Having chosen a reader to use with your young learners and helped them engage with the characters and story through pre-reading activities, David Dodgson now shares some tips on how to support their reading by going beyond comprehension questions and language work.
Kids love reading stories and, in the foreign language classroom, they can be motivating and captivating. However, reading in their second language can also present children with a considerable struggle as they grapple with plot and character development, extended passages of text and new language. There is also the danger that reading followed by standard comprehension questions turns what should be a fun activity into ‘just another lesson’ in our young learners’ eyes. In this post, we will look at some ways to engage the students by supporting them before, during and after the reading process.
Visual stimuli as advance organisers
In my last post, I looked at activities to raise the students’ interest before reading the book so here I’ll share some ideas to use before individual chapters. I’ve always found that one of the best ways to engage children is through video – the combination of moving images and sound provides a context-rich way to display and explain difficult concepts. I’ve been lucky this year in that both of the readers we have used in class had films to go with them: for The Wizard of Oz there is the classic 1939 film starring Judy Garland; and The Wrong Trousers is of course based on the Nick Park animated film of the same name.
I think it’s a waste when the video version of the story is just shown after the book has been finished as there is so much that can be done to support the reading process throughout the story such as showing a relevant clip to set the scene before a chapter. This can be a great help when it comes to pre-teaching specific vocabulary needed to understand the unfolding events. Rather than go through a difficult explanation to teach an unknown word that appears once in the chapter, you can quickly show the class the word in action instead.