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Dear classmates,

here are our adapted activities.

Matias Molina, Fernanda Chandía & Alondra Rodríguez

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Dear classmates,
Here you can find our adapted activities.
Yair Berrios - Silvana Cáceres - Fernanda Chandía - Alexis Inostroza - Matias Molina - Francisca Klenner - Alondra Rodríguez

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Matías - Fernanda Chandía

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Listening Adapted Activity 3 Reflexion and Support

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Alexis - Matías - Alondra

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Listening Adapted Activity 4 Reflexion and Support

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Listening Adapted Activity 5 Reflexion and Support

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Entry 6: Reflection from conversation with elementary program student

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Entry 6: Reflection from conversation with elementary program student

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According to what the primary teaching program student I noticed that it does not differ very much from what I read in the text "Seven Rules of Engagement".
For instance, the first rule that talks about that students are more motivated when the text are relevant to their lives is practically the same that what she said. The book should be contextualized to the student's life and interests.

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This entry is different from the ones in the listening section since it is not an adapted activity, but this does not mean  it is less important. Actually, this entry talks about signpost questions that are the questions that the reader may wonder (to him/herself) while reading a text. These types of questions help the reader to draw inferences about the plot and/or characters (Contrast & Contradictions); to wonder what lesson the book may have (Words of the Wiser); to figure it out how an event can change things (Aha moment); to discover why a part of the story or a phrase is being repeated (Again & Again): to stop and wonder why the author include a flashback in the story (Memory Moment); to understand and think what could happen when the main characters ask him/herself a difficult question (Tough Question).

TIPS: Try to come up with texts that encourage learners to make themselves those kind of questions.

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Activity

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Second photograph

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TARGET AUDIENCE 10TH GRADERS

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In my case, I do not like reading that much. However, by introducing an activity like a Scavenger Hunt it may me think that it is good activity to help students feel more familiarized with books. The students would have to look for specific things, read certain fragments of texts to find out answer and to continue in the "game" that is the activity. I am really looking forward doing this activity with my future students.

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Giving instructions is key for a teacher because is one of the factors on which the development of a lesson depends. Therefore, I realized about the importance of the hand gestures and the exaggerated pronunciation, so the students can get what I am saying. Also, teaching some techniques is very important especially in the Chilena context where reading and reading comprehension is not very present. So, by teaching "simple" methods such as scanning and skimming you will be helping your students to get a better understanding of the text. Finally, the activity has to be meaningful, as the jigsaw, since you reduce the length of the text but you increase the importance of understanding a specific section of it because they are responsable of teaching to other students what they have learned. In this way you not only practice reading but also speaking and collaborative work.

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Entry 10 - Reading

The 5-finger rule

The five finger rule is a very simple but effective method that helps the teacher to know how difficult is the a text since the learners will provide the information of how many words they do not know. For instance, if a text or a book has between 0 and 1 new word the text can be considered as “too easy”, so you should change it. If a text has between 2 and 3 words, the text can be considered as “the perfect level”. A text with 4 new words is considered a challenge for the students. Finally, if a text has 5 or more new words, it is considered as “too difficult”.

Personally, I found really interesting this method to know what to choose regarding texts for students. It is very a very simple and fast technique. However, I have some doubts in relation to the amount of new words and to the complexity of them. For example, a students may not know 4 words, but it is also possible that those words are (in a way) simple, such as “tree, table,notebook and eyebrow. It would still be considered as challenging? Hence, I believe it is a good method, but as a teacher you should consider more factors and not only vocabulary since its complexity can be in the way is written instead of vocabulary.

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MINEDUC. (2011). Inglés Programa de Estudio para Segundo Año Medio
Unidad de Currículum y Evaluación. Retrieved in http://www.curriculumenlineamineduc.cl/605/articles-34429_programa.pdf

MINEDUC. (2013). Bases Curriculares 2013: 7° básico a 2° medio Idioma Extranjero Inglés. Retrieved in: http://www.curriculumenlineamineduc.cl/605/articles-30013_recurso_17_07.pdf

Nuttal, C. (1996). Teaching Reading Skills in a foreign language. Oxford: MacMillan