Research on Chinese Literacy Development (References)

The components of Chinese literacy

• Identify character configurations. 

• Identify character radicals and components：宀，冫、糸、

• Recognize the core vocabulary in the story “林丹”

• Infer the meaning of unknown compound words.

• Use lexical compounding strategies to form new words.

pre-reading story: Lindan story 打羽毛球的林丹

pre-reading ppt

pre-reading worksheet 1

pre-reading worksheet 2

pre-reading worksheet 3

• Listen to the song 加油！AMIGO: https://youtu.be/nfUdZ6chkgQ

• Introduce 加油 and  the title of this unit: 爱拼才会赢

Review and predict the story content “打羽毛球的林丹”

• Scan the words with “球” in the story
• Ask the following questions:
• 这篇文章有许多字里有“球”。你认识他们吗？
• 你能不能猜一猜他们的意思？
• 你觉得林丹会打什么球？
• 你觉得这篇文章可能和什么有关？

Ask students to do the Quiz to learn about the core vocabulary

• Have students complete Worksheet #1 practice recognizing the configuration, radicals and stroke order of the core characters.

• Have students complete worksheet #2 by filling in the Pinyin and English.

• Build automaticity of character recognition by using Blooket/Gimkit/Kahoot

• Identify the components ,  “冫”, and “氵” 

• Build automaticity by playing Word Wall (slide 7)

• Distinguish “冫” from “氵”, “乐” from “东”

• Identify the components of the character“赛” and “赢”

Infer the meaning of new compound words “电子琴” and  “体校”. 老师提供图片，学生猜合成词意思

Task 5 Use lexical compounding
Slide (19-22), Worksheet #3 (p.6-7)  

• Use lexical compounding to form new words with “球”  and “员”, 类似“一字开花”的worksheet.

• Practice combining learned characters to form new phrases/words in the story, 天黑、排名、有名、全国

• Brainstorm words with the character 员

Task 6 运动员金句(slide 23-26)   

• Use this task as a formative assessment

• Divide students in pairs and read the authentic information on the four posters.

• Have students discuss the answers to the questions using what they have learned.
  

1. I can use the core structure “…的时候” to express the time of events

2. I can identify parts of speech based on lexical and syntactic knowledge.
   
   
3. I can use the structure “ V + Time Duration （的） + O” to express the duration of actions.

Teaching Materials

During-reading 1 ppt
During-reading 1 story 打羽毛球的林丹
During-reading 1 worksheet1
During-reading 1 worksheet2

Task 1: practice the pattern……的时候 (slide 6-21)

• Have students circle the words “的时候” in the story 打羽毛球的林丹

• Use pictures on the slides to provide more examples and input.

• Practice worksheet #1：图片+的时候 

• Divide students in pairs. Each pair reads the story 打羽毛球的林丹 and completes the matching task on a Word Wall game. Students need to find the times of major events in Lindan’s life. If necessary, students can use the audio as support. Word Wall link

https://wordwall.net/resource/58708393

• Review VO structure and highlight the verbs on Worksheet #2

• Use the Word Wall to practice parts of speech. https://wordwall.net/resource/58711749

• Review time expressions  (slide 25-36)

• Introduce the structure “V + duration + 的 + O” , e.g., 练习四个小时的羽毛球. 

• Recall the knowledge of VP structure first, then practice the sentence with the time expressions.

• Use pictures on PPT slides to provide more examples and input.

• Divide students in pairs and work on Worksheet #2 Task 2 

• Play Unjumble on Word Wall to practice the structure “V+duration + 的+O”

During-Reading 2 Higher-level reading skills

1. I can use the text title to activate background knowledge and predict the main idea.

2. I can skim and scan to figure out the main idea of the text.

3. I can use the connectors “因为 … ”，“但是/可是……” to identify the main ideas and supporting details of a text.

4. I can use graphic organizers to identify the relationship between information in the text and make inferences.

5. I can answer literal and inferential questions as an active reader.

During-reading2 ppt

During-reading2 worksheet

Task 1: Read the title of the story. Predict the main idea. Guide the students to use the syntactic clues in the title to guess who and what the passage talks about. (slide 3)

Task 2:  Identify key information. Skim the first half of the first paragraph. Underline the words that appear frequently. Based on those words, guess what the information of this paragraph is.(slide 4)

Task 3
Divide students in pairs. Each pair reads the first paragraph and answers the following questions.(slide 5)

1. 他家有几口人？

2. 他们是谁？

3. 他们做什么工作？

4. 他们喜欢做什么？

5. 林丹什么时候第一次打羽毛球？

6. 林丹的爸妈认为林丹是个听话的小孩吗？ 为什么？

Task 4 (slide 6-7) 

• Divide students in pairs. 

• Students in pairs read the second half of the first paragraph and circle the words 希望，喜欢，可是

• Complete Task 4 in the worksheet, indicating 谁希望？谁喜欢？

Task 5 (slide 8-11) 

• Students in pairs read the second paragraph and circle the keyword 辛苦.

• Each pair finds evidence in the paragraph to support the main idea “训练很辛苦”. Complete Task 5 in the worksheet.

Task 6 (slide 12-14)

Locate the connector “但是” in the second paragraph and read out loud the whole sentence.  Complete Task 6 in the worksheet

• Read the 3rd paragraph.  Complete the graphic organizer Task 7 in the worksheet, which presents Lin Dan’s experience from when he was little to the year 2008.

• Think-Pair-Share. Answer the following questions. In what year was 林丹 the first place badminton player? Why is 林丹 called ”超级丹“？
  
  
• Watch the video “羽球之神林丹” https://www.youtube.com/watch?v=SCUT4h7tEp0
  

Post Reading higher-level reading skills

1. Use the graphic organizer to organize the text to understand the whole text

2. Answer literal and inferential questions regarding the text

3. Summarize the text in a cloze activity. 

4. Improve fluency from reading aloud exercises. 

5. Compare two texts to find similarities and differences

Teaching materials

Post-reading ppt

Post-reading task1 worksheet

Post-reading task3 worksheet

Post-reading story

Watch a video “亲爱的篮球” which shows the story of 科比.

https://www.youtube.com/watch?v=98zL9UDBuFQ&t=4s

Task 1: Review and summarize Lin Dan’s story
(slide 4-5) (Post-reading task1 worksheet)

• Review: the story of Lin Dan.

• The teacher provides sentence stripes with different events that happened in Lin Dan’s life. Students work in groups to sequence the events. Then read them aloud. (Or, The teacher provides pictures of Lin Dan at different stages. Students arrange the pictures into the correct order and try to retell Lin Dan’s experience) 

• Give a new title to this article. (multiple choice question)

A. 林丹小时候

B. 林丹的爸爸妈妈

C.  超级丹

D.  林丹很辛苦 

• Students in pairs complete the worksheet to retell the story.

• Have students read aloud the whole text to build character recognition automaticity and improve reading fluency.

Task 2: Parallel Reading (slide 6-8)

Read 努力的科比 in “Post-reading story” and answer questions #1-7 in the same sheet to show their understanding.

Task 3：Design a Motivational Poster
(slide 9) (Post-reading task3 worksheet) 

• Communication Modes: presentational writing

• Instruction: Design a post that will inspire your friends to reach their goals. Use the vocabulary/patterns you have learned in this unit.  In the post, suggest a goal for your friend, what to practice, and how much time to practice each day. Write some encouraging words to help your friend accomplish the goal.

Task 4: Gallery Walk (formative assessment)

• Students display their motivational posters on the walls around the classroom.

• Students use the rubric to evaluate the posters.

Summative Assessment

1. Instruct students to to set goals and make action plans using the sheet of “Summative goal” 
   

2. Students will reflect and write about their personal experiences.  See the instruction in “summative writing.”