Language Sensei

A Language Teacher's Journey

Show Me What You Read….Comprehension in the TL…

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Reading in the target language (TL) often raises questions for me. How do I know they have read it and truly understood it? How do I ensure that they pay attention and read for meaning? Frequently it’s the ‘good’ kids who race over the text and announce “we’re done”. Over the years I have developed the habit of asking them, as they read, to follow “Two and Talk” – each partner reads one sentence then together they talk about the meaning. After reading they have a series of comprehension questions and can answer them by writing down ‘key words’ only in either English or the target language (no sentences). Then, typically, the next day they are placed in small groups and review the story orally using the questions as a guide.

So today when they entered the class they expected the typical recap day. We read the text again and they practiced answering the questions with their partner, and another person of their choice. I saw them then get ready for groups – already nodding at who they wanted to work with. But…instead they were asked to clear their desks of everything.

Supplies: markers and big sheets of paper (20×30″/60x90cm) – I use a cheap grade of paper for this!

Instructions: students are told that they will be doing a visual representation of the story. That they are to use basic drawing, some key words and a few speech bubbles to tell the story visually. Partners are told that they will speak in the TL the entire time, but not use any notes. I gave the original recap questions on the sheet to help guide them. Also at the end of the activity they would be evaluating themselves and their partner’s work in the TL.

Cautions: students tend to rush off and either draw like they are recreating the Sistine Chapel or are overly reliant on text and not visuals to tell the story. I had to pull them together as a group to remind them that ‘a picture tells 1000 words’ and that this was not an art class (2 marks for drawing 14 for content!)

Additional Vocabulary: I did put some additional vocabulary on the board for ‘speech bubble’ and technical words like ‘one-third’ for layout.

Time: Students completed the entire activity in 35 minutes.

At the end of the time they self-evaluated their TL use, and their partners and for each wrote ‘why’ they had decided on that mark. They loved the interaction, the drawing and, more importantly, the chance to use their TL to communicate for a purpose.

The assignment sheet and pair rubric are here if you’d like them. Any questions please email me at colee@sd43.bc.ca

How do you ensure comprehension?

Colleen

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