Ideas

1. Creating and Finding Reading
Materials & Activities for
Teaching Reading
Ping Wu
pwu@columbusschoolforgirls.org
Remember to record the session.

2. Finding and Creating Reading Materials
• Self-created: https://www.slideshare.net/WuPing (from classic TPRS
stories to more; various formats of different reading materials)
• Chapter books by level

3. What’s More?
• Adapting stories from classical children’s book (sticky notes or
translation)

6. Current Events or Interesting Stories
School/Community Events and Student Stories (From
Jacio’s/Riders’ Birthday to Ameera’s Birthday Party)

8. Movies or TV Shows Stories
Lost on Journey to
the Story of
Returning Home
Best Time to the
Story of A Love
Triangle
Screenshots for
discussion to
embedded reading to
final reading for both
stories

9. From Movie Talk to Video Read
http://www.classtools.net/qwik
slides/93_ZFE4aK
https://www.slideshare.net/Wu
Ping/snack-attack-writing-
prompt
https://www.slideshare.net/W
uPing/story-41306729
https://www.slideshare.net/Wu
Ping/the-easy-life-video-and-
hanzi-matching
https://www.slideshare.net/W
uPing/bella-80537653
https://www.slideshare.net/W
uPing/bella-80537653
Ian, The Present, Rock/Paper/Scissors, Alike, Pink Doll, Runaway, Bring Me Home, In a Heartbeat, Simon’s Cat, No
Time, Pantene Commercial, China from Above, etc.

10. https://www.printfriendly.com/

11. Adding Images to Reading

12. Commercial Resources

13. Student Stories
• The Book Creator/Story Jumper
• Story Projects (from PowerPoint, Word to bonded story books)
https://www.slideshare.
net/WuPing/celebrity-
story

14. Comprehension Friendly Tips
Main Goal: Making the reading materials as comprehensible as possible
80% is NOT that much…
• 98%, 95% and 80% Reading Comprehension
• https://www.sinosplice.com/life/archives/2016/08/25/what-80-
comprehension-feels-like
• Examples in Chinese
• https://www.allsetlearning.com/news/hanzi-yuedu-jiaoshenme-
zenmejiao

15. Technical Tips
• Use of Pinyin
• Larger font (14-18)
• Double spacing
• Character font (Kaiti)
word doc and google doc
• Space between words
• Extra space between paragraphs and paragraph indentation
• Numbering each paragraph/sentences
• Adding images for new words
• Color-coding (cohesive devices, new words and patterns, special grammar
structures, etc.)

16. Reading Activities (Use Amy Story to Demo)
In-class Out-of-class
Reading styles (Circle Read, Teacher Read, Students
Group Read, Partner Read, Individual Read, Jigsaw
reading)
Screencastify reading with gestures
Adding gestures during reading (whenever you hear
the word/phrase…, do this…)
Self-paced reading with sticky notes
Music translation (pair competition) Summarize a story
Act out selected scenes Predict the ending of a story
Video read Redesign the scene/ending (what if…)
Personalization of the story (story vibes/reference,
connecting to students’ life and experiences/life
lessons)
Quizlet cloze activity
Reading comprehension activities (timed reading,
annotation, text study, cup grab, walk/point to…,
sentence hangman, telephone, summarizing each
paragraph, matching paragraph with images/actions,
OST for the story; 3-2-1 summary, True/False or Yes/No
signs, Kahoot questions, the Unfair Game, Jeopardy,
Bingo reading, book discussion cards/day)
Draw pictures to summarize each paragraph
Google Form questions and text study

17. Process in Reading Example
• Words
• Words in context
• Words in sentences
https://www.slideshare.net/WuPing/daily-schedule-chart
https://www.slideshare.net/WuPing/the-easy-life-video-and-hanzi-matching
https://www.slideshare.net/WuPing/daily-routine-words-telephone-or-
acting-guessing-activities
https://www.slideshare.net/WuPing/my-daily-routine-and-tasks
https://www.slideshare.net/WuPing/kaisis-and-avas-daily-routines-essays

18. • 昨天参加了一个把Holy Cross Read On Startalk (HCRO) 的多年经验浓缩的关于中文阅读教学的培训，有很多新的想法和启发；
培训是就在想HCRO的阅读教学的推荐跟TCI的阅读过程有什么区别（我指的主要是大的教学方式，而不是具体的阅读活动），
忘记问这个问题了，同时也想回家反思一下，现在总结下我的大致理解：
• HCRO: 由字入手，字词句篇章到升华，阅读深入度提升，培养学生对于阅读过程的掌握
• TCI: 我接触到的TCI阅读教学大方向有三个 Cold Character Reading (CCR) (参见Terry Waltz 的书，TPRS with Chinese
Characteristics), Embedded Reading (ER) by Laurie Clarcq ，还有就是 Free Voluntary Reading (FVR), 关于这三种跟阅读相关的操作
我都参加过培训，也亲身体会了现场学习的神奇效果（FVR是老师们的分享自己学生的进步，其实这个严格意义上来说未必
算是阅读教学吧）。
• 在把Terry的小红书再看一遍之后，还有看了Diane Neubauer 的一篇很详尽的文章之后，我的理解是：
• CCR 声音理解领先，强调整体的汉字成词在整体语境的习得（未必在一开始就解释每个汉字的偏旁部首和强调手写），这个
跟HCRO的主要区别应该就是初始部分对于汉字的教学过程吧。
• ER在我参加的培训里并没有完全针对中文，所以对于汉字等态度不明，但是基本理念就是从短文到长文，在基础句型的框架
里加入新的细节信息
• FVR 就是以读养言（通过阅读深入语言习得），广撒网多见词
• 我自己的课堂操作在近几年更加接近TCI的阅读大方向，但是我也没有完全放弃汉字，只是把汉字显性教学放到了听力口语部
分的后面，初级班（初中到中文一）我会带着学生一起做笔记，一起按照笔顺写汉字（我写学生跟着我抄和数数），然后我
会告诉她们正在写的汉字的部首及含义，也会放对应的汉字视频，这个过程大概一个礼拜一次左右，每次可能20分钟（不可
以太长），然后初级班会有汉字抄写的作业（没有手写汉字的考试）。通过我的观察，学生很喜欢这个比较慢节奏的过程，
学生在跟我记笔记的时候会注意到哪些部首和部件她们学习过，然后我会把相近的汉字也写出来复习下，如果可以取自组词
我也会让她们猜测新词的含义；汉字抄写作业学生喜欢，但是我觉得不是大部分人都在用心写，所以慢慢地我更多的作业是
阅读和听力作业了。
• 关于故事的阅读，我会做阅读前，中，后的活动，也会给学生问题讨论，故事总结，个人联想；但是没有特别的表格和形式
化，很多的阅读技巧应该都是在阅读过程中口头呈现，以问题的方式。
• 现在我的学生的汉字水平应该比我很多年前教的学生的汉字水平更高，但是我在学生反馈中看到的最多的建议还是多做汉字
练习和增加汉字活动，甚至要求手写。所以，在新学年，我要仔细观察下，我的打算是取百家之长，根据我的学生兴趣学习
程度和教学需要进行甄选。
• 一个学年时间有限，以学生的需求和学习能力为起点，教学内容孰轻孰重，老师来选择，给学生知识和技能，鼓励她们自主
阅读吧。
• 最后推荐下Diane Neubauer的好文，清楚剖析跟中文阅读教学有关的理论和区分，我看了之后才更加清晰
https://csctfl.wildapricot.org/resources/Documents/2018Report/7%20Neubauer.pdf 还有建议也去看一下Haiyun Lu老师的分
享 http://tprsforchinese.blogspot.com/…/reading-in-chinese-lit…