YAL session 2

Hooked on Books
Teen, Adolescent or Young Adult Literature
in the English Class


YAL session 2

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Hooked on Books
Teen, Adolescent or Young Adult Literature
in the English Class


YAL session 2

Slide 1 - Diapositive

Session 2
  • Extensive reading
  • Matching reader / novel
  • Criteria for selection
  • Info on Exam Task 5
  • Info on Reading circles

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Extensive reading 
  • read easy, enjoyable books to build reading speed & fluency
  • aim: to become better at the skill of reading & enjoy reading
 Read quickly and
 Enjoyably with
 Adequate comprehension so they
 Don’t need a dictionary

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Position of reading in EFL?
Tailwind:
  • More research evidence of impact on achievement
  • More interest in excellence, learning outcomes, ranking, competition
  • Back to basics in education → central subjects
  • Level of attainment in English stalling → exam grades slowly falling
  • Changes in exam rules → CE + SE on a level & exam mark for English cannot fall below 5
  • EFL is mostly reading skills → 50-65% of exam mark
  • More prominence in curriculum: hours and earlier start
  • Availability of tablets, e-readers
  • More pressure for inclusion of under-achievers in education

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Position of extensive reading in EFL? -2
  • Headwind:
  • No longer prominent in exam programmes
  • Student is not eager.
  • Teacher is too busy.
  • Demise of school libraries (focus is on-line resources & study halls)
  • Focus is on coursebooks (anything else is extra, on top...)
  • Little pressure from parents, colleagues, professional world:
  • Staatsen, F. et al (2016). Moderne Vreemde Talen in de Onderbouw.
  • Kwakernaak, E (2015). Didactiek van het VTO
  • Harmer, Jeremy (2007). How to Teach English. An Introduction to the Practice of English Language Teaching



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What books?
  • Variety of books in stock
  • Fiction and non-fiction
  • Authentic YAL novels
  • Graded readers for beginners

For:
Individual reading: adaptive & taste
Class reading: for attention & promotion, sharing, comparing, discussing


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First: YAL novels 
Booming market; special YA (Teen) departments in Waterstone’s, 
Dekker vd Vegt.
Origins:
1850 → Dickens, Lewis Carroll, Twain, R.L. Stevenson, 
                  Kipling, Sewell, Hodgson Burnett
1950→ Enid Blyton, Roald Dahl, C.S. Lewis, Harper Lee
2000 → J.K. Rowling, Philip Pullman, Gary Paulsen, 
                 Louis Sachar, Suzanne Collins 
                 (HungerG → YA is recognised as a literary genre 
                     → attracting a wide audience, including adults

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YA book clubs: also in the Netherlands
YA Book Vlogs
YA Bookstagram
 

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Graded Readers
  • books written especially for language learners to build reading speed and practice reading for pleasure
  • different levels of difficulty (started to advanced)

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Slide 10 - Lien

Matching book and student
Advance assignment:
Go to the website http://novellist.nl/. 
Now choose 3 books from novellist.nl, each for a different level, to match your students. 
Why, on what criteria, did you pick these 3?

Slide 11 - Diapositive


Based on what criteria did you select them?

Slide 12 - Question ouverte

Selecting Books
Criteria:

  1. Enjoyability
  2. Readability
  3. Formative Value (learning about)
  4. Exploitation potential
www.novellist.nl         www.goodreads.com


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What makes a book enjoyable according to your students?

Slide 14 - Question ouverte

2. Readability
Idea is to read for meaning not language learning

  • Easy reading but not too easy → Level + 1
  • Original YAL novels: for average students of 4 KB, 3/4T, 3 H/V, 2 TTO = B2/C1
  • before that stage: graded readers
Some tools:
  • Lexile (USA)
  • ERK levels               Oxford graded readers


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Lexile

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Slide 17 - Lien

Lexile








Within a range from 100L below to 50L above his or her Lexile measure, a reader is expected to comprehend the text well enough to understand it, while still experiencing some reading challenge.

The Sun is also a Star
HL650L
Percy Jackson
680L
The Magic Finger, Roald Dahl
560L

Moonrise, Sarah Crossan
HL650L
All American Boys
HL770L

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3. Formative Value
Information → opening up the world around
Dilemmas → thinking about morality, right/wrong,
Challenges → dealing with life’s pains and joys, tasks and drives

Does the story tell me anything about my world, make me think about relationships with people, make me deal with life’s challenges and … along the way make me laugh, make me cry, make me feel stronger?


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4. Exploitation Potential
Any spin-off goals?

Thinking skills: discussions
Study skills: researching, reviewing, summarising
Language skills: writing, viewing, speaking, lexical
Culture: sports, migration, politics
Art or creative skills: designs, exhibition, video
Crosscurricular projects: ww1, bullying, media

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Portfolio Task 5
Write short (half A4) reviews of the 6 additional YAL novels (e.g. graded readers Oxford, Penguin, Early/Young Blackbirds) recommended for use in 12-16 age range based on clear criteria highlighting the qualities of the books (individual).

Criteria:
A short discussion of each book in terms of interest to the individual student in the target group highlighting its qualities. Substantiated evaluation in terms of Readability (linguistic), Enjoyability (class/year/stream, age, gender, theme/subject) and Formative Value (values, lessons, cultural information, identification). May include ideas about Exploitation Potential and actual use as an I (individual) or C (class) reader.

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Session 5 (11/3): Reading circles on McKay, H. (2018). The Skylarks’ War

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Reading Circles
Reading Circles are small groups of students who meet in the classroom to talk about stories. The goal is to have an enjoyable, interesting discussion in English. In a reading circle, each student plays a different role in the discussion. The seven roles are:
 Summarizer       Discussion       Director Connector              Illustrator
                          Word Wizard               Passage Person       Researcher

To prepare for your roles, you complete a Role Sheet.
You read the novel from your given perspective (role) outside the class
During the discussion you use your Role Sheets as prompts for the discussion
Reading Circles combine, in a natural way, the skills of reading, speaking and listening


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The Roles
Summarizer 
 Discussion Director
 Connector 
 Illustrator
 Word Wizard 
 Passage Person 
 Researcher

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Some reasons to use RC in the classroom
  • Literature circles are a place for cooperative learning. Students help each other understand a text and make sense of it. 
  • Lit circles teach kids how to use each other as resources and become independent learners.
  • Literature circles allow students to make choices about their learning.
  • Literature circles are fun, in part because they are social experiences.
  • "Reading circles are an effective strategy to use not only with students with reading disabilities, but also with any student with reading difficulties. Grouping students together heterogeneously allows students with difficulties to learn from their peers". (Hébert, 2009).

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Three groups 
Group 1
Group 2
Group 3
Ellen
Basten
Delilah
Eric
Nathalie
Michel
Maikel
Thijs
Louise
Ouarda
Tulay
Danny
Hakeem
Naoufal
Jeanette
Ruben
Bas
Ahmed
Stephanie
Michaela
Christine

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Reading circles
In the channel of your group you can find the information on reading circles and the form to assign roles.
Please send the form to me by email or teams today. 


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Next session
  • Teaching the novel: the novel as class reader
  • How to guide reading, both individually and with class reading: activities
  • Info on Exam task 1
  • Examples of exam task 1
  • Time for group work
The week after next ;) Next week you can catch up on reading!


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