Interactive immersive reading
This is another special multimodal story from The Guardian and explains the fate of a family who were affected by a bushfire in Tasmania.
This story is definitely for high level students, advanced or proficient levels. It’s a fairly topical story this time of year. I recently found myself teaching my elementary students the meaning, pronunciation and etymology of the word ‘avalanche‘ after the disaster at the Hotel Rigopiano near Gran Sasso mountain last month . We attended a concert here in Doha which was arranged to help raise money for the Municipal Councils of Fiastra and Acquacanina in Le Marche, Italy. These two villages were affected by the recent earthquakes in Italy.
Included in the story are interviews with people affected, videos, maps of the area, and animations.
TOON Readers offers an entirely FREE selection of resources which allows children to read and listen to stories using “Read To Me” or by activating audio prompts on individual balloons when they need a little extra help.
TOON Readers were developed in cooperation with Professor Garfield, a non-profit educational collaboration between Garfield the Cat and Ball State University.
I found the Jack in the Box interesting. It was created by Art Spiegelman, a famous American graphic novelist best known for his book Maus.
These can be used in class or shown to parents who can help encourage students to read English texts at home. I posted links on our Class Dojo page to motivate parents to try using these stories at home.
This website is one I use regularly. It offers students the possibility of developing their reading skills and explains different strategies they need to apply.
This video provides a short introduction on how to get started:
One of the characteristics of Read Theory that I really like is that students can work independently on developing their reading skills if they feel that it is this skill they need to spend more time on. The teacher can monitor progress and view automated feedback on student performance at the Progress Reports page.