Schools that carry out reading activities generally have a reading class every week. How should we carry out reading activities in this class and what kind of results should we achieve? In this regard, I think we can consider the following aspects:
☆ In terms of structure, the activities of reading class can be roughly divided into two parts::
Read aloud to children and engage in continuous silent reading. Warm-up and introduction sessions can be included before reading aloud, and sharing and interactive activities can be interspersed during or after the reading. However, these activities are optional and can be designed or spontaneous. Before silent reading, it’s best to allow a few minutes for preparation and an announcement of the rules. During this time, students can choose two or three books. It’s recommended that you don’t change books once the silent reading session begins.
☆ It is very important to understand the purpose of the reading class.
One or two reading classes per week are definitely not enough to meet children’s normal reading needs. The best role of a reading class is to inspire a sustained passion for reading. Therefore, the ultimate goal of reading class is to ensure that children enjoy reading. Children should also be encouraged to spend as much time as possible practicing reading, imitating the teacher’s and other classmates’ reading methods, and developing a habit through persistence and repetition. We can say that reading class is a ritual that invites children to join a “book club,” and the activities within the class serve as an advertisement for reading. Because of this, designing overly specific teaching objectives for reading class is less important. Put bluntly, students don’t need to learn anything in reading class. If they can let go of their burdens, reading class becomes easier to teach, and children can actually learn more. Therefore, reading teachers especially need to learn to rest and relax. Children will benefit most when teachers fully enjoy reading activities.
☆ Try to look at reading activities from the perspective of advertising.
Reading aloud to children can be seen as an advertisement for books, storytelling, and reading aloud. Through these activities, children learn to appreciate and appreciate books, while also beginning to learn to read or narrate them themselves. Therefore, books that have been read aloud should usually be kept to ensure that interested children can immediately access them and continue reading or reading. Furthermore, children who frequently listen to their teachers’ stories can easily be organized into storytelling sessions, providing both entertainment and valuable training.
The advertising effect of sustained silent reading is comprehensive. In short, it can be summed up in one word: “quiet.” Children see and experience it, and gradually learn to calm down and read. This quiet isn’t absolute, lifeless, or dead, but rather a vibrant, energetic quiet. Therefore, the criterion for judging the success of a sustained silent reading program is simple: it’s not how much the children read during the program, but whether they can collectively achieve a relaxed, quiet state during the activity.
What about interactive activities within reading? This is advertising for “chatting,” advertising for communication. Reading is communication, and chatting about books and reading itself is also a form of reading. Interactive activities can incorporate a variety of creative ideas, turning them into engaging conversations. Ultimately, it’s advertising for books and reading itself.
☆ Should reading strategies be taught?
If there are only one or two reading classes per week, we recommend allowing children to spend more time reading. Reading strategies aren’t about not teaching, but rather, they can be taught through “untaught teaching.” From a skill perspective, reading is like driving: ensuring practice time is paramount, and the instructor is particularly important. As for whether a bunch of professional-level techniques are necessary up front, it’s clearly not necessary, and focusing too much on techniques can actually squeeze out necessary practice time. The so-called “untaught teaching” means finding ways to squeeze in more time for children to practice reading, and instructors also need to continue to cultivate and improve themselves. If these two points can be achieved, good apprentices will naturally emerge.
☆ The activity environment of the reading class.
Schools without the necessary conditions can only hold classes in the classroom, while schools with the necessary conditions will choose to hold classes in the reading room. Of course, it is more creative to hold some classes outdoors. Let’s not talk about the outdoors first. In fact, both classrooms and reading rooms have their own advantages and disadvantages. In the reading room, children are naturally very happy to have a city of books, but their interests vary, and they are full of curiosity when faced with a sea of books. At this time, it is very difficult to ask them to listen to stories quietly or cooperate with the reading activities arranged by the teacher. Generally speaking, the reading room is more suitable for silent reading activities, and organizing aloud reading or other activities requires more control and skills. In the classroom, the situation may be just the opposite. It is convenient to carry out aloud reading activities, but organizing silent reading activities may face the difficulty of insufficient book sources. Therefore, the choice of activity environment must be designed and arranged according to needs. The ideal state is to create a “school in the library” (school
There are books everywhere on campus, and there are enough suitable books in the classrooms. So there is not much worry in arranging.
☆ Selecting books for reading activities.
Picture books, literature, and educational materials are all acceptable. Based on the principle of advertising, teachers’ understanding and enjoyment of the books they select are crucial and can have a profound impact on children. Teachers can also identify “stars” among the children—popular and prestigious students whose reading interests can also have a significant influence on their classmates. Inviting enthusiastic parents to join in fostering a positive environment can achieve even greater success.
“Reading a book together” or holding a class book club to discuss a book is a common activity, and choosing the right books can have a positive impact on students’ learning. We recommend that you don’t actually need to have a copy for each class member (unless the book is very unique). Generally, you can prepare 6–10 copies of each book (6–7 copies per person). These can be circulated in groups, but 3–5 books can be read simultaneously to facilitate exchange. Focused discussions don’t have to wait until everyone has finished a book; they can be held during or even before the reading itself, allowing for promotional activities such as sharing what you’ve read with those who haven’t, and then exchanging books.
☆ How to discuss at class reading club?
This is a particular concern for many teachers, but I think it’s something we can consider later. Getting children to actually read is paramount, and this requires patience and creativity. For tips on discussing books with children, you can focus on the second half of Chambers’ book Creating a Reading Environment for Children, “Talk It Through: Children, Reading, and Discussion,” as well as referencing excellent classroom examples. Guidance should generally follow the three levels of “literal meaning,” “underlying meaning,” and “extended meaning.” However, as much initiative as possible should be given to the children, allowing them to lead the direction and depth of the discussion. The teacher should seize the opportunity and facilitate it appropriately. However, the fundamental attitude is crucial: we don’t have to constantly be engaging with children; this is also a time for ad time and enjoyment!
Argentine Primera Division compiled in Beijing in December 2010