An imaginary entry in Anne of Green Gable's diary

Today was the happiest day of my life...so I thought. I was so excited to come to Green Gables. The road was lined with old apple trees. they were full of sweet-smelling and snowy-white flowers! The beautiful way made me feel like I were walking into a wonderful dream. I fell in love with this lovely place at once.

But everything changed so quickly. Matthew and Marilla wanted a boy, not a girl like me. What a horrible mistake! Why was I not born a boy? My heart was full of hopeness in this morning, but now, I feel so lonely and miserable.

What will happen to me tomorrow？Will they send me away?

Oh, Dear God, please! Please let me stay here. I promise I will work hard and be a good girl.

Posted for Nene

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). 

 

Are All Animals Equal on Animal Farm?

 I don’t think life on Animal Farm is fair for all the animals.  

At the beginning of the story, all the animals believed they were in an equal society. They thought the human was not good for them. So, they worked together to kick out Mr. Jones, and they hoped that everyone would share the work. For a short period of time, it seemed like everything might get better.

However, as time was passed, the pigs started to take more and more power. They said that pigs were the “smartest” animals, so they should make the decisions. At first, the other animals accepted this, but soon the pigs began to act like leaders. They got better food, they slept in beds, and they did not work as hard as the other animals.

The pigs also changed the rules. For example, they rewrote the commandments so their actions look correctly. They used Squealer to spread propaganda and made the other animals believe that everything was fine, even when it was not. The animals like Boxer worked extremely hard, but they never got respect for their work.

In the end, the pigs became almost the same as the humans the animals had tried to escape from. They walked on two legs, drank alcohol, and made deals with humans. The other animals were tired, hungry, and confused, but they were unable to fight the pigs because they had no power or education.

For these reasons, life on Animal Farm is not fair for all the animals. Only the pigs enjoyed a good life, while the rest of the animals cannot feel freedom. 

On Thin Ice - the graded reader (not the state of Greenland)

Reading for detail - Read & Imagine

As you can easily see, there's a lot of text on the page, which most learners in Japan would baulk at immediately!

Our 'can do' learners at Luna have got used to this psychological barrier & can jump it with ease.

• Quiet reading? Yes
• Reading independently (at home)? Yes
• Overcome 'new' words? Yes
• Familiar with characters? Yes
• Enjoy the storylines? Yes
• Recycle language? Yes
• Personalisation with 'after reading' projects? Yes
• Work together with comprehension tasks? Yes
• Gain confidence with pronunciation of longer words? Yes
• Notice direct speech markers (punctuation)? Yes
• Read ahead for markers? Yes
• Look back in the story to refresh? Yes
• Travel in time & space, around the world? Yes
• Learn really cool stuff? Yes
• Put proper intonation into longer utterances (taking turns 'in character')? Yes
• Listening skills explored? Yes
• Gain confidence spelling? Yes
• Volume of vocabulary? Yes
• Expanding vocabulary sets beyond limited textbook content? Yes
• Yes.Yes. Yes.

There are so many benefits to our dedication at Luna to incorporating graded readers into our students' language learning careers. One of them is our adoption of Oxford's Read and Imagine + Read and Discover series - designed for young language learners with audio and activity books to enhance the learner experience. In our opinion, Oxford's Reading Tree is not fit for purpose, and the Extensive Reading Foundation's continued idolisation of that culturally loaded & unsuitable series is frankly annoying - driven by 'experts' who lecture from their high perches at universities without any idea what they're talking about wrt young learners, accessibility, learning styles, affordability. You never saw Oxford's Story Tree, which WAS ideal for the EFL classroom & independent home-readers?

Rant over? Not really!

My Tropical Rainforest Project - Kokona

 

Orang-Utans live in Indonesia's rainforest. Orang-Utans sleep in nests in trees and eat birds, insects, some frogs. 

Bali Mynas live in Indonesia's rainforest. Bali Mynas eat insects and fruit. 

Atlas moths eat smaller insects. Atlas moths lives in Sarawak.

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!

Shizuku's animated Lion - after reading project

 After reading Crocodile in the House, and a confused robot, Shizuku couldn't wait to talk about her favourite animal, a lion. Lovely drawing and great answers written dow, this interview with a classmate was a first take success! Reading/talking aloud the final act to complete an after reading project - no performance pressure or stumbling over unknown words - rather, unstoppable keenness to get it said!

Nice work Haruki, getting over the giggles to ask the questions quickly. Another stunning Friday success story at Luna!

Haruki's after reading project

Listen to Haruki being interviewed by his classmate Moe, about his original artwork & description of his favourite animal!..Unusually for most japanese kids his age, he likes snakes...budding herpatologist?

This is a project derived from an after reading task, following up 'completing' his OUP Read & Imagine graded reader "Crocodile in the House". I'm a big fan of getting 'more from less' - here exploiting the Chatterkids app to anonymously add audio to a picture, and to have to hurry up within a 30 second limit. Thus, no teacher pressure to get on with it - a timer. Ideal, as this means students can practice, restart, retry before agreeing that they could do it to their own satisfaction (not the teacher's!).

Great practice for Cambridge exams or any speaking activity; personalised and with a peer, importantly not getting interrogated!

 

A rabbit talks!

 Koharu wrote about her favourite animal, and talked about it/recorded herself using an iPad app (chatterpix) - as you can hear, her pronunciation is very intelligible with intonation across longer uttereances under control, and word stress + individual sounds clearly enunciated. All of which should add up to success in a #younglearners #CEFR_A1 #CambridgeMovers speaking test

 

A talking platypus

Check out Minami's unseen platypus project, as an after reading piece for her graded reader (OUP Read & Discover) series. She narrates her illustration beautifully :)

 

 

Let's talk! Students with after reading projects

We think these two young learners really do speak for themselves! 

 

Hazuki talks about...her chimpanzee

 

Although we do not have chimpanzees native to Japan, we do have loads of monkeys up in the hills, and famously a monkey onsen in Nagano prefecture, which is a very popular tourist attraction

This is Hazuki's after reading project, where the task was to write about her favourite wild animal (and sketch it) then narrate using Chatterpix on (my) iPhone. As you can see & hear, a really good expansion beyond a graded reader, and a piece of work to be proud of.

Milking a glossary with Wordwall

Making the most out of even the simplest graded readers!

Familiar vocabulary recycled in any good graded reader series, but the secret is to make sure students can actually read and spell the words, use the vocabulary flexibly (not just recognise a particular picture & blurt it)!

We love using the various applications/games that wordwall offers, with the added twist of PC skils (mouse/keyboard), letter recognition (upper/lower case) & QWERTY layout (not a linear ABC from the poster on the wall). Have a go yourself here, and consider all the ways your learners can recycle, drill, revise (you know, the deadly sins of teacher talk!) both at home, or in the classroom when a buddy is absent.

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!

A Japanese folk tale - Kaguya-hime

Once upon a time, in a small village, there was a kind old man and his wife. They were very poor but were happy. Everyday, the old man went to the mountains to cut bamboo.

One day, while cutting bamboo, the old man saw a shining bamboo. He cut open the bamboo and inside these was a beautiful girl. The old man and his wife were very surprised but delighted. They named her "Kaguya-hime" and raised her as their own daughter.

Kaguya-hime grew up quickly and became a beautiful young woman. Many men came to ask for her hand in marriage, but she turned them all away. Kaguya-hime told her parents that she wasn't from this world and that she must return to the Moon.

The old man and his wife were very sad, but they understood. One night, a group of moon people came down on a bright, shining chariot to take Kaguya-hime back.

Kaguya-hime said goodbye to her parents and gave them a letter and a small bottle of elixir. She told them to remember her and promised to watch over them from the moon.

The old man and his wife watched as Kaguya-hime went up to the sky, becoming a beautiful light in the sky.

Posted for Miki

Our Amazing Picnics - after reading project from young learners

Reading is a crucial part for any language learners' path to vocabulary acquisition/activation, familiarity & flexibility with grammatical structures, coping with long texts, exploring new as well as familiar topics...and letting imaginations run away (a bit like the robot character does in this yarn when it gets supercharged by 'fantastic' lightning!).

This after reading project page, in an Oxford Read & Imagine level 2 graded reader (The Big Storm),  was all about personalising the background story to the adventure > going for a picnic. Sub-topics here recycle vocabulary sets of food (likes & dislikes), friends (physical descriptions), weather, places to go around town...we all love recycling language! (This is approx CEFR A1; 450 Headwords at this level, 689 words in this title)

As with all young learners, some love drawing & in Japan, have ninja-like skills - others (like me) have a complete phobia about blank drawing spaces and will produce the bare minimum as quickly as possible (and only after considerable cajoling!). NB This was not an arts/crafts lesson - rather, get us some content to work off, with the writing aspect my targetted outcome. (As with any open-ended task like this in my classroom in Japan, I try hard to minimise the use of erasers...a quick correction or fine tune is fine; rubbing out/erasing 20 minutes-worth of work & starting over is not!).

Regardless of artistic skills, we all needed encouragement to look back through the book to get 'more' ideas...and the same applied to finding the words we subsequently 'needed' to produce the written output. Importantly, don't cramp the artwork with this 'news' in advance (otherwise you'll end with carefully chosen/limited drawings!)...so then to find the words/structures we need to describe our work. From the story already (quizlet set of the glossary here by the way!)

 

Rina's African animal🦓

My favourite African animal is a zebra. 

My zebra runs in Africa. 

He goes to the jungle to find food, and he can find the grass. 

So he's happy!

Arisa's African animal

One day, a zebra heard tales of a rare grass, deep within the forest.

So, she started to go to the forest. 

She met a lion, and she was scared so she run away, but at last she found the rare grass. 

She overcame her shyness.

Flipping word lists; young learners & Wordwall

Not a touch screen, but...

 My favourite page of any graded reader is the glossary, which in any good YL book is presented as a picture dictionary. These words are obviously important in a particular book for better comprehension, but might not be as high frequency as to pop up throughout a series regularly. Readers don't have to learn these words of course, but it certainly helps to be familiar with them/know where to look if they get 'stuck'!

Personally, I love to gamify such sets of vocabulary using wordwall, which has the easy option of adding any set to a Google classroom as a link or an assignment. We try to share everything we create at Luna as well...have a look & rate our stuff?!

YL blended class

Wordwall is a great way to flip a class/reader. Frontload all the 'hard learning' with a fun game or two (one set = 5 different ways (or more) to enjoy your creation without having to do any more creating at all (bingo busy teachers!)...if you have a PC screen for a class...collaborate, or take turns - whatever works for a particular class. 

And this can work for you with online learners - give a zoomer control of your mouse, and make the other students their 'helper' - warning, this can get noisy! Or the other way around, if your zoomer is limited by screen (tablet or mum's phone) then have them direct buddies with an open book, and have your in-class gang put books away. Put the team on the leaderboard...really does generate the need to go home & be the champion before next class :)

You'll notice, we haven't even started reading the book yet - but we want to now!

Lazy teacher! Directing traffic :)