In the new semester, the whole book was officially entered into the classroom of Aizhe Learning Center under the design and leadership of Mr. Xu.
The whole book co-reading curriculum occupies a pivotal role in the entire Aizhe language curriculum system. From the selection of books before class, combing the layered reading book series, to the teacher's intensive reading and interpretation in the classroom, asking questions, guiding students to read independently, intensive reading promotion, theme discussion, and homework, each link has been carefully designed and carefully prepared.
In fact, the process of reading the whole book together is itself the greatest significance. Let reading be a part of life, as natural as breathing. In reading, children look for beautiful mirror images of role models and growth through roles; moral choices through story externalization; and lead through vivid and lively stories towards a better life.
This week, Professor Xu's G5 class completed the co-reading of the first book, Peter Pan. Teacher Xu recorded the stories, achievements and impressions of the two weeks of the course, and we share them with you here.
The two-week reading of the entire book is over. P said, "I'm so sad, Peter Pan just finished reading it!" When I heard this sentence from his mother's mouth, I still couldn't help but wet my eyes. Because when he first got the book, he kept saying that he couldn't read it.
At the beginning of the school year, I have been thinking about how to take these teenagers into language learning, into classic children's books, and let the story and the code of growth quietly take root in their hearts. At present, the most important thing is to stimulate the enthusiasm for learning and ignite the interest in reading, as for the implementation of the basic skills of reading, develop the habit of deep thinking, this is all natural in the process. I thought of Peter who didn't want to grow up, and I thought of the secret of Neverland's eternal vitality, the first time we read together, let's start with this book!
The so-called co-reading, that is, teachers and students in the classroom each hand a book, before class first claim their favorite role, can also be changed in the middle, the important thing is to read word by word, stop at the key point of the plot, discuss, combined with the reading list, gradually implement the basic skills of reading, purposefully carry out the practice of combining reading and writing. Shuttle through the story, experience in the role play, and then combine the story content to carry out creative writing, the whole reading journey, the teenagers are happy!
The most impressive was P. This is a boy with quick thinking, strong oral expression ability, a broad reading background, and a particularly assertive attitude. The only thing he was afraid of was writing, just as Hooke was afraid to hear the ticking of an alarm clock in a crocodile's belly. I can certainly guess what kind of writing nightmare he experienced. Preaching is useless, and the wounded child needs to be slowly healed in the story, believing in the power of the story, and he will come out step by step. Just let's leave aside the simple and crude evaluation yardstick.
At the beginning of the reading, P showed extraordinary enthusiasm, he took the initiative to take on the role of Peter, reading aloud with boards and eyes, tone, tone, expression are all naturally in tune, listening to him read, watching him perform, the other teenagers were all brought into the story. When we combed through The trajectory of Captain Hooke's growth, discussing why Hooke was like this, it was also the most brilliant of his speeches, he said that the strict requirements of unity suffocated Hooke, Hook could not understand, could not get support, family, teachers, the surrounding environment brought him oppression, he was too rigid, without self, he could not bear, and finally went to extremes! For the child, isn't this his own actual experience? The eyes of the other teenagers were full of admiration for him!
Sometimes the weather is good, we go to the terrace on the roof to read, P will take the initiative to act as the host, when it is his turn to read, naturally it is full of emotion; in the process of listening to others reading, he will closely observe the surrounding classmates, remind the classmates to keep up with the rhythm, and listen to it for a while. The September sun is warm and silent, the leaves of the poplar trees are still green, and the wind sings for us.
Reading teenager on the terrace
Reading in class is getting better, the reading list can basically be advanced on time, and P is less resistant to writing. Together, we create stories, analyze character images, comb through story mind maps, and write about reading gains. As soon as he heard that he wanted to make up a story, the teenagers were particularly excited, and for the difficulty of writing, I suggested that he write the electronic version first to ensure that his thinking flowed smoothly, and then modify it. In this way, P's interest is even higher. Because his experience is profound, his thinking is natural and deep, and his language expression ability is good, so the article is naturally well written, and after getting hot feedback, I heard that it should be copied to the manuscript paper and posted for display, and the writing is particularly serious.
After reading the whole book, i wrote it four times in total, and P was able to complete it in time each time. At the parent-teacher conference at the end of September, Mother P looked at P's composition on the corridor display board and was particularly emotional. Although P's writing may still not meet the standards of some schools and teachers, but again and again rudely tearing up the child's homework, and humiliating the child with the best homework, in addition to making the child completely lose confidence in frustration, and finally desperately refuse to write, where is the real action of educators?
Dedicated teenagers
After reading the whole book, we also made a reading and sharing poster, first discussed the evaluation criteria, made against the standards, self-evaluated, and mutually evaluated, and then cooperated to iterate out a more complete version to promote to the whole school. P was in charge of the coordination of the whole process, and he also brought 8K of art paper for everyone to use. It was extra warm!
When I said I didn't want to play the story, the teenagers couldn't wait. However, we are limited in number and need foreign assistance, what should we do? The teenagers were rubbing their fists again, ready to lobby their fourth-graders, first to amway their stories, and then to take them to read the script. P said he would have a good discussion with the drama teacher and get the support of the teacher, and they would carry the story to the drama class together. Looking into P's sparkling eyes, I believe he has incarnated himself as the most creative boy in the story. (Author: Teacher Xu of Aizhe Learning Center)
Read the work together
Story guide, poster