MEMBRES DE L'AQEP ! BIENVENUE DANS VOTRE SECTION EXCLUSIVE DE GRATUITÉS
À titre de membre de l'AQEP, vous bénéficiez d'un accès gratuit certaines de nos ressources ici. Essayez quelques-unes de nos activités interactives, quelques-uns de nos livres numériques avec narrations audios et quelques-unes de nos capsules vidéo.
PROPOSE MINI CHALLENGES TO YOUR READERS!
Suggest that your students and their parents take up the mini reading challenges. Click here to download an information leaflet to send home.
We suggest seven mini reading challenges for your students to stimulate their interest and motivation to read every day. The challenges are optional! Let your students decide if they want to take on one or more of the challenges offered and let them choose the challenges that suit them!
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DUO READING
Duet reading is done with a model reader, whose reading is fluid, which is paired with a less experienced reader. Each student reads a book of their choice. You can read the same book or a different book. The model reader begins: he reads a passage from the book while his partner listens and follows the reading. The partner then reads a passage from the book while the model reader listens, follows the reading, and supports the partner as needed.
POPCORN READING
When playing popcorn, students get into groups of two or three. Each student reads a book of their choice. You can read the same book or a different book. The partners take turns reading aloud. Whoever reads says “popcorn to…” and chooses a friend to continue reading.
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THE PARROT READING
When reading parrot, students get into groups of two and read a book together. The first student reads a sentence or a short passage from the book. Then, his partner rereads the same sentence or the same passage, making sure to reproduce the flow and the intonations heard.
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LISTENING AND TELLING
The student listens to a book reading. This book can be listened to in audio or be read to it by a reader, it does not matter, as long as the student listens to the reading. Then, the pupil tells the text heard. If desired, he can use the pictures in the book to help himself.
READING TO A YOUNGER (OR OLDER)
When reading to a younger or older one, it will mean reading to a little or big brother, a little or big sister, a friend or a friend of a class of younger or a class of older. Students will be able to read a book of their choice. Students will be able to read the selected books first in order to practice reading aloud.
SINGING READING
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When reading sung, the pupil first reads a book of his choice, then he read that book again, this time singing the words and the sentences. He can choose a style such as opera, rap, etc. If desired, he can read using a familiar tune or simply invent a tune of his choice. Singing reading is a good way to work on fluency.
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READING BOOKMARK
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The reading bookmark is an original way for students to express their reactions and appreciation of a book they have read. Bookmarks also allow young readers to share their reactions with their classmates which helps to arouse the interest of other students in certain books. T he proposed bookmarks have a front and a back: the first page of the document is the front and the second page is the back. Click here to download bookmarks.
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OTHER IDEAS TO REINVEST AND FULLY USE THE READINGS
1- Invite the students to read to younger ones; your class can pair up with a class of little ones and read books to them. If necessary, your students can practice by reading the album one or more times before meeting their reading partners. This will count for the contest and in addition, your students help make children love reading.
2- Offer a reader's theater to your students. They must then reread certain passages from the books they have read several times and make a little sketch of it. At the same time, this allows you to work on oral communication.
3- Suggest that your pupils do a serial reading to another class or to classmates: the pupils therefore read aloud, 5 to 15 minutes a day, a little novel or an illustrated mini-novel, which they they will have read beforehand to know the story well.
4- Organize reading circles: each student chooses one or more passages from a book read beforehand. The pupils meet in a reading circle. They read and discuss the chosen passage (s), explaining, for example, why they liked that passage, what they thought about the actions of the characters in that passage, what they noticed about the style of the passage. the author, etc.
5- The preceding ideas can also be applied at home: for example, the pupil can read to a younger brother or sister, he can do a serial reading to his family, even a reader's theater with a parent or sibling.
In addition to this, you need to know more about it.
In addition to this, you need to know more about it.
In addition to this, you need to know more about it.
In addition to this, you need to know more about it.