The target students and curriculum
High School 1st Grade Students/ Bub-Moon-Sa (법문사)
The purpose of providing web reading resources
Both in class and out of class.
Web reading resources are supplementary materials for all students, however, since the level of the students is various, I provide both relatively easy and difficult readings.
1.providing the supplement materials of a textbook (for more intensive and extensive reading)
2.adding the schemata of the readers (for extensive reading) -Students might be able to activate their schmata throug reading resources before they actually read the texts in the textbook, however, mostly they are going to use them while and after they read the texts, which results in expansion of their schema on certain topics.
3.having the students choose what they like to read on their own interest, proficiency and other needs-I actually do not expect the students all the readings that I provide on my blog, but I want them to choose one of two from the lists that they find interesting and spend time in reading them.
4.having them exposed to authentic texts with authentic audiences and authentic purposes-Students can get a chance to read texts from present websites rather than from the textbook they have. Could be more fun and restful.
Create your collection plot
5 chapters (divided into 6)
The topics of the chapters have been modified into my own words.
Define your reading categories
Chapter-based
2009년 6월 5일 금요일
Journal 10
The Topic of the Journal
Teaching vocabulary in reading
-In my opinion, chances to learn vocabularies in both explicit and implicit manner should be introduced to the students. It is not desirable, I believe, that students look upon the dictionary every time when they meet a word that is not comprehensible. They rather need to guess the meaning from the context and start to find the meaning of the word in the dictionary when they still cannot get through the meaning.
-Marginal glosses and dictiornaries are undoubfully very useful, but they way how to use the sources is a matter of importance. In my perspective, it is more appropriate to use English-English dictionary, and glossaries also need to be written in the target language.
-For better retaining the meaning of the vocabularies after finishing reading, a task, which requires the students to create a sentence with the newly aquired vocabularies, can be given.
Teaching vocabulary in reading
-In my opinion, chances to learn vocabularies in both explicit and implicit manner should be introduced to the students. It is not desirable, I believe, that students look upon the dictionary every time when they meet a word that is not comprehensible. They rather need to guess the meaning from the context and start to find the meaning of the word in the dictionary when they still cannot get through the meaning.
-Marginal glosses and dictiornaries are undoubfully very useful, but they way how to use the sources is a matter of importance. In my perspective, it is more appropriate to use English-English dictionary, and glossaries also need to be written in the target language.
-For better retaining the meaning of the vocabularies after finishing reading, a task, which requires the students to create a sentence with the newly aquired vocabularies, can be given.
2009년 5월 24일 일요일
Journal 9
The Topic of the Journal
How does your individual web project help your students extensive readindg? How can you use your collection for real teaching?
I have chosen five chapters from a highschool textbook(Bub-moon-sa:법문사) which was designed for Korean high school 1st grade students.
-The topic of Chapter 1 was "Do you want to improve your English?", and it mainly dealt with some of the tips which help a learner to improve his/her English in terms of four English skills; reading, listening, writing, and speaking. Unfortunately, it did not mention how to improve the students' English pronunciation, vocabulary, and grammar, so I provide some readings which give some tips on how to improve these three aspects. Furthermore, I introduce some of the websites which offer some other tips on how to improve English in general.
-The topic of Chapter 2 was " What Jane Goodall Discovered about Chimpanzees". It was mainly dealing with Jane Goodall's life and her contribution to the field of Chimpanzee reasearch. For further reading, I changed the chapter's title to "Admirable men and women of the world" to introduce other people like like Jane Goodall who give us valuable lessons.
-The topic of Chapter 5 was "Come and join us", which was talking about holidays in Amerca; New Year's Day, Valentine's Day, Holloween, and Thanks Giving Day. I linked some of the readings about some other big holidays in the U.S. Furthermore, I introduced famous festivals of the world since at the beginning of the chapter, there is an introduction about the chapter as followings: 사람이 사는 곳에는 어디에서나 축제가 있고 더불이 지키는 의식이 있기 마련입니다. 오늘날 미국에서는 어떤 축제가 있으며 또 어떻게 지켜지는지 알아봄으로써 그들의 문화를 이해하는 기회를 가져봅니다. I wanted my students read further for expanding their background knowledge about the festivals around the world, not limited within America.
-The topic of Chapter 7 was " Jeju-do, the Jewel in the Crown of Korea", which shows how a foreigner sees Jeju Island in his/her perspective. I provide a website which introduces Jeju-island and two other websites which show travel information about S.Korea. In addition, I give three links which are about beautiful islands of the world.
-Finally, the topic of Chapter 10 was "Reading English Newspapers", and it had three articles fron The NewYork Times, The Korea Times, and The Korea Herald. Since it is necessary for the students to read articles from other newspaper companies, I provide news articles from Korean, British, and American newspapers. In addition, for the lower level students, I give two websites which are designed for kids in English speaking countries.
How does your individual web project help your students extensive readindg? How can you use your collection for real teaching?
I have chosen five chapters from a highschool textbook(Bub-moon-sa:법문사) which was designed for Korean high school 1st grade students.
-The topic of Chapter 1 was "Do you want to improve your English?", and it mainly dealt with some of the tips which help a learner to improve his/her English in terms of four English skills; reading, listening, writing, and speaking. Unfortunately, it did not mention how to improve the students' English pronunciation, vocabulary, and grammar, so I provide some readings which give some tips on how to improve these three aspects. Furthermore, I introduce some of the websites which offer some other tips on how to improve English in general.
-The topic of Chapter 2 was " What Jane Goodall Discovered about Chimpanzees". It was mainly dealing with Jane Goodall's life and her contribution to the field of Chimpanzee reasearch. For further reading, I changed the chapter's title to "Admirable men and women of the world" to introduce other people like like Jane Goodall who give us valuable lessons.
-The topic of Chapter 5 was "Come and join us", which was talking about holidays in Amerca; New Year's Day, Valentine's Day, Holloween, and Thanks Giving Day. I linked some of the readings about some other big holidays in the U.S. Furthermore, I introduced famous festivals of the world since at the beginning of the chapter, there is an introduction about the chapter as followings: 사람이 사는 곳에는 어디에서나 축제가 있고 더불이 지키는 의식이 있기 마련입니다. 오늘날 미국에서는 어떤 축제가 있으며 또 어떻게 지켜지는지 알아봄으로써 그들의 문화를 이해하는 기회를 가져봅니다. I wanted my students read further for expanding their background knowledge about the festivals around the world, not limited within America.
-The topic of Chapter 7 was " Jeju-do, the Jewel in the Crown of Korea", which shows how a foreigner sees Jeju Island in his/her perspective. I provide a website which introduces Jeju-island and two other websites which show travel information about S.Korea. In addition, I give three links which are about beautiful islands of the world.
-Finally, the topic of Chapter 10 was "Reading English Newspapers", and it had three articles fron The NewYork Times, The Korea Times, and The Korea Herald. Since it is necessary for the students to read articles from other newspaper companies, I provide news articles from Korean, British, and American newspapers. In addition, for the lower level students, I give two websites which are designed for kids in English speaking countries.
2009년 5월 20일 수요일
Review of "The Mystery of Joe's Father"
Aim of the WEBQUEST
: To make students learn some essential vocabulariesa and concepts central to the study of genetics through the process of finding Joe's father.
It can be boring for students to read a sceintific text about genetics, but providing some photos, various kinds of reading passages (choosable), and assuming certain situation (Finding Joe's Father), they can be motivated and get interested.
There are mainly 7 sections: introduction, task, process, evaluation, conclusion, credits, and teacher page.
Introduction: Topic & Charater are introduced/ brief explanation & implication about what the task will be.
Task: A task in given in an overall and general manner.
Process: The explanation of the steps that the students have to go through to sort out the tasks.
Tasks are given in detail.
The resources (various kinds) are provided.
-Integrated activity based on Constructivism I guess.
Evaluation: three aspects of the students' activity are evaluated.
Conclusion: The teacher makes sure that if the students completed this webquest successfully, they have learned some essential vocabularies and concepts central to the study of genetics.
: To make students learn some essential vocabulariesa and concepts central to the study of genetics through the process of finding Joe's father.
It can be boring for students to read a sceintific text about genetics, but providing some photos, various kinds of reading passages (choosable), and assuming certain situation (Finding Joe's Father), they can be motivated and get interested.
There are mainly 7 sections: introduction, task, process, evaluation, conclusion, credits, and teacher page.
Introduction: Topic & Charater are introduced/ brief explanation & implication about what the task will be.
Task: A task in given in an overall and general manner.
Process: The explanation of the steps that the students have to go through to sort out the tasks.
Tasks are given in detail.
The resources (various kinds) are provided.
-Integrated activity based on Constructivism I guess.
Evaluation: three aspects of the students' activity are evaluated.
Conclusion: The teacher makes sure that if the students completed this webquest successfully, they have learned some essential vocabularies and concepts central to the study of genetics.
2009년 5월 18일 월요일
Journal 8
The Topic of the Journal
Option 1: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
A shema does activate my reading process. When I was preparing the TOEFL, I was better at reading a passage related to the English education field. On the other hand, I found it quite difficult to read a text about biology, physics, earth science, neurology, and chemistry.
In addition, when I was studying the Old English in the UK university last year, I hardly understood what the text was saying since I did not have any knowledge about the Old English. However, after I read some references explaining the grammar and the structure of the Old English, it was much easier to read the texts written in Old English.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Pre-reading activities
Brainstorming, Semantic mapping, Class discussions, Visual aids, etc.
-These are quite useful for activating students' schema.
http://departments.weber.edu/teachall/reading/prereading.html
STRATEGIES TO ACTIVATE PRIOR KNOWLEDGE
Brainstorming: In these sessions, teachers ask students to examine together the title of the selection they are about to read. The teacher lists on the board all the information that comes to mind as students read the title. These pieces of information are then used to further recall, and in the process considerable knowledge will be activated.
Web sites to visit: Brainstorming ProjectSteps in the Brainstorming ProcedureBrainstorming WebBrainstorm Graphic Organizers C
Class Discussions: Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information.
Semantic Mapping: Students still use brainstorming strategies in semantic mapping; however this strategy is organized and controlled by the teacher. Asstudents offer their personal ideas about a topic, the teacher writes these ideas on the board. In brainstorming, all ideas are written on the board. In semantic mapping, ideas are organized on the board underheadings. The diagram represents the information elicited from the students but created in such a way that qualities and relationships are evident. During active reading, students may also use semantic maps. As they read, they include new information on their maps. During postreading, students can use their maps as a review of informationgained.
Prequestions: Whenever teachers or students decided on questions to be answered by reading, they are activating prior knowledge. These questions tend to focus attention and provide for purposeful reading. Teachers can accomplish this by preparing questions in advance of reading. This will help in guiding students as they complete their reading assignment. The teacher can also help students develop their own questions which will help them establish purpose and focus attention.
Visual Aids: Pictures and other visual material can activate a students' prior knowledge. If a student has some schema for fossils, a simple picture may serve to retrieve appropriate knowledge. Thus a teacher may share this photograph of a fossil before students read a science textbook chapter on fossils. The picture serves to activate the students' schemata on fossils.
Advance Organizers: Advance organizers are specific types of cognitive organizers. They are a means of helping students relate the new reading material to something they already know. If material can be related to the learners background and experiences, it can be meaningful. Whense these organizers are skillfully prepared, these help to activate knowledge students possess while at the same time helping them to see it in relation to the material they are about to read. Many textbooks provide well-written advance organizers within their books to guide students. If these are not available, teachers may create their own. Several ideas of uses of graphic organizers have been included within the various strategy sections.
Increasing Prior Knowledge
Accretion: Accretion involves putting new information into schemata already possessed. Each time something new is taught or even referred to it in class, traces of it are left in students' memory. Hopefully, over time and through enough classroom discussion and experience, the students' schema will become more fully formed and this will help them to better understand the text.
Tuning: Tuning happens when students reshape and modify information until it works for the them. Tuning involves only minor changes in schemata.
Reconstruction: Reconstruction represents major changes in schemata. When students learn something that goes against what they have previously thought to be true, reconstruction takes place. New schemata must be built to replace existing schemata. Reconstructing is the most difficult step in schemata adjustments because existing schemata tends to get in the way.
Option 1: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
A shema does activate my reading process. When I was preparing the TOEFL, I was better at reading a passage related to the English education field. On the other hand, I found it quite difficult to read a text about biology, physics, earth science, neurology, and chemistry.
In addition, when I was studying the Old English in the UK university last year, I hardly understood what the text was saying since I did not have any knowledge about the Old English. However, after I read some references explaining the grammar and the structure of the Old English, it was much easier to read the texts written in Old English.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Pre-reading activities
Brainstorming, Semantic mapping, Class discussions, Visual aids, etc.
-These are quite useful for activating students' schema.
http://departments.weber.edu/teachall/reading/prereading.html
STRATEGIES TO ACTIVATE PRIOR KNOWLEDGE
Brainstorming: In these sessions, teachers ask students to examine together the title of the selection they are about to read. The teacher lists on the board all the information that comes to mind as students read the title. These pieces of information are then used to further recall, and in the process considerable knowledge will be activated.
Web sites to visit: Brainstorming ProjectSteps in the Brainstorming ProcedureBrainstorming WebBrainstorm Graphic Organizers C
Class Discussions: Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information.
Semantic Mapping: Students still use brainstorming strategies in semantic mapping; however this strategy is organized and controlled by the teacher. Asstudents offer their personal ideas about a topic, the teacher writes these ideas on the board. In brainstorming, all ideas are written on the board. In semantic mapping, ideas are organized on the board underheadings. The diagram represents the information elicited from the students but created in such a way that qualities and relationships are evident. During active reading, students may also use semantic maps. As they read, they include new information on their maps. During postreading, students can use their maps as a review of informationgained.
Prequestions: Whenever teachers or students decided on questions to be answered by reading, they are activating prior knowledge. These questions tend to focus attention and provide for purposeful reading. Teachers can accomplish this by preparing questions in advance of reading. This will help in guiding students as they complete their reading assignment. The teacher can also help students develop their own questions which will help them establish purpose and focus attention.
Visual Aids: Pictures and other visual material can activate a students' prior knowledge. If a student has some schema for fossils, a simple picture may serve to retrieve appropriate knowledge. Thus a teacher may share this photograph of a fossil before students read a science textbook chapter on fossils. The picture serves to activate the students' schemata on fossils.
Advance Organizers: Advance organizers are specific types of cognitive organizers. They are a means of helping students relate the new reading material to something they already know. If material can be related to the learners background and experiences, it can be meaningful. Whense these organizers are skillfully prepared, these help to activate knowledge students possess while at the same time helping them to see it in relation to the material they are about to read. Many textbooks provide well-written advance organizers within their books to guide students. If these are not available, teachers may create their own. Several ideas of uses of graphic organizers have been included within the various strategy sections.
Increasing Prior Knowledge
Accretion: Accretion involves putting new information into schemata already possessed. Each time something new is taught or even referred to it in class, traces of it are left in students' memory. Hopefully, over time and through enough classroom discussion and experience, the students' schema will become more fully formed and this will help them to better understand the text.
Tuning: Tuning happens when students reshape and modify information until it works for the them. Tuning involves only minor changes in schemata.
Reconstruction: Reconstruction represents major changes in schemata. When students learn something that goes against what they have previously thought to be true, reconstruction takes place. New schemata must be built to replace existing schemata. Reconstructing is the most difficult step in schemata adjustments because existing schemata tends to get in the way.
2009년 4월 30일 목요일
Journal 6 & 7
The Topic of the Journal
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
Before Reading (4 out of 8)
I think about the cover, title, and what I know about the topic (my prior knowledge).
I set a purpose or goal for my reading this text.
I read headings and captions.
I make predictions.
I firstly start to guess what the author is going to talk about from the cover and the title. Normally, I do not think I set a purpose or goal when I read the fictions since I read them for fun or being relaxed. However, I usually set a goal when I read the academic texts. I become more focused when I read a text about an academic field.
During Reading (5 out of 8)
I identify confusing parts and reread them.
I identify unfamiliar words and use context clues figure out their meanings.
I stop and retell to see what I remember. If necessary, I reread.
I raise questions and read on to discover answers.
I jot down a tough word and the page its on and ask for help.
When I was quite young, I usually stopped reading and looked upon the dictionary when I came up with an unknown word. However, many of my teachers taught me that it is not a good way of reading. They said it is important to guess the meanig of the word from the context first, and look upon the dictionary if I still do not get the meaning. So, from then on, I started to have a habit to find the meaning of the words from the context clues.
It is not mentioned on the checklists but I have a strategy that I frequently use while reading. That is, I summarize what I have read on each page of the book. I learned this strategy from one of my high school teachers and found it quite effective and useful to arrange the ideas.
After Reading (2 out of 5)
I think about the characters, settings, events, or new information.
I reread parts I enjoy.
I enjoy rereading the parts that I found interesting.
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
Before Reading (4 out of 8)
I think about the cover, title, and what I know about the topic (my prior knowledge).
I set a purpose or goal for my reading this text.
I read headings and captions.
I make predictions.
I firstly start to guess what the author is going to talk about from the cover and the title. Normally, I do not think I set a purpose or goal when I read the fictions since I read them for fun or being relaxed. However, I usually set a goal when I read the academic texts. I become more focused when I read a text about an academic field.
During Reading (5 out of 8)
I identify confusing parts and reread them.
I identify unfamiliar words and use context clues figure out their meanings.
I stop and retell to see what I remember. If necessary, I reread.
I raise questions and read on to discover answers.
I jot down a tough word and the page its on and ask for help.
When I was quite young, I usually stopped reading and looked upon the dictionary when I came up with an unknown word. However, many of my teachers taught me that it is not a good way of reading. They said it is important to guess the meanig of the word from the context first, and look upon the dictionary if I still do not get the meaning. So, from then on, I started to have a habit to find the meaning of the words from the context clues.
It is not mentioned on the checklists but I have a strategy that I frequently use while reading. That is, I summarize what I have read on each page of the book. I learned this strategy from one of my high school teachers and found it quite effective and useful to arrange the ideas.
After Reading (2 out of 5)
I think about the characters, settings, events, or new information.
I reread parts I enjoy.
I enjoy rereading the parts that I found interesting.
2009년 4월 15일 수요일
Useful Reading Strategies
SQ4R
Adapted from Frank Robinson (1969) by Karen Kimmel for the Gallaudet University English Department
Survey Look at pictures, photos, maps, bold print, captions, and headings to help you form an idea of the topic and purpose of the written text.
Question Pretend you are interviewing the author(s) of the written text. Based upon what you surveyed, what questions do you want to ask the author(s)? Write your questions next to the pictures, photos, maps, bold print, captions, and headings.
Read Read the text. Use a pencil or pen to mark the text (Do not use a highlight marker!). Underline, star, or flag vocabulary words or ideas that you think are important.
Respond As you read, try to find the answers to the questions you asked. Remember, as you read, you might ask more questions. Be sure to write your answers in the margins.
Review When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask?
Reflect Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn?
Questioning Strategies
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
Lower Level:
Memory Questions:
Who? What? Where? When? Why? How?
Higher Level:
Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?
Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?
Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?
Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?
Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?
Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?
Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?
Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?
Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?
Adapted from Frank Robinson (1969) by Karen Kimmel for the Gallaudet University English Department
Survey Look at pictures, photos, maps, bold print, captions, and headings to help you form an idea of the topic and purpose of the written text.
Question Pretend you are interviewing the author(s) of the written text. Based upon what you surveyed, what questions do you want to ask the author(s)? Write your questions next to the pictures, photos, maps, bold print, captions, and headings.
Read Read the text. Use a pencil or pen to mark the text (Do not use a highlight marker!). Underline, star, or flag vocabulary words or ideas that you think are important.
Respond As you read, try to find the answers to the questions you asked. Remember, as you read, you might ask more questions. Be sure to write your answers in the margins.
Review When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask?
Reflect Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn?
Questioning Strategies
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
Lower Level:
Memory Questions:
Who? What? Where? When? Why? How?
Higher Level:
Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?
Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?
Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?
Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?
Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?
Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?
Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?
Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?
Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?
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