Using graded readers with technology
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The document discusses strategies for engaging reluctant readers, particularly children and adults, using graded readers and technology. It emphasizes the importance of making reading enjoyable and interactive, suggesting various tasks and activities to enhance comprehension and engagement. Key points include utilizing digital platforms like Edmodo, fostering discussion and creativity, and ensuring that technology supports rather than detracts from the language learning experience.
![!
creative writing (1)
TASK #7
Pick out the elements (and vocab) from the
text that make the story a good ghost [love etc.]
story
Pool and discuss these
Write your own stories (in pairs) using the
above
Illustrate your story in some way
Share it with us on our blog (or Edmodo)
Comment on other people's stories](https://image.slidesharecdn.com/slideshare-120327122242-phpapp02/85/Using-graded-readers-with-technology-16-320.jpg)
![getting feedback
“I think that coment the book in class, make me clear
more things.”
“I like read a books in class, is better than do grammar,
and in the same time you can learn vocabulary”
“(....) is easy to understand and it isn't worry.”
“Cati [the teacher] enjoy very much doing the class.”
“No I didn't recomend because I didn't liked, I prefered
the books with action, or with afraid, but the love is
always the same and it hasn't got any emotion”
This page: feedback from teenagers reading different graded readers](https://image.slidesharecdn.com/slideshare-120327122242-phpapp02/85/Using-graded-readers-with-technology-30-320.jpg)
Using graded readers with technology
- 1. Graded readers with technology TOM WALTON tomwalton@gmail.com http://blogs.ihes.com/tech-elt/
- 2. the challenge • take any one book to 25 kids* • who never normally read • who say they hatehate reading • and make them read it (¡¿qué?!) • and LIKELIKE it! *or 12 adults – or any group of learners
- 3. what you get from books • better vocabulary • better reading comprehension skills • a subject to talk and write about • an enjoyable, shared experience • success with English When I talk with a friend I can be proud of me because I have read a book of Stephen King in English
- 4. what to do with a reader • read it • teach reading skills • listen to it • talk about it • write about it BUT most important is to… BUT most important is to…
- 5. bring it alive! The door of number 13 opened suddenly and an arm came out. The arm was thin and covered in grey hairs. The fingernails were long and dirty. Anderson shouted and pulled Jensen away from the door. The arm disappeared and the door closed. The sound of mad laughter came from number 13.
- 6. assumptions about ICT • we don't need any more exercises • the learners, not the teacher using it • NO kid needs your technical “help”! • a digital space to share things in More on how we should use technology More on task design
- 7. Blogger Make it private ! Make everyone an author !
- 8. Edmodo Now also as an app, for use in or outside class
- 9. Edmodo “small groups” Edmodo small groups
- 10. Speed reading TASK #1 Read whatever you like (first page, chapter, cover notes, the cover illustration, other illustrations…), in 2 minutes Decide whether or not the book looks interesting* Note title and opinion, then switch books Compare notes with a partner/group after 10-12 mins. (5-6 books) Optionally Test each other on what you read Source: http://ilearntechnology.com/?p=4484 Google Docs forms or Edmodo polls to collect data*
- 11. photos people reading TASK #2 Take photos of people reading things (anything, it doesn’t have to be books!) Edit the photos if necessary, caption them and share them (blog, Edmodo...) Comment on other people's photos For editing photos: Pixlr.com More on using (and creating) images
- 12. lists people reading TASK #3 Make a list of the people you see reading Share your list on Edmodo No repetition! Examples Man in a bar reading a text message on his mobile Woman reading an unidentified novel in the park Man reading lottery ticket numbers before buying one Woman reading something on Kindle (?) Man reading Sport (Bayern Munich 4, Barça 0!!!) Woman reading a recipe in a magazine Student reading notes on the Metro
- 13. Who was Ghandi (etc)? Or anyone else you like… but you must speak exclusively in English* TASK #4 Ask your parents*, in English only • Who was Ghandi? • When was he born? • When did he die? • What did he do? • What did he achieve? Report back via Edmodo, quoting exactly what they said.
- 14. the Lady Di story (1) TASK #5 Talk to people, exclusively in English, see who can give you the most info. about Lady Di. Fit the info. into a single sentence. Report back via Edmodo.
- 15. Wordle TASK #6 With a partner, pick out the 15-20 most important words, phrases, dates, names etc. from the story Put them into Wordle, making the most important words largest Share it with us and describe it to us www.wordle.net
- 16. ! creative writing (1) TASK #7 Pick out the elements (and vocab) from the text that make the story a good ghost [love etc.] story Pool and discuss these Write your own stories (in pairs) using the above Illustrate your story in some way Share it with us on our blog (or Edmodo) Comment on other people's stories
- 17. creative writing (2) TASK #8 Pick out all the different “texts” in the story we’ve read. Write a new story made up of a series of different texts (letters, menus, signs, Facebook entries, Tweets…) Fake Facebook pages | Fake Twitter
- 18. creative writing (3) TASK #9 Write an alternative ending for the story More on creative writing TASK #10 Write a "modern" version of the story TASK #11 Write the sequel / prequel
- 19. audio TASK #12 In a group, take a section from the story and produce it as a radio play, including sound effects. For recording, soundcloud.com, vocaroo.com Share it via Edmodo or our blog* and comment on other people's plays. Soundcloud also available as a brilliant app, to turn smartphones into recording devices
- 20. ! video TASK #13 Video a suitable scene from the story Works great with mobile phones (though the sound tends to be terrible)! IMPORTANT The opportunities for language practice in choosing, planning, scripting and rehearsing TIP Insist that audio or video is (a) well-rehearsed and (b) short (i.e. under 2 mins)
- 21. imaginary film version TASK #14 Create an imaginary film version of the text, including plot outline, title, tagline, names of actors, etc, plus the poster Share it with us /Sell it to us An example (in Spanish) Glogster for creating posters
- 22. Voki TASK #15 Pick out from the text what we know about the character. Voki the character Write (and/or record) a suitable text. Share and comment your Voki via blog/Edmodo www.voki.com
- 23. comic strip makers TASK #16 Pick a suitable scene from the book and illustrate and/or animate it
- 24. fantasy maps (etc) If I ruled the world, or at least a publishing company, all books would contain as much supplementary information as possible (…). Every work would have an appendix filled with diagrams, background information, digressions and anecdata. And of course, maps | Victoria Johnson TASK #17 How much of the story can you get into a single drawing/collage/map/diagram…? Source
- 25. timelines TASK #18 Read through the text carefully, pick out the main events and important dates and create a timeline for it. Share it with us.
- 26. oral presentations TASK #19 Present the book you’ve read to the class orally • short! (90 seconds, max. 3 slides or zooms) • stop mercilessly (but don't fail) • NO stolen images !!! • pairs, 3s or small groups • reason for listening (peer assessment?) • Q+A session (another 90 seconds) • help with performance (nerves, good .ppts) • short! (90 seconds, max. 3 slides or zooms) • stop mercilessly (but don't fail) • NO stolen images !!! • pairs, 3s or small groups • reason for listening (peer assessment?) • Q+A session (another 90 seconds) • help with performance (nerves, good .ppts) !
- 27. the Lady Di story (2) TASK #20 Summarise the story in a single sentence* and post it on our class blog, illustrating it in some way with your own artwork Alternative: As above but with a limited number of words (exactly 50?)*
- 28. getting feedback Google Docs forms
- 30. getting feedback “I think that coment the book in class, make me clear more things.” “I like read a books in class, is better than do grammar, and in the same time you can learn vocabulary” “(....) is easy to understand and it isn't worry.” “Cati [the teacher] enjoy very much doing the class.” “No I didn't recomend because I didn't liked, I prefered the books with action, or with afraid, but the love is always the same and it hasn't got any emotion” This page: feedback from teenagers reading different graded readers
- 31. whatever you do… • Ensure that they read it! • Talk and write about it • DON’T let the technology take over • DON’T forget about the language learning • Make it an enjoyable experience • And above all achieve this…
- 32. TOM WALTONTOM WALTON tomwalton@gmail.com http://blogs.ihes.com/tech-elt/ Macmillan readers Macmillan guide to using readers Macmillan readers on Twitter Macmillan readers on Facebook