Post on 16-Dec-2015
transcript
Engaging Activities to Improve Reading Comprehension
Alejandra LejwaRocío Rodríguez del Río
Hutchison SchoolMemphis, TN
This presentation is available at:https://lejwa.wikispaces.com/
TFLTA 2008 Annual Conference
Franklin, TN.
Suggestions
• Start working on reading skills at beginning levels.
• Approach reading as a communicative activity.
• Provide activities for different learning styles.
• Be creative and meaningful!
The Place for Reading
• In programs focused on oral proficiency, there is little space for working on reading skills
• Students at intermediate or advanced levels of oral proficiency will need reading skills to continue their study of the foreign language
• In those instances in which reading is taught there is a tendency to frame reading activities in passive or individual contexts
Challenges for the Students• Time to work on reading• Insufficient vocabulary or poor dictionary skills• Tendency to translate the whole text• Difficulty reading beyond the text• Difficulty retaining• Difficulty connecting
with other work• Lack of knowledge
of world history
Understanding the Act of Reading
Pre-reading preparation guides
Reading
Making it
enjoyable
quick
productive
Avoiding
frustration loss of confidence in language skills
Pleasure Reading
Finding a reading partner– Small group reading– Whole class reading– Community reading
Creating a reading space- Corner or center of the classroom- Going outside- Beach chairs, pillows, and bean bags- Lie down on the grass or floor- Change sitting arrangements- Bringing food
Other- Reading out loud- Acting out scenes- Becoming a character
Pre-reading and
Post-reading Activities
Selecting Goals
• Understand vocabulary
• Stimulate background knowledge
• Increase cultural and historical knowledge
• Promote understanding
• Make connections
• Reflect on concepts, ideas, images, etc.
• Retain and use newly acquired vocabulary
Cultural content and history
Examples:
– Los Sanfermines– La Tomatina– Cuba – Alhambra
Videos
Videos
Connections to movies for deeper understanding
- Comparing characters
“La viuda de Montiel” short story by Gabriel Garcia Marquez and The Official Story (movie by Luis Puenzo and Aída Bortnik)
- Comparing themes
“El laberinto del Fauno” (movie by Guillermo del Toro) and poem “El beso de los dragones” by Wilfredo Machado.
Anticipation / reflection
to promote understanding
Quino and “Un señor muy viejo con unas alas enormes” by Gabriel García Márquez
Comics
Comics
Anticipation / reflection
to promote understanding
Quino and “Cartas de amor traicionado” by Isabel Allende
Pictures
Connection with characters
– Pictures of Quijote by different artists at different times
Pictures
Connection with places
– Pictures of different environments
Horacio Quiroga and pictures of rain forest
Isabel Allende and pictures of the dessert
Videos
Connections to commercials Focus on meaning
Example:
“El arbol de oro”,short story by Ana Maria Matute, and Aerolíneas Argentinas commercial
PaintingsComparing concepts
Understanding charactersUnderstanding historical background
Understanding literary movements
Examples:
Comparing the art of Botero with Picasso, Goya, El Greco, Orozco, Rivera, etc.
“Las meninas” de Velazquez and the Baroque“El nacimiento de Venus” by Botticelli and the Renaissance Poetry
Pictures
Historic and cultural background
– “Miré los muros de la patria mía”
Pictures
Historic and cultural background
- Romances
Art - Scrapbooking
• Summarizing stories• Retaining characters’ descriptions
Examples:
Creating a scrapbook about all stories read throughout the semester / year.
Designing a poster for each story.
Art – Drawing / Crafts• Emotional connections with characters• Understanding characters and their situations• General understanding
Examples:
Making the stick doll (“La rama seca” by A. M. Matute)
Drawing “Pipa” and the pretty doll (“La rama seca” by A. M. Matute)
Drawing a modern Chac Mool after reading the short story “Chac Mool” by Carlos Fuentes.Making paper flowers and “papel picado” for Day of the Dead
Songs Anticipation / Reflection
to promote understanding
– “El hijo del capitán trueno” by Miguel Bose and “El difícil arte de ser macho” by Pedro Juan Gutiérrez
Songs
Making connections with other contexts Retaining vocabulary
Example:“Carta de amor” by Juan Luis Guerra and “Cartas de amor traicionado” by Isabel Allende.
Songs Historic and cultural background information
– Literary Movements – Surrealism
“Eungenio Salvador Dalí” by Mecano
– Story “Los mejores calzados” by Luisa Valenzuela and song “Solo le pido a Dios” by Leon Gieco
Creative Writing• Comparative learning• Applied knowledge of cultural and historical information• Emotional connection with text• Vocabulary retention and use
Examples:
Letter to author, character, or artist.
Comparing stories by same author. “La rama seca” – “El arbol de oro” (Ana María Matute)
Comparing stories with same or opposite topic / characters / ambience. “El avión de la Bella Durmiente” – “El décimo”“Las medias rojas” – “Dos palabras” La tomatina – “Oda al tomate”
Creating poems and songs.
Other TextsComparative learning and discussion
Applied knowledge of cultural and historical information
Examples:
Newspaper articles (Botero)
Other stories by same author “La rama seca” – “El arbol de oro” (Ana María Matute)
Other stories with same or opposite topic / characters / ambience “El avión de la Bella Durmiente” – “El décimo”“El árbol de oro” – “La rama seca” – “La luz es como el agua”“Las medias rojas” – “Dos palabras”La tomatina – “Oda al tomate” (poem by Pablo Neruda_
Reading
Guided Reading
• Breaking text into sections– Activating background knowledge to understand vocabulary– Answer comprehension questions on the go– Community reading
• Drawing characters and places– Draw according to descriptions
• Creating scene– Make a collage or act out a part
• Picturing the environment– Look at art or pictures to identify described environment
Questions and Collaboration
This presentation is available at:
https://lejwa.wikispaces.com/
Presenters
Alejandra Lejwa, MAUpper School Spanish InstructorWorld Language Department ChairHutchison Schoolalejwa@hutchisonschool.org
Rocio Rodriguez del Rio. Ph.D.Upper School Spanish InstructorHutchison Schoolrrodriguezdelrio@hutchisonschool.org