Let the kids talk!

Three videos here, highlighting how even very young learners can quickly become content creators in their English langauge learning journey! Each of these examples are a result of after reading projects, from graded readers, which all of our students at Luna invest in. We use these readers in a myriad of ways - not 'just' reading...we try to 'milk' them for all the're worth!

Misaki's Cake is the outcome from Oxford University Press' Read & Imagine graded reader called 'The Cake Machine'. Inventor Grandpa has a fairly calamitous baking experience...our children do better with a drawing project (homework) & then guided with a writing task in class to describe their lovely, dreamy, cake creations.

My approach as teacher is to do the background prep quickly, then let the students take control of the creative process, using the iPad + Chatterkids app intuitively. Recording themselves & criticising their own speaking (want to be smoother, or quicker, or not stop in the middle or get a word wrong...) is an easy fix - just re-record against the thirty-second limit. Their own pressure, not teacher's! As you can hear, the focus is on far more than just a list of ingredients - a proper description. As a quick finisher, Misaki was first - after that, she was first assistant & bling direction for whoever finished next. Teacher - job done (help the slower finishers with gentle suggestions & corrections).

 

What do you think of Misaki's cake?

A twist on this exercise I love with slightly older young learners, is to have them interview each other about their after reading projects. Here is Moe's description of her favourite animal (her real pet), from OUP's Read & Imagine title 'In the Treehouse'. Here the pressure is on both learners to ask, and answer, a set of questions quickly...so of course they want to practice a few times before hitting the record button - who said 'drilling' is boring?! Love Moe's "Wolfie"?

And from another class, Yuri & Koharu tackle the same task from their reader. 

Extensive reading has obvious benefits - so does intensive reading...the two do not need to be mutually exclusive. As you can hear, students are empowered with being able to share their imaginations and are unencumbered with stage fright, instead collaborating and being bold. Love these outcomes!

Magic Ingredients! App-smashing with a reader

One app I really enjoy using with our graded readers as a boost to after reading projects, is to make sure that all of the students have taken time (and been shown how) to produce full, grammatically sound, sentences.

In this case, after reading OUP's Read & Imagine beginner level title The Cake Machine, easy homework was to draw their own 'dream' cake. The blank space below 'describe your cake' is a forbidding prospect without guidance...teachers job to ask leading questions, and then help everyone agree on their responses (all different, of course, but simliar in structure.

Obviously, most of the structures & vocabulary they need are high frequency from the book they've just read (and enjoyed) + the Picture Dictionary at the back a rich resource. "New words" (our own ingredients) an easy share on the whiteboard.

Bit of teacher speed needed to photo & crop drawing into the app, and then gave a example of 'how to' for early finishers, who get on with their project enhancement. Then they help the slower finishers through the tech hurdles and encourage the narrating part (they read their own writing into a 30 second limit). 

 

Saaya's favourite animal is...

 Check out Saaya, telling her classmates about her favourite animal!

Great pic, lovely answers...outcome from an after reading project of her graded reader (Crocodile in the House).  Animated version created with Duck Duck Moose's app 'Chatterkid', which my learners could manipulate immediately!

Nice work Saaya!

Meet Moe's (talking) pet dog!

 

Check out Moe's project from her reading book (OUP's "Read & Imagine" series 'Crocodile in the House'). In this Chatterkids talking photo, she's interviewed by her classmate to read her own answers from the prompts provided. Yes, one word answers would 'do' but why not 'go for it' and fully exploit the chance to say more?!

Cute drawing, and lovely pronunciation = great job Moe!

 

China's snow bird - a writing & speaking project

 You've read the book, and enjoyed the thrills & spills with familiar characters...digested new vocabulary and recycled more; read bits out loud and shown understanding of the text.

Make your own character - a snow animal - including a bit of 'dictadraw' (add a scarf/hat etc), then write a description of your new animal with words from the glossary...and then read your work.

Win win using chatterkids app (students quickl learnt how to manipulate/edit/enhance their own creations!), following up our OUP Read & Imagine graded reader. After reading = fun activity & a legacy moment!

Talking text - Chiharu's Snow Rabbit

 

Listen to super Chiharu describing her "Snow Animal", an after reading project from OUP Read & Imagine graded reader "In the Snow". Extensive reading really works for our students' four skills and is an excellent outside of class  learning component; boosts language (grammar as well as vocabulary recyclying), imagination, reading large chunks of text & coping with comprehension questions quickly > great exam preparation too.

Creating this work = loads of fun as well - self & class as a group proof-reading & practicing, encouraging and giggling :)

Talking Heads - young learners introducing themselves confidently

 

 With the new school year, we've found a few new classmates to get to know, and new books to get used to. Great opportunity to brush off an old favourite, Chatterkids app, to record our voices over our super cute self-portraits. Very easily done, and learners keen to 'bling' their pictures and rehearse their output, and willing to speak up with the anonymity cloak! 

We like our veggies - meet the munchies!

 Created with Chatterkids on iPhone, in no time at all!