Activies to Help Read Article High School
This list of ten artistic ways to work with reading texts was kindly shared by Churchill House, and is available for public download on their website www.churchillhouse.co.uk.
The web is a great source of textual information, but if you lot are like us, you won't have the time or inclination to spend hours turning pages from the web into complete lesson plans with worksheets, handouts etc. So here are our acme 10 ideas for taking ANY text and using it in class with the least corporeality of preparation time on your part. Enjoy!
Expand THE TEXT
With brusque, simple texts, go students to add an adjective in front of every noun / an adverb to every verb etc.
For slightly longer texts - before grade write (10) extra clauses or sentences that can be inserted into the text. Write these up in jumbled gild on the board and become students to add them in the most appropriate places.
REDUCE THE TEXT
Get students to reduce the text to EXACTLY (100) words OR reduce the total number of sentences by (50%).
RECONSTRUCT THE TEXT
Earlier class, write a list of key words from the text in jumbled guild on a canvas of paper. Brand one copy for each group of students.
In class, give out the text to all the students. Get them to read it through. Now ask them to turn over the text. Hand out the jumbled keywords. Ask students to put the keywords back into the right guild WITHOUT LOOKING AT THE TEXT. When they get stuck, allow them to reread to the text (but get-go get them to comprehend up the jumbled words once again.)
When all the students take got the words in the right order, take the text away. Get students to reconstruct the text (orally or in writing) from the key words.
MATCHING
Before course, get a heavy blackness pen and cross out the first sentence of each paragraph. (If you downloaded the folio off the spider web, utilise your word processor to delete the sentences before press.)
In class, write the missing sentences up in jumbled gild on the board and get students to add them back into the text in the correct identify.
Annotation: choosing the first sentence of a paragraph is particularly useful equally these ofttimes summarise the chief idea of the paragraph. Students can utilize these sentences to assist them empathize and structure the text.
TRANSFORM THE TEXT
Students must transform the text in some way, for example:
- Retell a story in the get-go person not the third person
- Retell a story from the perspective of a different character in the story (e.g. from the wolf's perspective, not from Fiddling Ruby Riding Hood'south.)
- Present a news story as a TV news item instead of a newspaper item.
DEDUCTION
Re-create the text onto a piece of A4 paper. Tear off a column (say 4cm wide) downward the left hand side of the re-create and a similar sized column off the right hand side. Photocopy and hand out the remaining "heart" part of the story. Students must work together to deduce the whole story from the $.25 they have. Hand out the original story for comparison at the stop.
TEXT QUIZ
Hand out the called text to the class. Give them fourth dimension to read it, check new words etc.
Now go the students in groups to gear up (15) questions about the text which another group will have to answer from retention. Questions should be factual.
When the groups are ready, cover up all copies of the text, then go groups to swap their question sheets and reply each other's questions. The group that answers the most questions correctly wins.
WORD PARTNERSHIPS
Before form, find (xv) useful discussion partnerships in your chosen text. Write the get-go word of each partnership down the left-manus side of a piece of newspaper.
E.chiliad.
Solve …………
(Don't forget that word partnerships tin consist of two or three words, and likewise that sometimes a discussion is partnered with another one in a completely dissimilar part of the text. Eastward.g. "The puzzle, which had baffled experts for well over 20 years, was finally solved by a 12-twelvemonth-old daughter from Ramsgate.")
In class, hand out the text. Allow students time to read and inquire questions.
Now get the students to complete the sheet that you prepared by finding the partners for each discussion.
As a follow-up, students can examination each other by covering upward one of the columns on their sheets and trying to remember the missing word partners.
REACTIONS
Earlier form, ready a listing of sentences along the following lines:
What I institute most interesting about this text was…..
boring
shocking
agreeable
irritating
baffling
incredible
etc.
In class, allow students fourth dimension to read the text and check out whatever problems. Then ask them to complete all / some of the sentences from your list.
When they have finished, put them in groups to hash out their reactions.
TALK ABOUT THE TEXT
One of the things nosotros ofttimes do in real life is tell someone else most a story / news item / magazine commodity etc that we read.
To do this in form, all you need is a text and a group of students. Go the students to read the text. Now ask them to describe the text and their reactions to it to their partner. Get them to start like this:
"I was reading this (story) the other twenty-four hour period and it was really interesting. What it said was….."
Variation: have two or more texts and go different students to read and talk about different texts.
Source: https://busyteacher.org/2748-what-to-do-with-reading-texts-10-creative-ways.html
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