidating and deepening language knowledge
Extensive Reading
Unit 1
Be verb
Unit 2
Simple present
Unit 3
Present continuous
Unit 4
can
Unit 5
….
Introducing language
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Features of Extensive Reading
Emphasis on the skill of reading
All reading is in the second language – no Korean needed
New words are often met in later chapters
Emphasis on reading for comprehension / enjoyment
Provides input for speaking and writing
All the students read different books
Student selected materialWide variety of material
(genres) The reading will probably
interest the studentLonger textsVery few difficult wordsReading at the student's fluent
reading ability levelMostly out-of class reading
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When reading extensively, students should READ
It is CRUCIAL that learners read at the RIGHT level
Read something quickly andEnjoyably with Adequate comprehension so theyDon’t need a dictionary
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When reading extensively, students should READ
If they need a dictionary, it’s too hard and they will read slowly, get tired and stop
Their aim is fluency and speed, not learning new language
Typically students read at home or out of class- it doesn’t take much class time for HUGE benefits
We add the reading to our existing program, we don’t replace it.
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How do Intensive and Extensive Reading fit together?
SlowReading speed
High
Low % of known vocabulary100%
LowComprehension
High
90% 98%
ReadingPain
(too hard, poor comprehension,
high effort,de-motivating)
Intensive reading
(Instructional level, can learn new words and grammar)
Speed reading practice
(very fast, fluent, high
comprehension, natural reading,
enjoyable)
Extensive reading
(fast, fluent, adequate
comprehension, enjoyable)
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Reading at the right level
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Fluency Reading class
READING PAIN does NOT equal READING GAINChoose reading materials where they can read quicklyHave a wide variety of books – something interesting for everyoneHave a wide variety of difficulty levels – easy to difficultMost of their time should be reading
-not translating-not answering questions-not doing reports
Reading should be pleasurableReading should be motivatingReading should be inspiringReading is more than language practice
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Summary of Extensive Reading
Massive language exposure at the student's level of understanding
Excellent chances for the development of fluent eye movements (fluent reading) because the text is easy leading to faster reading
Excellent chances to learn the patterns in the language because the student is reading a lot
High probability the student is interested in what is read and that she will become a more confident reader
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Young Learners Classic Readers
Enjoyable and easy reading practice of famous stories Develops their vocabulary and reading fluency with the easy-to-read adaptations• 60 classics• A short introduction• A picture gallery of characters• A story including full-color illustrations and highlighted dialog• A short playlet• A picture dictionary• Audio recordings
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Compass Classic Readers
Extensive Reading Practice• Fundamental reading fluency practice• Extension & consolidation of vocabulary• Repeated exposure to common grammar structure
Acknowledged Education Value• Accessible adaptations of the world’s greatest literary works• Cultural and historical contexts for broader understanding of the world
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Compass Classic Readers
Why Compass Classic Readers?Grasp both Language Learning and Content Learning
Each Reader Includes:• Carefully graded retold-stories using appropriate vocabulary and sentence structure• Motivating full-color illustrations (excluding level 5 & 6)• Discussion questions before and after each chapter• A short playlet for fun classroom activities• A glossary of key vocabulary words• An MP3 CD
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What is Reading Oceans
Online extensive reading program containing 3-D animated nursery rhymes and songs Complete phonics course with 70 decodable readers 600 stories from a wide range of genre at 30 levels
of difficulty Read, listen or watch Comprehension check follow-up Learner management system allows teachers to
track each student Placement Level Test and achievement tests
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The menus
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Placement testFlashcard testEnglish to Korean receptive testReading Comprehension test
-> Test results
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www.keera.or.kr
A new organization dedicated to developing Extensive Reading in Korea
September 14-15th, 2013. Second World Congress on Extensive Reading at Sookmyung university
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www.ER-Central.com
Free not-for-profit website to promote Extensive ReadingHundreds of articles and links to ER informationBlogs and commentsOnline Graded Text EditorInformation for researchersER and EL VideosAdvice Center (coming soon)ER/EL Calendar Advice for publishers and authors
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Help needed
Need help to translate parts of the site to Korean and other languages.
Upload any Korean ER materialsSend us links to things in Korean Publishers can send product announcements
www.ER-Central.com
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Thanks you for your time