1. Kay Norstrom Olliff Peggy Armstrong University of North Florida English Language Program Benefits of an Extensive Reading Course

2. Origins of the class ELP at UNF– an Intensive English Program Four levels of instruction Classes for 22 hours per week What more can we offer? NOVELS!

3. How the idea began Observing a German woman who maintained her Spanish fluency by reading alone. In Finland, at the International School of Helsinki, saw progression of skills. Wondered why advanced students avoided novels in our program – perhaps they needed a system through which to progress, as in Finland.

4. Why Extensive Reading? Longer concentrated periods of silent reading build vocabulary and structural awareness, develop automaticity, enhance background knowledge, improve comprehension skills, and promote confidence and motivation. In short, students learn to read by reading. (Grabe) Research on reading in which students read extensively, have ownership over the materials they choose to read, and are allowed to read in a relaxed, non-judgmental environment within the classroom has mostly shown that these activities contribute to the development of independent reading and language learning. (Hsui)

5. In the classroom, we….. Develop automaticity Students progress through different levels of graded readers. Students read an unabridged novel by Level 4. Enhance background knowledge Students learn about the elements of literature. Students discuss their books and the themes. Promote confidence and motivation The class reads and discusses a novel together. Students work on group projects and presentations.

6. In the classroom, we….. Build Vocabulary and Structural Awareness Keep vocabulary cards Encourage vocabulary journals Share vocabulary tips Work with academic word lists

7. Organization of the classes How we began Bought graded readers (Penguin, Cambridge, Oxford) Set up “portable libraries” Established charts Set up progress system Found whole-class readings Made packets for students and instructors.

8. How to Measure Progress? Ask students to find a book with 95% of words known. Measure pages read within 10 minutes. Record level of book and number of pages read. Each week, keep a record of the progress made during the week. Periodically check reading speed. Did research to determine appropriate progress. Did research on the correlation of levels with TOEFL.

9. Materials we use Teachers receive packets for classroom use: Teacher guide and student packets Class sets for group reading Graded reader library For projects, students use technological resources: Audacity, I-Tunes, Moviemaker, PowerPoint, YouTube, flash drives, iphones, and video cameras. For communication: Google accounts, e-mail, and Skype

10. Group projects with technology Week 1 -2: Read group novel together. Show students examples of projects from previous semesters. Week 3: Tell students about a technology- based project related to their group book. Hand out vocabulary sheets with words about their theme. Divide into groups to discuss the project. Week 4: In the same groups, decide on a name for the project and technology used. Write a few sentences describing it. Week 5: Start writing an outline and weave it into the technology to be used. Weeks 6-9: Write scripts/dialogues/find slides etc. Weeks 10-11: Put together the project and practice. Weeks 12-13: Present to the class.

11. Sharing ideas  Ideas about reading activities  Ideas about speaking activities  Ideas about writing activities  Ideas about vocabulary activities