|Timestamp||Being helped?||My family name||My given name||School name||Country||Address||School Type||School webpage or video (if available)||School size (number of students in the ER program)||What kind of help do you need?||Detailed description of the ER program||Details about the help you need|
|8/10/2017 15:08:17||Yes||Kaur||Navinder||Dato Jaafar Secondary School, Johor Bahru||Malaysia||Johor email@example.com||Senior High||32||Advice on running the program, Advice how to motivate students, School visit (I want to visit the mentor's school if I can), School visit (I want the mentor to visit my school if possible)||Silent reading of own reading materials for 10 minutes, 3 times weekly||Getting students motivated to read and enjoy the activity|
|8/10/2017 16:19:44||Not yet||NEAGU||CARMEN||LICEUL DE ARTE||ROMANIA||STR. BUCEGI, NR. 6, BUZAUfirstname.lastname@example.org||Junior High or Middle school||25||Advice how to motivate students, Advice how to get money to buy materials, Help making a proposal to a sponsor, government agency, Looking for digital ER resources (maybe free), School visit (I want to visit the mentor's school if I can), School visit (I want the mentor to visit my school if possible)||Since there is a lack of printed materials, all students read silently the same book which is projected on the whiteboard. Now and then, teacher interrupts by asking questions to check the comprehension of the text which is followed by watching a fragment of the movie based on the book.|
|8/12/2017 23:22:51||Not yet, but IERA is helping||Yohanes||Supriyadi||SMP Budi Utama||Indonesia||Jalan Wijayakusuma 122 Sinduadi, Mlati, Sleman, Yogyakartaemail@example.com||Junior High or Middle school|
|72||Advice on assessment, Help making a proposal to a sponsor, government agency, School visit (I want the mentor to visit my school if possible)||carried out every two weeks on Tuesday at 13.00-15.00. It is for nine graders with the purpose to enhance their love of reading and enlarge their vocabularies.||Since there are lots of students who read graded readers at the same time with various speed, I need help to conduct face to face convention/small group sharing to encourage them retell the books they've finished reading. Hence nurture their reading habit and love of reading. Mentors are expected to handle small group sharing|
|8/16/2017 21:27:29||?||Endris||Abdu||Woldia University (Taitu Bitul upper Primary school)||Ethiopia||Woldia University |
|Abduahmed64@gmail.com||Junior High or Middle school||200||Advice on running the program, Looking for information e.g. guidebooks, how-to help, Advice how to get money to buy materials, Advice about my library, Help making a proposal to a sponsor, government agency, School visit (I want to visit the mentor's school if I can), School visit (I want the mentor to visit my school if possible)|
I have tried to implement extensive reading in the classroom by integrating it into the regular school curriculum (intensive reading). As ER is new for the students, the programme was started using shared reading/ whole class reading (for the first three weeks) by choosing a very easy book. After they are familiar with ER, I implement it regularly as follows: I have applied ER twice a week (Tuesday and Thursday) for 40 minutes. The Tuesday period is assigned for a silent reading programme. During the silent reading, 12 books (designed by me) are put on the table, and the students select their own book (based on their reading level and needs) from the available books for the first five minutes. Then they read silently for 30 minutes. Finally, they write reports about the books they read for the last five minutes in their reading log. They write the number of pages they read, the amount of time they spend on reading, the level of the book, the ideas they like most and reports about what the story/ the text is about. On the other hand, the Thursday period is assigned for a reading conference programme. That is, the students are grouped into four, and they select books (5 min), read (20 min), and report their reading (5 min). During the group activities, all the four members have their own responsibility of reporting their reading. For instance, one of them talks about the characters, the other discusses about the main ideas and the remaining report about the setting and the plot etc. To motivate the students, there is a Reading Marathon Competition. In each month, three students who read more books/ pages are identified as winners and reading passport/ certificates are awarded. At the end of each semester, the three winners are awarded books. This encourages the students to read out of class also.
However, I have faced several problems that affect the effective implementation of ER in my classroom and to expand the programme to other schools. Lack of appropriate reading materials (based on the students needs), lack of understanding of its benefits, students reluctance to read, lack of knowledge and skill on how to practice ER effectively in difficult circumstances are some of the challenges that affect the practice of ER. I believe that the main source of these problems is lack of experience on ER. I also believe that creating partnership and sharing various successful ER experiences in other countries is vital for the successful ER practice.
Considering the problems (mentioned before) that affect the effective implementation of ER, obtaining different kinds of support (such as books) and learning from the experience of ER scholars (how they practice and the mechanism to solve the problems) is significant to minimize these and other related problems. Moreover, these experiences help us to design joint ER research projects for the future. Furthermore, it provides an opportunity to discuss with scholars on the systems to establish ER in Africa (such as organizing African Extensive Reading Associations) in general and in Ethiopia in particular. Hence, the ER mentoring programme is one of the best opportunities for such purposes.
|8/22/2017 8:15:05||Yes||Abdelrasoul||Mohamed||Isa Town||Bahrain||Kingdom of Bahrainfirstname.lastname@example.org||Junior High or Middle school||100||Advice on setting up, Advice on assessment, Advice on running the program, Advice how to motivate students, Advice on introducing the program, Looking for information e.g. guidebooks, how-to help, Looking for digital ER resources (maybe free)||Students will engage in reading stories one time weekly or each other week. I guess this will be in the form of literature/ reading circles. There will be assigned roles for students.|
|8/25/2017 19:37:27||Yes, but needs more help||-||Evi Puspitasari||Universitas Muhammadiyah Yogyakarta||Indonesia||Jl. Lingkar Selatan, Taman Tirto, Kasihan, Bantul, Yogyakarta 55183|
email@example.com ; firstname.lastname@example.org
|University||http://pbi.umy.ac.id/||38||Advice on setting up, Advice on assessment, Advice on selecting materials, Advice on running the program, Advice how to motivate students, School visit (I want to visit the mentor's school if I can)|
I plan to help freshmen increase their love of reading by encouraging them to read outside the class. However, the curriculum of the school focuses the course on reading intensively. In addition, no matter what the reading material is and how the implemented activity is run , most of them never think that reading is something fun to do.
I need the mentor's advice on those points ticked and how to apply extensive reading without making the students feel forced to read and without distracting school's curriculum which focuses on reading on details and text types.
|8/25/2017 22:55:57||Yes, but awaiting a response||tomatala||sarah||universitas advent indonesia||indonesia||parongpong, bandung email@example.com||University||1||Advice on assessment, Advice on selecting materials, Advice on running the program, Looking for information e.g. guidebooks, how-to help||practice teaching in school|
|8/28/2017 11:52:53||Yes||Kang||Bora||Dogok Middle School||South Korea||서울시 강남구 언주로 57길 31 (Dogokdong Gangnamgu Seoul)||firstname.lastname@example.org||Junior High or Middle school||www.dogok.ms.kr|
It's a school of about 730 students, but I'm trying to develop an ER program that solely targets the first graders I'm in charge with, and that's roughly 120 kids.
|Advice on setting up, Advice on running the program, Advice about my library, School visit (I want to visit the mentor's school if I can)|
This semester, 1st graders have English classes twice a week. Since we run a "free semester"(자유학기제), we have no big tests like midterms or finals, but all assessment will be project or task based. Teachers are to write a report for each students on the process/journey of their learning at the end of semester. So I thought of it as a perfect time to try engaging ER program. Students' proficiency level differs a lot within a class, but the average is pretty high.
One class per week would be wholly spent on reading, the other will be about something else..? I'm still figuring out what's best. We have quite some books in our library but more diversity to cover broader range of lexile for students would be always desirable. (I'll keep looking for ways to bring more books into school library)
- How to use Renaissance Learning Program (or how to set up a system like that with little/no budget) : I've heard of Renaissance Learning program and wanted to use it for my school but only to learn we don't have enough fund for that. Their after reading quizzes and online system to track their reading/vocab level history seem to be amazing tools to complement the ER program I have in mind. I've been doing some research but it hasn't been fruitful as I hope it to be.
- Color-coding the books : There seem to be more than one way to color code them? The library that we keep the English books is not equipped with digital bar-code scanning system.
_ How to evaluate them : I'll most likely have Ss read whatever interests them, which means they'll NOT be reading a same book. I have a broad idea about having them keep a book log and book journal, but I'd appreciate it if a more experienced teacher's version of evaluating system.
|9/11/2017 20:13:11||Yes||Savasci||Merve||Sakarya University||Turkey||Sakarya/Turkeyemail@example.com||University||Around 60||Advice on setting up, Advice on assessment, Advice on selecting materials, Advice on running the program, Advice how to motivate students, Advice on introducing the program|
This will be an ER program for the English preparatory students enrolled in the Department of Foreign Languages Teaching at Sakarya University, a public university in Turkey. The participants are future EFL teachers. The department is a 4-year BA program and there is an English proficiency test administered at the beginning of the semester. The ones who score under 80/out of 100 have to attend the compulsory prep.school in which they study intensive English. There are four skills in the program: Reading, Writing, Listening and Sepaking. There are 24 hours per week, each skill course consisting of 6 hours per week. We are planninG to have an ER program for those students (around 60). We are also planning to have an Extensive Listening Program as well.
We are planning to set up an ER and an EL program for our students enrolled in the English preparatory school. We mostly need help for the assessment. We are planning to assess their reading rate and motivation, but what is the best way to do it? And some tips for carrying out the programmes would be really helpful.
|9/24/2017 13:19:49||?||Chin||Sau Lai||Princess Elizabeth Primary School||Singapore||30, Bukit Batok West Avenue 3, Singapore firstname.lastname@example.org||Elementary school|
|1400||Advice on running the program, Advice how to motivate students, Advice on introducing the program, Advice about my library, Looking for digital ER resources (maybe free)||Current focus is intensive reading instead of extensive reading||Currently, my school practises intensive reading. We would like to focus on extensive reading.|
University of Hawaii at Manoa
|USA||Honolulu, HI email@example.com||University||14|
Advice on selecting materials, Advice on running the program, Advice how to motivate students, Advice on introducing the program, Looking for information e.g. guidebooks, how-to help, Looking for digital ER resources (maybe free)
I am planning to run an ONLINE course Introducing Extensive Reading to my students at home. The majority are college students who are aiming for higher education. The purpose of my course is to introduce Extensive Reading as a way to improve English as a foreign language fluency and comprehension.
I am hoping for someone who can review the course (on Canvas) and comment on the organisation, content (materials), how to deliver instructions online effectively, and how to keep students being motivated.