book patrol: Summer Reading Flowchart for the High School Set

Are you looking for books to feed your mind ? Teach.com created this handy flowchart featuring 101 books in a variety of genres to help US students. Although for American secondary school students, it should useful for intermediate and advanced English learners. 


Warning!!! - if you don't read regularly, your reading skills will deteriorate - guaranteed!

Fantasy and Science Fiction:The Human Mind, Our Modern World

Here's a free online course that might suit more advanced learners, I'd say high intermediate through advanced. The course would be good reading, writing and listening practice. If the syllabus seems overwhelming, you can join just to follow and doing what you can manage. There are many students from around the world ~ more non-native than native speakers and many there to practice their English. 


We understand the world — and our selves — through stories. Then some of those hopes and fears become the world.

About the Course
Fantasy is a key term both in psychology and in the art and artifice of humanity. The things we make, including our stories, reflect, serve, and often shape our needs and desires. 

World Book Night

World Book Night is about promoting reading. Follow on Facebook and Twitter (@wbnamerica).In the US, tens of thousands of people go out into their communities and give out free World Book Night paperbacks. There is also English language WBN in Ireland and the UK, with website, activities and links. So what do you do if you can't do that? We'll use the internet, that's what. 

Although print books, handed out in person, are the focus, reading is what matters most. Have a Project Gutenberg book on me. Have as many as you want. Share them with all your friends. Free rounds of books for everyone!

PS: April 23 is UNESCO’s World Book Day, chosen due to the anniversary of Cervantes’ death, as well as Shakespeare’s birth and death. 

Coping with Reading Comprehension & Taking Tests

A slide presentation by Nellie Deutsch at WizIQ, "ESL/EFL Students Lack the Skills to Cope with Reading Comprehension"

Uploaded by Dr. Nellie on WizIQ Tutorials

Description of ESL/EFL Students Lack the Skills to Cope with Reading Comprehension Tests
English is a very important school subject. Knowledge of English paves the way to academic studies and higher earning jobs. Getting high marks in English as a second and foreign language reading comprehension tests means success in the core subject. Students are anxious to get high scores.

Testing is not dangerous. Yet, many students cannot perform well under testing conditions. ESL/EFL students feel anxious when taking reading comprehension tests. The problem is that students in grade nine lack the skills to cope with reading comprehension tests. They do not have the tools to perform well in taking reading tests.

This action research project studied the reasons for the anxiety students feel and ways of helping them deal with it so that they can succeed in raising their academic performance in ESL/EFL reading comprehension tests. Students learned to apply test taking and reading techniques to prepare them for reading comprehension tests. Reading and test taking skills provided ESL/EFL students with the tools to cope with reading comprehension tests. 

After applying reading strategies and relaxation exercises, students scored higher on their reading comprehension tests. 

Broadsided: Responses: Japan Earthquake and Tsunami 2011

RESPONSES

Japan Earthquake and Tsunami 2011

At Broadsided, we believe that art and literature belong in our daily lives. We believe they are not just decoration, but essential communication. They inspire and they demonstrate the vitality and depth of our connection with the world.
Moved by the plight of post-tsunami Japan, Broadsided artist Yuko Adachi sent us the image "Love Heals Japan" (see right) and asked if we would help her find writing to accompany it. We were inspired by her idea, and decided to ask other Broadsided artists if they had been similarly moved and, if so, if they'd be willing to share their work.
We posted that art, and asked writers to respond. Below are the collaborations that resulted, as well as a short note from the writers and artists about this process. We hope that you will download, print, and share these with your community.
Yuko has created a high-quality giclee print of her collaboration with Hugh Martin. You can purchase it on Etsy. All proceeds will go to the relief effort in Japan.
Click each image below for the pdf; scroll down for more information about each collaboration.

Annotating Text

At our school, we really push students to get comfortable and familiar with the idea of annotating academic text that they’re reading. That’s just one of several reasons why we don’t use standard textbooks much in our English classes, and instead use copied units from Pebble Creek Labs, the Write Institute, or ones developed by local universities. And we always have a lot of post-it notes on hand for when we aren’t using consumables. We encourage students to read text with a pen or highlighter in their hands.

This is why I’m really big on web apps that let you annotate webpages (see Best Applications For Annotating Websites).

This kind of annotation habit is a reminder and strategy for students to interact more meaningfully with the text, and makes follow-up work so much easier (unit projects, studying for tests, etc.). It’s a habit that they’ll find useful for years to come.

Annotation “prompts” include using the typical reading strategies (ask a question, make a connection, visualize by drawing a picture and writing what it is, summarizing, predicting, and agreeing/disagreeing) and highlighting a specifically limited number of words (to help students develop the discipline of not highlighting tons of them)

via larryferlazzo.edublogs.org

Not just for research, note-taking and studying but also helps reading in general by focusing attention on the text.

Posted via email from Academentia

What is Extensive Reading?

The rationale plus various views, definitions and permutations of the term Extensive Reading

Characteristics of Extensive Reading

from Day & Bamford, p. 7-8

Extensive Reading: Why? and How

by Timothy Bell, from The Internet TESL Journal

The Inescapable Case for Extensive Reading

By Rob Waring, included in A. Cirocki (Ed.) Extensive Reading in English Language Teaching

The Edinburgh Project on Extensive Reading

Postgraduate Study & Research

Extensive Reading: What Is It? Why Bother?

by Julian Bamford & Richard R. Day, The Language Teacher, May 1997

Graded and Extensive Reading — Questions and Answers

by Rob Waring, The Language Teacher, May 1997

The Language Learning Benefits of Extensive Reading

by Paul Nation, The Language Teacher, May 1997

Reaching Reluctant Readers

by Richard Day and Julian Bamford, in Forum, Vol 38 No 3, July – September 2000

Reading courses – a question of self-motivation?

by Andrew Barfield, Learning Learning, Vol.3, no.3 (January, 1997)

SSS Extensive Reading Method Proves Effective Way to Learn English

by FURUKAWA Akio, SEG (Scientific Education Group), April 2006

Telling the Truth about Extensive Reading

by Jasna Dubravcic, The Language Teacher, December 1996

Why Extensive Reading should be an indispensable part of all language programs

by Rob Waring (PDF file)

Why do you like Extensive Reading?

Responses to a questionnaire conducted by Rob Waring, Autumn 1999.

via extensivereading.net

Posted via email from Academentia

The Importance of Extensive Reading

`Extensive reading crucial for English acquisition Voluntary extensive reading is an effective way for Koreans to acquire English fluency, an English education expert believes. Shin Kyu-cheol, professor in the department of English language at Far East University, feels it can expose them not only to the language but also to culture and material that would motivate them to study. Koreans are learning English as a foreign language (not a second language) in an environment where exposure to the language and culture is rare. Reading would help increase the exposure, Shin said. Through reading books that are rich in linguistic and cultural elements, one can learn how words are used in specific contexts, and enhance critical and creative thinking skills and cultural understanding. Shin, who has headed the Korea Association of English Reading Education, a group of some 100 English education experts, since its inception in April 2008, underscored that starting with boo ks that are interesting and easy to read is important. There are many books that have been adapted according to learners levels. Learners should choose books that are one level lower than their current one to maintain their interest and motivation, Shin said. If the books are not interesting, reading could become a difficult chore, which would discourage learners to continue to read. The professor claimed that through extensive reading, learners can develop all four language skills - reading, writing, speaking and listening - in an integrated way. While reading books extensively, learners would repeatedly encounter words and expressions, which will be then internalized and used proficiently when they write things in English, Shin said. With the proper training to recognize sounds for corresponding words and expressions that they have read, learners can develop their speaking and listening skills. They can use a wide array of multimedia materials containing what they read in the books. Multimedia materials can be helpful in enhancing learners phonemic awareness to enable them to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning, he said. Noting that despite many years of studying English, many Koreans have difficulty speaking English, Shin said Koreans should remove their obsession with being perfectly accurate in their language production. Psychologically, Korean learners seek to be perfect and accurate in their use of English. That is why they are reluctant to speak English and write things in English as they fear making mistakes, Shin said. What matters is whether they can communicate with the international communication tool, not whether they have a native-like pronunciation. Shin also stressed that there should be changes in the current public English education. English education should b e learner-centered. Securing good teachers is important, but what is more crucial is to forge a good learning environment in which students are motivated to voluntarily study English, he said. Teachers can play a role of a facilitator who can help students select good books and study in good reading environments. (sshluck@heraldm.com) By Song Sang-ho 2010.02.16 Copyright 2001 ~ 2003 Herald Media INC. All rights reserved. Contact webeditor@heraldm.com for more information. __._,_.___ Your email settings: Individual Email|Traditional Change settings via the Web (Yahoo! ID required) Change settings via email: Switch delivery to Daily Digest | Switch to Fully Featured Visit Your Group | Yahoo! Groups Terms of Use | Unsubscribe __,_._,___

Kinds of Reading

Reading actively

Reading is that it is not the same activity each time you do it! When I read my novel in bed before switching the light off at the end of the day I read ’passively’ - I start at the top of the page and read the story steadily at the same speed (I sometimes even get to the bottom of the page before I fall asleep!). 

This type of reading for pleasure is often called ‘extensive reading’ by teachers. What is important about this type of reading is that you choose the book and you don’t worry too much about difficult words you come across. Your extensive reading may be ‘readers’ (shorter simpler versions of real novels) or more authentic materials written for any reader. You may not ‘enjoy’ the reading at first but (rather like taking exercise) you will see the benefits in the long run.

But I actually wanted to think more about the other type of reading, intensive reading, which you do academically, for study, and when you read for study you are an ACTIVE reader. There is nothing passive about reading for study! If you start at the first word and read steadily through the text it is unlikely that you are going to achieve your goals.

What are your goals for reading the text? Are you sure you want to read the text at all? How do you know if it will be useful for you? What parts of the text will be useful? What point is the writer making? What notes will you make? What are your notes for?

All these questions make you into an ACTIVE READER as you employ a variety of strategies to help you meet your goals and over the next few posts I’d like to give you some tips on how to start developing or continue improving your reading strategies. The starting point is to raise your awareness of the topic of academic reading and for that I am pointing you to this page on Study Advice and Learning Development from the University of Reading.  This page gives you an overview of the issue of academic reading and you can read it here.

Read The Words

How would you use this application to improve your English skills? Would you use it only for listening? How could you use it to improve reading and writing? Post your ideas and thought as comments to this post.

How Read the Words Works

First, You must create an account. Accounts are completely free and ready to go in less than 1 minute. Your information will never be shared with 3rd parties. Once you create an account, you will be taken to the “My Readings Page”. You can manage your current Readings and create new ones by Clicking the button, Create New Reading.

Step 1 - Select what you want read

• Upload Adobe PDF
• Upload MS Word
• Upload HTML File
• Write Text Content
• Cut and Past Text
• Input Website Address
• Input RSS Feeds URL

Step 2 - Select a Reader

• Listen to Reader’s samples
• Choose 1 of 14 Different Readers
• Each Reader has a Unique Voice and Some Have Accents
• Control your Reader’s Speed
• Play with your Reader’s Pitch
• It takes our readers approx 1 minute to generate a 1 hr long recording

Step 3 - Sit Back and Listen

• Listen to your reading online
• Download your reading to your ipod or other mp3 player
• Broadcast your reading as a podcast and share it
• Post your reading in your Website or Blog
• Save yourself Time
• Turn the readers of your blog into listeners
• Allow your readers to listen while they multi-task and download your blog

Websites: Pronunciation, Reading

Phonetics Focus  - Attractive colouful flash diagrams and exercises, clickable phonetic chart, printable flash cards and more.

Phonetics: the Sound of American English


and now for reading ....

Larry Ferlazzo's

• Best Websites For Beginning Older Readers
• The Best Websites To Help Beginning Readers
• Lyrics Mode
• Destination Reading

Since you have pronunciation and reading resources in the same post, take a hint - READ OUT LOUD!

VOA Special English Features - Read and Listen Daily, All on one page

Charles Kelly, who has the "many things" ESL page, just announced an update.  "VOA Special English Features - Read and Listen Daily" now includes the text and MP3 player for VOA's 2 daily "features."

If you subscribe the the RSS feed in iTunes, you also get the complete "text" in  the description tag.  This means you can also read the text on your iPod as well, if you access the "description" on your iPod.

I hope you will find this useful.

Reading, New Years and EVO 2008

Hello all

How are you coming along with selecting something to read for your reading project? If you are have a hard time deciding, pick something short. Then you can try something different next time.

If reading in English is hard for you, then you should focus on reading shorter pieces until reading gets easier. Wearing yourself out mentally won't help. With that thought in mind, maybe I should look for "Flash Fiction" links. Flash fiction stories are very short.

Changing the subject, New Years is coming. I'm looking for a New Years writing assignment. Not everyone in the class celebrates Christmas, most every culture has some kind of festival for the New Year and new beginning - or end of the old year. Should we write New Year's Resolutions? Many write them: few keep them. What else would be suitable writing for the season? We could write out lists of the best and worst of 2007. Or we could make predictions for 2008. Hopes and wishes - we need those. Let me know what interests you - or jump right in and write something about New Years and what it means.

I have a piece of news for you: I will be doing part of the EFI workshop at the 2008 TESOL Electronic Village. My topic will be managing the email based online class and using blogs. I set up a blog for the workshop and hope that some of you will decide to join me. I would really like to see you join me there and welcome your comments and suggestions.

Vanessa

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The law, in its majestic equality, forbids the rich as well as the poor to sleep under bridges... (Voltaire)

listening downloads

Downloads for listening and reading: Develop your English listening and reading skills using MP3 audio files and audio scripts. You can listen to the files online, or download them onto your PC and put them on your MP3 player, then see if you've understood by reading the scripts. You can also read the stories online as you listen, and then do language activities, or print out the audio scripts and read the stories on paper as you listen.

Reading Project

Read whatever you wish so long as it is in English and not translated from another language into English. Give a source (title, author, publishing information and date) and a very brief summary in a couple of sentences - really just an explanation of the topic. ("This story or article is about...") The main part of your report is your reaction to what you have read.

Before reporting, post telling the class what you are going to read. Let me know if you need help finding something online to read.

What did you think of the reading - quality of writing, ease or difficulty of reading?
What did you like (or dislike) most about the reading?
Would you read more by the same writer or on the same topic?
Would you recommend the story, article or novel?  Include any reservations you might have about who would enjoy reading it.

Describe a passage or section that made an impression on you.

If this were a credit course, I would give 5 points news articles and other short texts, double for short stories or longer articles and quadruple points for a novel.  Because discussing readings is always an important part of any class with readings, I would give 3 points for substantive comments (150-200 words) responding to someone else' report, with bonus points for comments showing serious thought rather than just repeating platitudes and cliches.

For fast-acting relief try slowing down (Lily Tomlin)

Blogging from Mountainair NM at Mountainair Arts
http://mountainairarts.blogspot.com

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Readings in Contemporary Poetry: Audio Archives

Listening and reading practice for National Poetry Month. Poetry usually has stronger and more distinguishable rhythm than prose. Reading and listening to its poetry is an excellent way to absorb the rhythm of another language.

Readings in Contemporary Poetry: Audio Archives
http://www.diacenter.org/prg/poetry/audio.html

Review of study on poetry and 2nd language learning
http://www.eral.ucsb.edu/master_list/index.php?review=66

Writing poety (for esl learners): PIZZAZ! Creative Writing and Storytelling Ideas (check out the five line poem and try writing your own!) http://darkwing.uoregon.edu/~leslieob/pizzaz.html

Reading Technical Material

LINKS

• Lesson Plan: Technical Reading and Writing Using Board Games
• Technical Reading and Writing
• Welcome to the English 51 Technical Reading Web Site!
• Online Glossary Tools for Technical Reading (link to downloadable pdf & PostScropt files, zipped optional)
• Quiz on and discussion of technical reading skills & strategies -
• Literary Genres and Techniques (for reading poetry - very different but shows you how much different forms call for different reading techniques. Not all reading is the same...)
• Common Nonfiction Structures in Texts
  

Graphic Organizers help students understand the structure of various non-fiction selections, choose important details from text, and organize this information in a visual way. Many of these organizers can be adapted for fiction as well.

RELATED SKILLS

Taking Notes

Summarization

Writing Summaries is a lifelong skill that can begin in the primary years with story retelling. The ability to synthesize a great deal of material into a few words is a skill that must be practiced with easy text and familiar concepts before it can be applied independently with harder material.

SQ3R (Survey, Question, Read, Recite, Review)

Reading Strategies to scaffold interaction with texts

Intensive Reading

Print, Reading and Social Change

This book review, written for an academic audience, is not easy reading. I apologize in advance. However, the book under review relates directly to "reading and social change." As such, you may find the review interesting and worth the effort to read.

Book:	Reading Ireland: Print, Reading and Social Change in Early Modern Ireland by Raymond Gillespie, National University of Ireland, Maynooth, Manchester Manchester University Press, 2005 ISBN: 071905527
Reviewer:	Joad Raymond, University of East Anglia

Review

Raymond Gillespie's Reading Ireland sketches the impact of print in early-modern Ireland. It is a wide ranging and stimulating overview that touches upon many of the themes that have shaped recent histories of books in other European countries, but especially in Britain.

It falls into three parts. The first discusses the social impact and social meanings of print. In chapter 1, Gillespie explores the relations between and among oral communications, printed books and manuscripts, and, fascinatingly, the iconic value of books in a low-literacy society. In chapter 2, he looks at changes in writing practices and attitudes to writing that develop through the exchange and production of property deeds. These are the consequence of political centralisation, and thus initially affect the English within the Pale, though they soon extended into the provinces. The spread of a 'textual culture' in Ireland, and the consequent increases in literacy, is closely related to legal documentation of land ownership.

The second part traces the introduction and establishment of print in Ireland between 1550 and 1700, and is mainly focused on printing and the book trade. Chapter 3 tells the story of 'the coming of print' from 1550 to 1650, during which the development of the trade was restricted by under-capitalisation. Expansion was given a fillip by the 1641 rebellion, and the impact of war sharpened political polemic. Nonetheless, throughout the seventeenth century the Irish book trade had a 'colonial feel' because it was dominated by English language books, by imported books and imported printing conventions. It was the lack of capital investment, the significance of imports and linguistic division that distinguished the ascendancy of the book in Ireland from that in England. Nonetheless, as chapter 4 shows, print did triumph in the later seventeenth century, and in doing so it spread from Dublin into the provinces. This development was linked to both 'the rise of bilingualism' and entrepreneurial ambition.

The third part consists of three chapters on reception and reading, and uses a variety of evidence, both manuscript and printed, to show how readers responded, or were intended to respond to the advent of print. 'Reading for power' looks at the role of print in state formation, including the use of legal manuals, military manuals, propaganda and pre-printed forms for leases and other legal transactions. Print was increasingly used by state and church for practical purposes, but also to shape and influence culture through literary technologies. Readers were nonetheless able to resist print and to put it to their own uses.

READING: Eating Words: Sample Delicious Literature

Reading: Eating Words: Sample Delicious Literature

Food sustains and heals us, brings us joy, occupies time and brings people together. As such an integral part of life, it is no wonder that food is the focus of so much reflection. Many great authors have combined their gift for observation and cooking to write thoughtful, often amusing, books about life, love and food. Here's a taste.

The late Laurie Colwin put into words what many feel about friendships, family, love, joy, sorrows and food. Two of her books, Home Cooking and More Home Cooking, are collections of writings from Gourmet Magazine, in which she offers recipes and personal musings on food. Her thoughts on homemade gingerbread after school, eggs sunny-side-up, roast chicken and black bean soup all speak volumes to the reader about her life.

"On the surface her novels and stories are modest, as deceptively simple as a plate of fresh biscuits. But take a bite, and you discover a subtle, perfectly executed balance of tenderness and tang," said book reviewer Laura Shapiro of Ms. Colwin and her writing.

Frances Mayes takes her reader to the vibrant region of Italy called Tuscany. In two books, Under the Tuscan Sun and Bella Tuscany, she, an American, chronicles life in a new country where food and wine are synonymous with life. In this country where family and friends gather for much of the afternoon to dine, she learns to make olive oil, finds that the skin of peaches peels off like a fine silk slip, fires up her Tuscan kitchen and doesn't feel guilty about napping at 9:00am.

In France, like in Italy, good food and wine is a way of life. Peter Mayle explores the beauty of Provence, its people, tranquil lifestyle and sumptuous cuisine in A Year in Provence. Illustrating just how important food is to the people of this lush land, he says their "sole concession to punctuality" is lunch.

The author of Like Water for Chocolate, Laura Esquivel, begins each chapter with a recipe and continues telling a sensuous story of longing, unrequited love, family obligation and adventures in food.

The Tummy Trilogy by Calvin Trillin is a compilation of three of the author's musings on food: American Fried, Alice Let's East and Third Helpings. "Trillin will be enjoyed by anyone who admires good writing, even those readers who are not especially partial to food writing," said the American Library Association's BookList.

In Tender at the Bone: Growing Up at the Table, author Ruth Reichl, takes you on the journey of her love affair with food. From her early days of trying to prevent her mother from giving everyone food poisoning to her many years as the New York Times restaurant critic, food has played a significant role in Reichl's life. Now as the editor-in-chief of Gourmet Magazine, she continues to regale her audience with tales of fine cuisine.

From dessert at an Indian restaurant to really good barbecue, Jeffrey Steingarten, former food critic for Vogue, has strong opinions about food. He has spent days baking the perfect loaf of bread, adores french fries and struggles with basting poultry. Steingarten shares all of these experiences and more in his book The Man Who Ate Everything. Books@Random offers a summary and excerpts of the book.

Perhaps of all those for whom food is a muse, M.F.K. Fischer is the most well-known. She has been called the "doyenne of food writers." Through her books such as The Art of Eating, The Gastronomic Man, Here Let Us Feast and How to Cook a Wolf, she has truly explored the world of food and its relationship to life. Of cooking she says, "No recipe in the world is independent of the tides, the moon, the physical and emotional temperatures surrounding its performance."

For more musings on food and life, check out Between Meals: Writing About Food. Though it does not provide summaries or reviews of the books, it is a helpful resource list.

Getting started with peer review

What is peer review? How will it help you improve your reading and writing skills?

Peer reviews, where students read drafts of their fellow students' essays in order to make suggestions for revision, are common in first-language composition pedagogy. This technique fosters the idea that writing is a process of communicating to an authentic audience. How beneficial are peer reviews for ESL composition students? Many ESL students report that peer reviews help them revise their drafts. However, some students say that their peers were not able to give useful advice. These students' responses suggest that peer reviews can be helpful to students during the drafting process, but that students need to learn how to become successful critics who can evaluate writing and make good suggestions. Learning how to be an effective peer reviewer takes time and effort. It is not automatic. Learning how to look at someone else's writing also teaches you how to look at your own writing. Peer review also helps you become a more careful and insightful reader.

Here's more about peer review for you to read.

Before you review one another's writing, however, you must first read articles in English and then respond in writing to your reading. We'll start with a "reading response," which is mostly a commentary on & personal response to a reading. A reading response briefly summarizes the main ideas and comments on them, giving the reader's opinion and impressions. I'll post guidelines and links for both reading reflections and for peer reviewing.

First, let's pick several topics to read and write about. Then I will look for links to articles - essays, editorials, analyses, etc. on those topics. The pieces we start with should be short and not too difficult to read. I'll post links to a selection of articles or essays for everyone in the class to read. You can't comment intelligently on what your classmates write unless you have also read the piece they are writing about. We can also discuss and comment on the readings before you write your reading responses to specific articles. Discussion shares ideas and helps you think about what you read. Sharing ideas and impressions about reading also helps you write about what you read.

What topics should we read about? One topic could be on child rearing or early childhood development. Perhaps another could be on labor, globalization, or the environment. What else?

We don't want too many because that might be too much reading. Reading commentaries all on the same piece does not seem very interesting. Having 3-4 topics for you to choose from and short pieces for you to write at least a couple of well developed paragraphs about seems reasonable.

Everyone needs to read all of the pieces. You can't comment on what a classmate has written about a piece unless you have read the piece too. Those writing reading responses will pick just one piece to write about. Some of you are just starting out in the class and not ready to write much. I still expect you to read the articles the others are writing about. I also expect you to comment on what your classmates have written.

In closing - read the peer review handout and think about topics. Post your comments on the handout and your topic suggestions as comments to this post. Please do not post them as new messages.