Writing a doctoral thesis

GO Reading and Other Medici -Making Reading and Writing Visual To reclaim the romance of the word, and spawn a generation of readers and writers, teachers and librarians need to work together to replace the dreary "book report" with exciting projects that involve students in reading and writing activities using computer technology and various other new media.

Sit down with yourself and brainstorm as many new and unheard-of ideas as you can to promote the — no matter how wild and crazy, no matter how impractical — enjoyment of reading. Now, look at your list and pick one or two ideas that might be doable. Objective To involve students in the act of reading by providing activities that motivate the reluctant reader to move from a passive state to an active state. Procedures The following activities are effective with passive students who lack the motivation to read. Read Aloud For students who have difficulty in starting a book, read the first chapter orally to them. Follow the oral reading by asking questions that can be used as a guide for their own further reading. Choose writing a doctoral thesis a recreational book of particularly high interest. Head it aloud to your students to a point of major interest or excitement in the story. Next have a student complete the book or story by reading the rest of the book and then telling the rest of the story to the whole class. Experience Followed By Reading Arrange for experiences related to topics that can be further investigated in books. Guest speakers, experiments, demonstrations, skits, and artifact collections are examples. Show a writing a doctoral thesis video as background information on a topic before your students read a book. Books As an Impetus Help your students make connections between their specific interests and the books that match those interests.

Assign a writing a doctoral thesis student who likes automobiles to read books about cars. Reading and Other Media -Coaxing the Reluctant Reader about the life of Henry Ford and the development of Ford Motor Company might come next. After that, a book about car racing, foreign cars or automobile safety. Any reading is good reading, and one book leads to another. Assign everyone in class to watch some especially meaningful show on TV, and then have them read follow-up books on the subject in preparation for class discussion. Daily Time for Sustained Reading Set aside 10 to 30 minutes so that your students may read quietly each day (or, at least, every other day) for personal enjoyment.

Observation Enjoyable experiences with books lead to greater enjoyment of books. Your job is to break the inertia of your non-readers, and get them going with books. We do what we like, what feels good, what we enjoy. Get them started by letting them read for the sheer fun of it. Because students may be performers, stagehands, narrators, or audience members, everyone is successful in one assigned role or another. Objective To work as part of a group to make decisions concerning the dramatization of a text.

With your students, choose a book or story (fiction works better than nonfiction, unless the nonfiction is about historical events and is written dramatically). Read the selection as a class, and discuss the plot, the characters, and the events. Encourage your students to practice reading the story alone or with a partner at school. Assign parts, and distribute the script among the performers and narrator(s). Arrange for the narrator(s) to describe the setting, present the scene, and otherwise introduce the background for the story.

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Stretch the imaginations of audience members by having them picture in their minds the characters and the actions. Select simple, easy-to-obtain props that can enhance the meaning and enjoyment of the story. After the performance, hold discussion of the story, plot, characters, and events. Repeat the performance for a variety of audiences (e g. Hence, the whole class takes part in reenacting the play through a class reading of the script. C 51 Reading and Other Media Read and Act Source ED 236 595 Motivational Strategies for Teaching Language Arts: A Resource, K-12.

Atlanta: Georgia State Department of Education, 1982. Brief Description Students act out, or role-play, situations from a story that they have read.

Objective To encourage students to read stories to expand their imaginations by assuming the role of various characters found in their books. Either read the story aloud to the students or have them read the passage silently. Surprise Ending Act out an ending to the story different from one that the author wrote. The rest of us will try to guess what part of the story the actors are portraying, and we will write a one-sentence description of what we see the actors doing. Comment Students who are low achievers require concrete examples to reinforce learning. Role playing and acting out allows students to internalize concepts and demonstrate their understanding of written material. Read a story together, but role-play the expected outcome before you finish the story. Various teams of students could participate in this activity. Have students role-play events that led up to a familiar literary work soon to be read.

Also, almost any fairy tale lends itself nicely to the use of this technique. Observation Role playing allows the learner to recognize, retell, and recall the main idea, as well as give attention to detail and sequence in a story. Acting out a story provides students with an enjoyable opportunity to bring print to life for an audience.

Illustrations showing student successes provide a visual point of reference for the teacher and student to gauge the progress of progress. Objective To provide at-risk reading students with visual benchmarks to measure their development in reading achievement. Procedure Student effort and improvement in reading are important elements of any reading lesson. For baseball fans, con truct a baseball diamond on poster board with felt markers.

Independent reading can be rewarded by moving a baseball from base to base around the diamond for every book read. On the skill scoreboard, record mastery exhibited in skill areas such as sight words, increased oral reading fluency, prediction, and context cues. You may use the baseball chart to stimulate team competition. One team may consist of members who attained specific skill development while another team may consist of members who read books independently. Each time a skill is mastered or a book is lead the team advances one base or scores a run.

Each lane represents a reading skill goal such as reading rate, vocabulary development, and number of books read. Each student drives three cars which are attached with the pins Source ED 298 435 Webre, Elizabeth C. The charts can serve as a way to reward reluctant readers for their progress without placing them in a competitive environment. For basketball enthusiasts, develop a chart titled "Slam-dunk into Reading" and target reading goals to be scored. The goals can be new sight words learned, new books read, main ideas grasped, and word attack skills gained.

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