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Using a Strategy Group to Support Writers

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One of the hardest things about writing is-getting started! For many of our students, drawing and talking about their drawings is just what they need to cross the barrier from a blank page to page filled with their words.

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你可以:
1. 分享一个互动朗读计划表
2. 分享互动朗读视频

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你可以：
1. 分享一个引导阅读计划
2. 分享引导阅读视频

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苏州--鸡蛋饼，饼里加入里脊肉、生菜、榨菜，加上特质的甜酱，美味可口。

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苏州--鸡蛋饼，饼里加入里脊肉、生菜、榨菜，加上特质的甜酱，美味可口。

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Eyes wide and mouths agape, 24 8th graders are waiting with bated breath as the villain sneaks up behind our protagonists. I pause. "Should we stop for today?" I ask with a smirk.

"Noooo!" the class collectively reacts, and I laugh and continue. It's rare to have the rapt attention of two dozen adolescents around anything, but when I garner that attention for a book, I am particularly grateful.

Their engagement should hardly be surprising, however. Reading aloud is a strategy elementary school teachers have capitalized on for generations. Teachers use storytelling and drama to get younger students engaged with and loving literature, only to mourn when those same students appear to lose that love once they reach middle and high school. We rarely acknowledge that reading quickly turns from a group experience to an individual one once kids reach middle school.

For the past six years, I've used "read-along," a twist on reading aloud, as a staple of my middle and high school teaching practice. Based on the Performance English program from the Curriculum Research and Development Group at the University of Hawai'i at Mānoa, my students and I read about 75 percent of our texts together in class (they also have independent reading books that they choose). Unlike traditional read-alouds, all students follow along with their own copy of the text, and I stop periodically to explain vocabulary, model note-taking in the margins, or engage in class discussion.

This strategy has been hugely beneficial for my students. Reading texts aloud in class has helped me build community. And the experience of hearing a story together has helped build student enjoyment, engagement, and camaraderie. Since I began doing read-along, my students have started discussing the books we read the way an audience talks after a movie: They walk out of class chatting about what happened. They ask their peers in other classes about the voices I used, or if I added sound effects. Other teachers tell me they catch students reading ahead or discussing what we read in class with their peers.

This love of storytelling can snowball into an overall love of literature that extends beyond our classroom walls. I often have students ask me if Harper Lee has written anything else they can read after we finish To Kill a Mockingbird as a class.

By reading the book with students, I'm also able to engage more deeply in discussions mid-text. When we encounter a difficult word, we stop and work through it as a class. I'll model metacognitive thinking as we read, stopping after a line and questioning my reactions to plot points or literary devices, or connecting the story to other things we've read. Later, I'll ask students to pause and share their reactions and reflect on where those feelings are coming from, as well as have them create text-to-text connections.

Reading aloud can be nerve-wracking for those new to the method. Here are some ways to reap its full benefits:

Use performance and storytelling techniques.

Do I use a subtle Southern affect while reading To Kill a Mockingbird? Absolutely! Not only does it show students that reading can be playful and imperfect (their reactions to different voices are always amusing), but it also helps conjure the world of the novel and attract interest in the story. I create different voices using pitch, vocal placement, and speech patterns to differentiate characters. I also play with pacing to build suspense or excitement. I'll even turn off the lights or project images on the board for ambience.

Build in time and activities to purposefully engage with the text.

Reading along gives us the opportunity to discuss not just the overall story, but the intricacies of the writing. We can model and use a variety of skills to understand new vocabulary, and give students chances to explain their reasoning when they infer meaning. Stopping to help students recognize "sign-post" moments in a story-strategically placed words, phrases, or plot points that help readers recognize that something important is happening-can help them learn and practice deeper analytical skills in a group setting. I'll have students share their thoughts, questions, and epiphanies ( TQEs, as teacher Marisa Thompson calls them) at the ends of sections or even mid-paragraph, ensuring we read actively. These strategies also allow students to have critical conversations with themselves and each other as they read the text, not just after they've read it. Students can hone these skills together before they have to use them independently.

Practice, practice, practice.

Read-aloud is like any performance: We do better when we know what's coming and how we want to create feeling. When I practice, I time myself reading a page so I can better plan for how much we'll get through in class. I also make notes on different voices, difficult words to address, and where I want to stop to engage in discussion or activities.

Only ask students to read if they've had time to prepare or are reading in small groups.

This a question I'm often asked when I share my read-along practice: How much do I read and how much do the students read? I read a majority of the text in a whole-class setting. While reading aloud can build fluency, research shows that forcing students to read aloud, in front of their peers, and without preparation is not only unhelpful, but potentially damaging. When I do have students read aloud, I use a number of strategies that lower the stakes (such as partner or small-group reading) or give them time to prepare a passage on their own. This gives them a chance to practice fluency while ensuring we don't do more harm than good.

Beyond its practical benefits, read-along has provided me some of my most rewarding teaching experiences. Students frequently share that is one of their favorite, most memorable parts of their experiences with me, and nothing quite beats the feeling of hearing a classroom full of students gasp, laugh, or squeal in delight in response to a great story-ultimately leaving us feeling just a little closer to one another at the end of the day.

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Bringing the Joy of Read-Alouds to Middle School Students (Opinion)

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Eyes wide and mouths agape, 24 8th graders are waiting with bated breath as the villain sneaks up behind our protagonists. I pause. "Should we stop for today?" I ask with a smirk. "Noooo!" the class collectively reacts, and I laugh and continue.

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你可以：
1. 分享一个迷你课堂计划
2. 分享迷你课堂视频

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实践2：阅读提问方式与读者行为激活

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实践2：阅读提问方式与读者行为激活

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请整理一些你在阅读教学中会提出的问题引发读者思考。

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我最喜欢的小吃是卤鸡爪。色泽褐红，香糯软嫩，香气扑鼻。

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我最喜欢的小吃是卤鸡爪。色泽褐红，香糯软嫩，香气扑鼻。

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培养中学阶段的作家需要：

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培养中学阶段的作家需要：

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「均横读写」的教学元素

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Email: yuri.yuan.liu@gmail.com

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哪些内容对你最有帮助？你可以开始如何实践

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哪些内容对你最有帮助？你可以开始如何实践？

哪些内容你想在以后的培训中心了解更多？

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面对小学者们，我们愿做什么承诺？

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面对小学者们，我们愿做什么承诺？

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我们愿意帮助他们在学业上和思想上成长

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我们愿意帮助他们在学业上和思想上成长

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用自己的专业知识和教学经验给学生以学术支

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用自己的专业知识和教学经验给学生以学术支持

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启发学生学习中文的兴趣，愿意参加中文学习和探讨。

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启发学生学习中文的兴趣，愿意参加中文学习和探讨。

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可以勇敢地各抒己见，有信心

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可以勇敢地各抒己见，有信心

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你们可以做一个有批判性思维，写作有逻辑的

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你们可以做一个有批判性思维，写作有逻辑的学者

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给他们提供听说读写的机会，

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给他们提供听说读写的机会，

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鼓励孩子们对于阅读的产生更大的兴趣。

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鼓励孩子们对于阅读的产生更大的兴趣。

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对中文更加有兴趣，帮助他们提高中文水平。

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对中文更加有兴趣，帮助他们提高中文水平。

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可以帮助学生在听说读写方面有所提高。

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可以帮助学生在听说读写方面有所提高。

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传道授业解惑

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这是一个可以信任的安全的环境

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这是一个可以信任的安全的环境

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重新学习了促进自我效能发展的因素，也能帮助自己再次思考如何更好地在中文教学中激发学生的学习积极性。

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重新学习了促进自我效能发展的因素，也能帮助自己再次思考如何更好地在中文教学中激发学生的学习积极性。

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帮助比较大的部分是对于学生的反馈，以及要看到学生的发展，以及如何帮助学生发展。

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帮助比较大的部分是对于学生的反馈，以及要看到学生的发展，以及如何帮助学生发展。

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希望知道如何更好的建立与学生的关系。

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教师对学生积极及时的反馈，是对学生极大的

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教师对学生积极及时的反馈，是对学生极大的鼓励，激发学生的能动性学习。

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更加明确了学生动力的来源 今后更加有效地鼓励学生 帮助其进步

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更加明确了学生动力的来源 今后更加有效地鼓励学生 帮助其进步

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不同程度的孩子阅读和写作的具体实例

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不同程度的孩子阅读和写作的具体实例

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强化了有效反馈的重要性

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先肯定目前做到的事，然后如何识别出下一步对他的期待是什么？以及他们下一步能做什么？

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有意识地去思考发现学生下一步马上可以达成的目标。

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有意识地去思考发现学生下一步马上可以达成的目标。

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了解了“自我效能的来源”，平时有做，但没有理论依据和如此清晰的认识。可以帮助自己和学生的成长。

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了解了“自我效能的来源”，平时有做，但没有理论依据和如此清晰的认识。可以帮助自己和学生的成长。

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在运行workshop的时候有什么建议的

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在运行workshop的时候有什么建议的课堂管理策略

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中文是第二外语的学生，他们有选择其他话题

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中文是第二外语的学生，他们有选择其他话题的选择权吗？（考虑到他们的识字能力）

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学生一天一节中文课的情况下，如何做到wo

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学生一天一节中文课的情况下，如何做到workshop

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我最喜欢吃的苏州特色小吃，夏天才有。

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我最喜欢吃的苏州特色小吃，夏天才有。
它是用糯米做的，雪白雪白的，圆圆的。里面有馅，有肉丝，笋丝还有木耳，吃起来甜甜的。
你猜猜是什么食物？

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哪些内容对你最有帮助？你可以开始如何实践

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哪些内容对你最有帮助？你可以开始如何实践？

哪些内容你想在以后的培训中了解更多？

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分解学习阶段——支持能动性的发展

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分解学习阶段——支持能动性的发展

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能动性的具体驱动力是什么比较有帮助。

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能动性的具体驱动力是什么比较有帮助。

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问题：如何让一个完全不愿意写的学生，写出成果呢？

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最有启发的：影响能动性Agency的三个

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最有启发的：影响能动性Agency的三个因素。同时分享的一些学生作业也给了启发：原来课程的设计还可以增加这么多有趣的点！
问题：在同一个主题学习中怎样给予学生更多的选择权？

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gots:在节日的例子中，transfer的部分学会了哪些类似的技能可以分解出来，作为teaching points。

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有帮助的：分解阶段性学习的框架了

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有帮助的：分解阶段性学习的框架
了解，可迁移的技能思考

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刚好跟培训中有提到，我最近也在尝试给学生一些多样的选择。我希望学生能够有感而发，期待看到学生们。通过培训更加明确了这背后有理论支持，更有动力尝试了。

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给学生一定的自主选择权，可以促进自主学习的能动性。

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我目前正在尝试在这个单元的教学中，看到学生自我效能的发展。每一步都给出学生肯定和指导，看到学生修改时的愉悦性和及时性上传作业，我感觉到很欣慰。

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我目前正在尝试在这个单元的教学中，看到学生自我效能的发展。每一步都给出学生肯定和指导，看到学生修改时的愉悦性和及时性上传作业，我感觉到很欣慰。

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可以适当去注意学生某一暂时欠缺，而别人已经发展成熟的技能，加以强化

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可以适当去注意学生某一暂时欠缺，而别人已经发展成熟的技能，加以强化

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wants：更多的例子，关于如何支持学生

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wants：更多的例子，关于如何支持学生在他现有的水平下，表达出他想要的描述的东西。（不成为人体翻译机）（e.g.帮助写开斋节的孩子，用球和面去描述意大利面）

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wants：关于unpack learning的几个部分的时间上的安排和分布大致是什么样子的？是在一节课的时间内对吗？SSIS小学目前一节课的时间是40分钟

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外酥里嫩的手撕面包，口味多样，抵饿充饥。 豆沙馅儿的咬一口满嘴溢香。肉松馅儿的一口下去身心俱欢。

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哪些内容对你最有帮助？你可以开始如何实践

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哪些内容对你最有帮助？你可以开始如何实践？

哪些内容你想在以后的培训中了解更多？

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已经尝试让学生在已经学习的字中寻找笔画。希望传达字是由笔画构成的，而不是画画

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很喜欢课堂中的实际例子的分享，可以对教学有更好地指导。

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很喜欢课堂中的实际例子的分享，可以对教学有更好地指导。

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对作为第二语言的词语教学有帮助：词汇联想

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对作为第二语言的词语教学有帮助：词汇联想

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对字词研究中，学生的主导权影响深刻

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对字词研究中，学生的主导权影响深刻

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Yuri提供了不错的活动参考（造句和词语地图）
哪里还有更多的这样字词研究的活动的资源可以找到呢（website?book?essay?）
以及教师如果要辅助scaffold的话，可以做什么样的辅助呢？

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“笃笃笃，卖糖粥” ，每每走街串巷时，听到这句吆喝声，那甜蜜醇厚的赤豆香就出现在舌尖。

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“笃笃笃，卖糖粥” ，每每走街串巷时，听到这句吆喝声，那甜蜜醇厚的赤豆香就出现在舌尖。

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「分享写作」和「共同写作」各自的教学目的与重点

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「分享写作」和「共同写作」各自的教学目的与重点

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如何计划「互动朗读」课？

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如何计划「互动朗读」课？

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Gots  Read aloud环节中
对学生作家意识的培养

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写书这个形式能够促进学生读写能力的进步

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写书这个形式能够促进学生读写能力的进步

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通过出书，让学生有学习中文、使用中文的能动性。

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通过出书，让学生有学习中文、使用中文的能动性。

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培养学生的作家意识，激发学生的写作兴趣，给予学生完善过程的时间。

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培养学生的作家意识，激发学生的写作兴趣，给予学生完善过程的时间。

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「学习进展」作为教学大纲

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「学习进展」作为教学大纲

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「学习进展」用作数据分析

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「学习进展」用作数据分析

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「学习进展」作为学习工具

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「学习进展」作为学习工具

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「个人会谈」做什么&怎么做

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「个人会谈」做什么&怎么做

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如何「轻轻地推动」学生的写作发展？

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如何「轻轻地推动」学生的写作发展？

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ACTFL Can-Do Statements - Learning Progression Reference

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ACTFL Can-Do Statements - Learning Progression Reference

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A collaboration between NCSSFL and ACTFL

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最喜欢的小吃是豆腐花
喜欢的原因是：它很软，入口顺滑，味道可自由调整。吃豆腐花不占肚子，作为一个主餐之外的零食非常合格。
自古以来豆腐花就有甜咸之争，而对于这两种味道，我本人其实都还挺喜欢的。只是觉得吃的场合不同。
我接触到的甜豆腐花主要是台湾风味，所以偏夏季适宜。
（未完待续）

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个人会谈时间比较短，比如5分钟。个人会谈的结构。联系尤其注重要让学生学会迁移作家技能。