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6051阅读教学 - Coggle Diagram

- - - - Language and Genre Analysis
        Personal observation: students take down and memorize definitions of different technical terms without being able to apply them in analysis and writing.
        Focus on the communicative function
        make it concrete (examples; compare & contrast)
    - - What vocabularies to focus on?
        what aspect of vocabulary to expand
        Genres
    - - parallel reading
        
        Parallel reading to support meaning making with the text
        Texts by the same author or illustrator
        Texts connected to the theme, style
        Non-fiction stories that relate to the story
        Reviews and reports about the book
        
        Parallel reading：对同一个作者的不同写作风格、文体的拓展，对同一个主题（环保）-选不同文章-下次课小组分享
      - Provide a variety of response modes
        to choose
        
        Applying the text for other purposes
        
        (solve problems; create something new; compare ideas in other texts)
        
        Solve problems: a flyers with Q & A for parents and students on pros and cons for studying abroad
        Create something new: read the ad for the current model of the car and write up the ad for the new model.
        
        Creative writing
        
        commentary on the story; review; sequel;
        
        Text Use
        
        rewrite from different positions/perspectives
        
        Bloom’s taxonomy
        
        Knowledge, comprehension, application, analysis, synthesis, evaluation
      - vocabulary
        
        depth+breadth
- - - - activity
        
        Predict:文字云
        
        from a summary, cover blurb or book advertisement, what it is about and what kind of book it is
        
        Brainstorm
        
        (issues and events might take place; sentences that they think will be in the text; a text’s vocabulary, language style, structure, and content) from its title, cover, table of contents, pictures, photographs, diagrams
        
        KWL= “What do you already know about the topic?”
        What do you already know? What do you want to know? What did you learn? What do you still want to know? 
        peer comparison and collaborative research report
        Class brainstorm & classify what they already know, identify what they want to find out
        
        mind map discussion
        
        Conduct a discussion about ideas and issues related to the text to be read, and share personal views
- - - - activity
        
        check understanding
        
        High light activities
        
        check understanding
        
        对故事人物进行分析，写出文本中的证据。
        
        语言偏弱的学生-visual的形式=漫画的形式展示（有软件网站）-学生要打字进去-检测理解
        
        story quilt
        
        组员各负责文本一部分，以文字/图画的形式表达看法，与组员组合，装饰一张故事被子，展示，报告
        
        concept map
        
        helps poor readers
        
        阅读完-圈重点词-能影响文章走向的词汇--分类重点词-那一类最重要的-根据重点词做mind map-通过map重建故事（writing)
        
        peeling the fruit
        
        思维可视化
        
        层层递进-事实层面-写出两个问题-故事真正关于什么？-跟生活有什么关系？-多角度思考，不同view point？
        
        outside the skin/ 2.under the skin/ 3.building explanation/ 4. make a connection/ 5. different view point/ 6. the heart of the story.
        
        circle of viewpoint
        
        某一故事场景里-不同人物的心里是什么？-让学生站在不同人物角度思考--如果你是主人公，会出现什么疑惑/问题-不是表象那么简单，多种可能性-同理心
        
        sketch（open mind portraits）
        
        读完小说=主人公的素描-表情，颜色，动作体现了什么内心世界？文章哪些细节可以说明-不要停留于表面-不仅仅是have fun-要思考文章哪个细节可以提现这个颜色，动作表情-要有证据-要紧扣文章的内容核心。
        
        Color-Symbol-Image
        
        要会解释为什么这个颜色-表达什么情绪？标志是什么“symbol”？出现什么一幅画，为什么？=情感图形化 summary的角度让学生思考
        
        Bloom’s taxonomy
        
        knowledge 2. comprehension 3. application 4. analysis 5. synthesis 6. evaluation（creation）
        
        Six thinking hats
        
        白色-facts；绿色-creativity；红色-feeling；黄色-benefits（value）；黑色-caution（critical thinking）；蓝色：process（conclude/making decision）
        
        多种方式检测理解：学生有多种形式表达理解-visualize/mime/mind-map/different genre/oral/picture retelling/literally/creatively/compare
        
        对文本和作者的意图提问，推断隐含意义-批判性阅读/思考-文本运作方式
        
        Hot Chair
        
        interview the author/character-适合绘本类的阅读材料。
      - strategy
        
        阅读教学中融合教学策略
        
        按照体裁
        
        故事
        
        说明文
        
        Summarization ：通过画完的keyword 总结画mind map
        SSQ:读完一段文字，总结，在问一个问题
        
        中心策略
        
        教师为中心策略
        
        1）Shared reading（big book）: 老师带大家读一本书，带大家一起读，问问题-通过问题策略-引发学生思考.=SQ3R=带着问题阅读下去。Day1:主题引导-看封皮预测- setting/ character/problem/solution
        边读边verify prediction。Day2；猜词-根据文章大意对生词-字词，发音-预测
        
        （2）Guided reading ：根据学生能力分组-着重训练阅读某个策略-每个小组的弱项内容可能不同-小组引导。
        
        学生为中心
        
        案例：Jigsaw reading- 一篇文章分成几段，小组负责每个阅读内容，=peer teaching每一小组expert 组成expert team 讨论问题，再回到原小组汇报。Expert team每个成员都有worksheet，上面有最基本的信息。
        
        缺点：每一组的学生如何能确保都读懂了呢？
        
        案例：Reciprocal teaching（文学圈）=一语或者高阶段的学生=Summarizer 找重点词；Questionaer 提问；Clarifier 深层含义，正确理解；Predictor 预知
        
        缺点：每个学生正能做到自己的角色吗？=question prompt
        
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        案例：布置作业，有意结合阅读策略的融合，可以区别化教学-成绩好：猜测生僻词，成绩不好-猜测简单词汇（也可融合在教学中的不同环节）