Journal II
Discuss readings skills that you have learned in this class, but have rarely used in your reading. Do you think they are really necessary ones for better reading? Why or why not?
In this class, we have learned various kind of reading skills including both separable and hierarchical features. Some of them are frequently used in my reading process, but others are not used at all.
Traditionally, when I read a text, lower level skills are more used like word attack skills and comprehension skills than higher level of skills. Before entering university, most of highschool students including me, have read text materials intensively. Because students have to take the Korean Scholastic Aptitude Test(SAT) to enter the university where they want to go to. To get high score in the English part among four categories, they have to more focus on finding appropriate answers than reading and understanding the text itself. For this reason, they are able to detect and analyze the text better than enjoy or explore the text itself. It needs to develop the skills rarely used such as critical reading the text itself and also enjoying the reading.
Firstly, Critical reading skills are needed to enhance the process or reading and to broaden the thinking ability of the reader. Critical reading includes the ability to evaluate ideas and synthesize what the reader read. Through the reading critically the reader get to have the ability to see relationships of ideas. The reader who is constantly looking for new information with an open mind, but at the same time questioning the purpose of the reading can read hidden message between the line. The reader also can apply the previous knowledge and experience into the text during the reading. And lastly the reader can find out how the information in the text accords with his or her opinions, values and objectives of the reading.
Secondly, reading the text extensively, enjoy reading, is very important to give interest to the reader and to broad the area of existing knowledge system of the reader. It also make the reader develop the imagination system inside of the reader. He or she can read and understand the text with a broad perspective. Finally, while the reader enjoy reading, his or her ability to understand English will also improve much more.
2011/06/13
Self-Acess Reading Resources for L2 readers
1. General description of reading collections
1) Target students: Highschool 1st graders (intermediate-high level)
2) The purpose of providing web reading resources: Out-of class and supplement
materials for students with intermediate-high level and for students who want
to study more various and authentic reading materials than the text book they
are reading in the classroom.
3) 5 reading categories with 6 for each: Genre-based
(Article/Expository/contrastive/Chronological order/Literature)
2. Purpose of reading materials
- The classification of common text books is based on topic or language function
- Reading English text for fun and getting various information
- Students can learn how to read the texts depending on different genre for
efficient reading
1) Target students: Highschool 1st graders (intermediate-high level)
2) The purpose of providing web reading resources: Out-of class and supplement
materials for students with intermediate-high level and for students who want
to study more various and authentic reading materials than the text book they
are reading in the classroom.
3) 5 reading categories with 6 for each: Genre-based
(Article/Expository/contrastive/Chronological order/Literature)
2. Purpose of reading materials
- The classification of common text books is based on topic or language function
- Reading English text for fun and getting various information
- Students can learn how to read the texts depending on different genre for
efficient reading
Article(6) "Berlusconi's nuclear power plans crushed"
http://www.guardian.co.uk/world/2011/jun/13/berlusconi-nuclear-power
Contrastive(4) "The Pros & Cons Of Using Hacked iPhone Apps"
http://www.makeuseof.com/tag/pros-cons-hacked-iphone-apps/
Contrastive(3) "Genetically Modified Foods Pros and Cons"
http://www.buzzle.com/articles/genetically-modified-foods-pros-and-cons.html
Contrastive(2) "The Pros and Cons of Homeschooling"
http://school.familyeducation.com/home-schooling/parenting/29861.html
Contrastive(1) "The Pros And Cons Of Facebook Comments"
http://techcrunch.com/2011/03/01/pros-cons-facebook-comments/
Article(5) "Mosquitoes Are Coming"
http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=11&storyID=264
Article(3) "IQ tests measure motivation"
http://www.solru.net/lib/view.php?id=science&page=1&sn1=&divpage=1&sn=off&ss=on&sc=off&select_arrange=headnum&desc=asc&no=222
Article() "Thousands rally for college tuition cuts"
http://www.koreaherald.com/national/Detail.jsp?newsMLId=20110610000871
Article(1) "Japan's crisis: one month later"
http://www.boston.com/bigpicture/2011/04/japans_crisis_one_month_later.html
Chronological(5) "history of feshion"
http://www.topics-mag.com/edition24/literacy/racing_the_cars.htm
Chronological(3) "Biography:Martin Luther King"
http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
Chronological(2) "Holiday Cranberry Salad"
http://allrecipes.com/Recipe/Holiday-Cranberry-Salad/Detail.aspx
Expository(5) "90s Music"
http://www.studyworld.com/newsite/ReportEssay/MusicArt/Music/90s_Music-40142.htm
Expository(4) "A Brief Description of the Mahabharata"
http://web.utk.edu/~jftzgrld/MBh1Description.html
Literature(6) "Adventures of Huckleberry Finn"
http://etext.lib.virginia.edu/etcbin/toccer-new2?id=Twa2Huc.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1
2011/03/23
Message Title: Your topic (Kim jin woo, Jung hye su, Cho soo bin, Choi go eun)
1. Textbook info: (주)천재교육Middle school 3rd grade,
2. Reading topic: Lesson10. Living in space
3. Your comment on the reading activities in this chapter:
(e.g types of reading activities provided/not provided in this chapter)
In this chapter, Most of questions in the reading activity are unbalanced in terms of using various reading skills. Among five, four questions are related with comprehension skills. It is important that understanding the content of reading text is major purpose of reading, but too much focusing on recognizing information in the text makes students less motivated and they come to feel more bored in their reading activity. If the textbook provide the students with
4. Treasure hunt (supplement activity)
1. Textbook info: (주)천재교육Middle school 3rd grade,
2. Reading topic: Lesson10. Living in space
3. Your comment on the reading activities in this chapter:
(e.g types of reading activities provided/not provided in this chapter)
In this chapter, Most of questions in the reading activity are unbalanced in terms of using various reading skills. Among five, four questions are related with comprehension skills. It is important that understanding the content of reading text is major purpose of reading, but too much focusing on recognizing information in the text makes students less motivated and they come to feel more bored in their reading activity. If the textbook provide the students with
4. Treasure hunt (supplement activity)
2011/03/19
Journal1
Journal1
Learning and teaching a second language is not quite easy thing especially to the children who are in elementary school. Their attention span is shorter than adults’, so giving interest for studying English is important. However, most of English phonics academies have the classes which include a lot of doing workbooks and memorizing words. That makes the learners more bored in learning phonics. What is worse, the words the learners memorize without any relationship with their own real-life are more difficult to learn. To help my younger brother who has been difficulties in studying phonics, I will make three suggestions for him: (1) Motivating the learner to attract attention for their phonics, (2) doing meaningful and authentic works, (3) Practicing in real-life context.
First of all, it is important to draw an interest for learning phonics. I will give some expectation of studying phonics. For example, I’ll say “if you know 43 phonics rules, you can read and speak aloud almost every English word. How amazing it is!” As I mentioned, children’s attention span is relatively short, so I have to check the learner’s attention of degree of understanding at that moment. Phonics textbooks usually consist of so many words which are related with certain part of pronunciation. We can often find that organization in the books. I think it is more helpful that the learner is taught through the passage or short paragraph which includes phonics words they learned than they learn individual list of words. If the topic of the short text is learner-related of their interesting theme, it will be more effective learning.
Using this drawing the learner’s attention, I can continue the phonics learning with more meaningful phonics works. There are various kinds of activity about phonics practice. Basically, substitute pattern practice, chant, simple games are representative. Among those things, Game is quite helpful to my brother who wants to study phonics more funny and easy. It is an effective learning way to begin the words which is more familiar and intimate to the learner. With the Phonics Game, the learner will learn all 44 sounds as well as 43 spelling rules. He will not realize how much he is learning, because he will be so engaged in the play.
Connection phonic learning and practice in the real-life is also important for better learning. After learning the content of phonics, the learner can practice with their own words. Family, food, and hobby he likes can be very useful categories to exercise phonics reading.
Doing this, considering learner’s characteristics or interests the instructor can teach the learner more effectively. To the learner, it will be very fun and interesting learning if they learn phonics with familiar things in meaningful context.
Learning and teaching a second language is not quite easy thing especially to the children who are in elementary school. Their attention span is shorter than adults’, so giving interest for studying English is important. However, most of English phonics academies have the classes which include a lot of doing workbooks and memorizing words. That makes the learners more bored in learning phonics. What is worse, the words the learners memorize without any relationship with their own real-life are more difficult to learn. To help my younger brother who has been difficulties in studying phonics, I will make three suggestions for him: (1) Motivating the learner to attract attention for their phonics, (2) doing meaningful and authentic works, (3) Practicing in real-life context.
First of all, it is important to draw an interest for learning phonics. I will give some expectation of studying phonics. For example, I’ll say “if you know 43 phonics rules, you can read and speak aloud almost every English word. How amazing it is!” As I mentioned, children’s attention span is relatively short, so I have to check the learner’s attention of degree of understanding at that moment. Phonics textbooks usually consist of so many words which are related with certain part of pronunciation. We can often find that organization in the books. I think it is more helpful that the learner is taught through the passage or short paragraph which includes phonics words they learned than they learn individual list of words. If the topic of the short text is learner-related of their interesting theme, it will be more effective learning.
Using this drawing the learner’s attention, I can continue the phonics learning with more meaningful phonics works. There are various kinds of activity about phonics practice. Basically, substitute pattern practice, chant, simple games are representative. Among those things, Game is quite helpful to my brother who wants to study phonics more funny and easy. It is an effective learning way to begin the words which is more familiar and intimate to the learner. With the Phonics Game, the learner will learn all 44 sounds as well as 43 spelling rules. He will not realize how much he is learning, because he will be so engaged in the play.
Connection phonic learning and practice in the real-life is also important for better learning. After learning the content of phonics, the learner can practice with their own words. Family, food, and hobby he likes can be very useful categories to exercise phonics reading.
Doing this, considering learner’s characteristics or interests the instructor can teach the learner more effectively. To the learner, it will be very fun and interesting learning if they learn phonics with familiar things in meaningful context.
2011/03/09
week2
Read Kim(2011) pp. 1-28
•Based on Actvity 1.2 what do you usally read in English? List up all the cases in which you read texts in English. ex) cereal boxes, street signs, textbooks etc. And also in your future what texts will you be able to read in English in what situations? ex) business emails, TIME magazines etc.
•What makes you English reading difficult? Analyze your reading process yourself and try to find your barriers to fluent reading.
•Based on Actvity 1.2 what do you usally read in English? List up all the cases in which you read texts in English. ex) cereal boxes, street signs, textbooks etc. And also in your future what texts will you be able to read in English in what situations? ex) business emails, TIME magazines etc.
- Sign board on the street or buildings
- An explanatory note of a cosmetic product
- Advertisement on the public transportation (bus, subway...)
- Textbook, Syllabus
•What makes you English reading difficult? Analyze your reading process yourself and try to find your barriers to fluent reading.
•Refuse the idea "The readers is simply a receiver who plays a passive role in the written commmunication process." with as much contradictory evidence as possible from the chapter.
•Explain each term of "Reading Process"
Schema:
Shared assumption:
Presupposition:
Prediction:
Schema:
Shared assumption:
Presupposition:
Prediction:
•Explain three different unconscious reading processes
Top-down:
Top-down:
Bottom-up:
Interactive:
•Explain the principles of teaching reading(Williams 1986).
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