Language Sensei

A Language Teacher's Journey

October 20, 2014
by leesensei
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Reading & Understanding – The Question Challenge Activity

Girls doing schoolwork.It’s always a challenge to construct activities that engage students – especially about a reading piece. I try a variety of ways to both help/determine if my students understand a piece from  group Q&A to discussion to drawing and more. My Year 2 class is a case in point. After 1 semester of Japanese they hover around the Novice-Mid range but they are eager to ‘talk’. My challenge was to give them a reading and then, get them to discuss it. Enter the student to student “Question Challenge” activity.

Day 1 – SetUp: The students were given a reading constructed by me, with key points that they had been learning embedded in it. They initially read in their pairs using what I call “2 and talk” – each student reading a sentence then stopping to talk about what it means. In this round I offered no ‘comprehension’ questions at all to see how well they had understood it themselves. However for a longer piece I will have a few questions from a section of the reading with their questions to come from another portion.

After students had read and debriefed with their partner they were given the challenge of constructing 8 questions concerning the piece. 3 were to be of the True/False variety – where answers could be found easily in the text. The next 5 were to be “open” questions about the reading – the only stipulation is that the answer could not be “yes” or “no”. This forced them into constructing questions along the line of our ‘follow up’ questions we often use in speaking. “Who did Nonki meet with?” “When on Saturday did they meet?” and so on.

This also required me to provide some key ‘phrasing’ that they had not already learned. For example “Who said…” or “Who is a person like…?”. We also reviewed what to do if someone didn’t understand them and how to say what you ‘specifically’ didn’t understand. I believe  that “I don’t understand.”  and “What does …mean?” are not negative phrases in my classes – but rather an opportunity for the speaker, a responsibility, to help in understanding. We reviewed what to do in this case – generally ‘repeat’, ‘give an example’ and, when appropriate, ‘give a sample answer’.

Day 2 – Question Day:  Students initially practiced asking each other their questions. We stressed eye contact and also had one partner ‘purposely’ not understand to review how to assist. We also reviewed cultural phrases/activities they could use as they ‘stalled’ to think of the answer. Then on to the challenge! The pairs had to challenge 3-4 other pairs to answer their questions. To increase the ‘fun’ we devised a point system. If students got the answer right away (no looking at the text) – 1 point. Giving right away and being wrong -1/2 point. And if they had to go back to the text to find the answer +1/2 point (note that a wrong ‘guess’ plus finding the right answer is 0!). I allotted about 20 minutes for the questioning. They had a ball. Lots of laughing, rephrasing and interaction and, most importantly for me, really good work on asking/answering key questions.

Debrief: I debriefed the activity using my “How Did That Go?” rubric. As usual the students first had to write – completing the phrase “That went ____because……”. Many cited the ability to talk and interact easily with their peers as a reason it went well. Almost all of them said that their groups actually went beyond the questions they had and started thinking up spontaneous questions to get more points! Students also asked for some key phrases that we had not reviewed such as “more slowly please” and “Did you say…?”. My students are very used to this rubric from their first semester with me – but if they weren’t I would have gone over the rubric (and what expectations I have) with them prior to setting them on their task.

I won’t go overboard in using this but I did love to hear the loud voices, laughing and groans (at wrong answers) during the time. Its going to be another tool in my ‘comprehension’ toolbox. What do you do to get kids talking about what they read?

Colleen

 

 

May 12, 2014
by leesensei
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They think its about the poster – I know it’s about the reading practice!

MP900341509I will admit that my students do very few ‘posters’. I’m not big on them as a form of presenting info and much prefer them to talk to each other on a topic. But I have been challenging myself recently to be more purposeful in the readings that my students, especially my seniors, are doing and matching that with an appropriate output. I found a perfect opportunity to utilize ‘the poster’ in my recent unit on health. It became an activity within the unit. Here’s my 3 to 4 day breakdown of how I did it. It’s a perfect use for authentic resources as well. (I will again state that I use modified TL readings in the interest of equality of access/character reading difficulty as a previous post outlines )

Day 1 – Readings on the Topic: My students read a letter from a parent regarding their concern about their daughter’s seemingly poor health – diet/lack of exercise. In partners they were asked to discuss both the problems outlined/possible solutions (in the Target Language). They then followed up with a reading on ‘diets’ – the types, reasons why, reasons against. They also completed a reading about the ‘healthy’ aspects of a traditional Japanese diet. They were welcome to take notes – in the target language.

Day 2/3 – The Output: Students were tasked with producing a “Healthy Living” PSA-style poster that would be destined for the counseling, or other appropriate, office. The specific instructions asked students to:

– outline current problems that high school students face
– provide prospective solutions
– include a ‘catchy headline’ to get teen’s attention
– be constructed without the use of a dictionary – so that all students at their level would be able to understand the information.

The project rubric focused on clarity of language, identification of problems and presentation. (I’ve included the Task sheet/rubric that I used.)

Day 4 – The Reading Task: Prior to the activity I put a numbered post-it on each poster. For this part of the process students were asked to work as individuals, or with their partner, provided all communication was in the TL. They were then told to read all the posters carefully, for understanding, and to take at least 20 minutes for this part of the process. Once they completed their initial read they were handed a ‘fill-in sheet’ to be completed in English. I also told them that their completion mark would be based upon the level of detail of their answers.  The key for me was in selecting categories in a combination of ‘seriousness’ with some fun categories as well including:

– best outlining of problems current teens face
– best answer to a problem
– the answer that I most disagree with
– favourite poster
– best originality in either poster presentation or problems presented

Students were really focused on reading to understand the posters. They took their time in deciding on which posters to include in their responses. The posters identified common themes and student’s answers really showed a level of engagement with the information provided. Indirectly it also let the class know that their peers are facing the same issues as they themselves  – and showing that they are not alone in what they are facing.

I’ll try more ‘reading’ targeted poster projects in the future…for now I’m taking the advice of a few of the tips I’ve read to try to lower my stress and increase my level of health too!

Colleen

 

 

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