Reading Aloud.apac Presentation.3

8/13/2019 Reading Aloud.apac Presentation.3

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Reading Aloud Facts and figures: Why?

Materials: What? and When?

Techniques: How? and Where?


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The objectives of this

workshop Rationale

Tools for you (not just for yourstudents)

This is not about how to teachstudents to read aloud, but abouthow to improve YOUR (ie the

teachers) reading aloud skills


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Facts The countries with the highestPISA report scores also have thehighest reading scores

The more children are read to, themore they read; the better theyare read to the better they read.

The more they read, the more theyknow; and the more they know, thesmarter they grow.


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Principles1. Humans respond to pleasure.Reading should be a pleasure not a

pain.2. Reading is a skill the more you do

it the better you do it

3. Children who are read to, read. Themore they are read to, the morethey read; the better they are read

to, the better they read.


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More reasons Vocabulary (books v conversations) Writing Skills (the more they read

the better they write) Emotional intelligence (levels improve

with reading aloud)

Love of literature (your goldenopportunity)

Role Modelling

Health


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Even more reasons Engender a Love of Reading Build a Close Relationship

Inculcate Important Life Skills Help Them Understand the WorldAround Them

Make Reading a Pleasure


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In other words..reading aloudto children/ adolescents

improves

self-esteem

imagination emotional

intelligence

active listeningskills

communicationskills

concentration

motivation study skills

classroombehaviour

teacher stresslevels


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"The reasons are toreassure, to entertain, to inform or

explain, to arouse curiosity, and to

inspire create or strengthen a positive attitude

about reading

regular reading aloudstrengthenschildrens writing, and speaking skills -and thus the entire civilizing process."

Jim Trelease, (The Read Aloud Handbook)


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Reading aloud is a:

valuable asset of instructiona capital of which the teacher should make the most profitable

use.

The teacher, who can do justice to a story, approaches inpower the rhapsodist.The pupils willnot only listen to her, but will hang breathlessly

upon her every wordas upon a rhapsodists.In this way the teacher will not only win their interest, but

infuse into their soul sympathy with what is great and noble,

and enthusiastic devotion to high ideals."


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If its so good why is it not

happening? Tradition

Training

Time


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The good news Levels are rising

More and more appropriate books areavailable

The return on investment is high (Itsamazing what 20 minutes a day cando!)


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Choosing Books Some are harder to read than others Some are more/less PC

Some are longer/shorter

Do you use the pictures?

Will you ask lots of questions?

What level should I choose?


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When and for How long? 20 every day minimum

Right after the lunch break and/orperhaps after the morning break

From P3 to 4th ESO and beyond


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How and Where? In a corner? Sitting at desks?

In the school library? In the play ground?

Where are YOU going to be?

t t


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ec n ques to repare t etext:

- Break the text into chunks

- Identify words you do not feel

comfortable with and replace them!- Practise the voices

- Decide where to use dramatic pauses

- Decide if/where to ask anticipationquestions

- Practise and vary your reading pace

- Decide how to introduce the story e.g.


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Dos or Donts?- Yes,

No,Maybe so1. Challenge but not overwhelm2. Stop when asked a question3. Keep to a strict time plan4. Read stories you do not enjoy5. Interpret the story for the audience6. Read a variety of texts

7. Read Chapter Stories8. Read books with illustrations at any level9. Sight read


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What You Can Do

Practise

Persuade

Purchase


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Thank you for your attention

Ready to Read?


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"The reasons are the same reasons you talk to achild; to reassure, to entertain, to inform orexplain, to arouse curiosity, and to inspire -and to do it all personally, not impersonally

with a machine. All those experiences createor strengthen a positive attitude aboutreading, and attitude is the foundation stoneupon which you build appetites. A secondaryreason, and of great importance in an age ofrising literacy, is the established fact thatregular reading aloudstrengthens childrenswriting, and speaking skills - and thus theentire civilizing process."

Jim Trelease, (The Read Aloud Handbook)


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Dr. Otto Willman says, reading aloud is a: "valuable asset of instruction and a capital

of which the teacher should make the

most profitable use. The teacher, who cando justice to a story, approaches in powerthe rhapsodist. The pupils will not onlylisten to her, but will hang breathlessly

upon her every word as upon a rhapsodists.In this way the teacher will not only wintheir interest, but infuse into their soulsympathy with what is great and noble, and

enthusiastic devotion to high ideals."


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On children reading aloud Adults should use materials twoyears above the listeners reading

ability level, children should readaloud TWO YEARS BELOW theirlevel (Mary McElwee)


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Should everyone see the

text? NO that defeats the purpose of reading aloud theres no communication , theres no listening:everyone else can see the text and can silent readit far faster than the reader can.

This also amounts to ineffective learning: thebrain doesnt know whether to listen or to read.

It is perhaps the most humiliating, misused

classroom technique currently in use.

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Reading Aloud.apac Presentation.3