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1、ASSESSING(EXTENSIVE)READINGOFYOUNGLEARNERSCreatingWorksheetsFriday,July12,2013Overview•Whatdowewanttoknowwhenweassessouryounglearners’readingoffiction?•Doeswhatispublishedalwaysfityoursituation?•Developingworksheets•Scaffolding•VariousWorksheets•CreatingWorksheetsandsharingthemFriday,
2、July12,2013Whatdowewanttoknow?•Foradultswerecognisetheassessmentofliteratureasanareaof‘theuntestable’(ParanandSercu).Whynotforchildren?•Whatarewecheckingwhenweusedclosedquestionforms?•Whatareouraimsforchildren’sreading?★ForYoungLearners,readingboostsvocabularyandrecognitionofpattern
3、s.But,inmycontext,YoungLearnersareincreasinglybecoming‘reluctantreaders’.Assessingonlythelanguagesideandtickingofftheworkdonewillnotstimulate.Whatwill?★Forteens,readingfictionhelpstoboostskillsbutalsoaidsthegrowthofculturalawareness.Therearemanydistractions,butluckilyalsohugenumberso
4、fgoodbooks.Connectionwiththeirlifeandtheirrealityisimportant.•Keeptrackoftheirreading,rewardprogress,givefeedbackFriday,July12,2013Worksheetsexamplepublisher•FromReadingMatters,AlanPulverness•Friday,July12,2013Whatdopublishersprovideuswith?•Manypublishersunderstandthisandprovideinte
5、restingandengagingtestsandassessmentformats.•Lotsofmaterialsavailableifyoujustsignup•But:LevelsofEnglishvaryfromcountrytocountry,fromschooltoschoolandevenwithinclass•So:Wouldn’titbeniceifweknewhowtocreatetailor-made,engagingandhighqualityassessmentformatsourselves?Friday,July12,2013
6、Whycreateourownassessmenttools?•Weknowourlearners,wehaveideasabouthowtoengagethem•Oralassessmentisverytime-consuming•Itisgoodforteacherstotrytothink‘outsidethebox’•Knowingthelearners’readerresponsetothebookcanhelpusrecommendotherbooks•Wecanbuildinthosetypesoflanguageresponseswewanto
7、urreaderstopracticemost•AsitisallourownworkwearefreetoshareandthusbuildupalargecollectionFriday,July12,2013Argumentsforthetypeoftool•openquestionsoftenbeyondthemasteryofourlearners.Theyneedsomesupportinordertoanswerquestions,‘scaffolding’toleadthelearnerfromonesteptoanother•Wewantat
8、oolthatenablesustol
