Explore Flipsnack. Transform boring PDFs into engaging digital flipbooks. Share, engage, and track performance in the same platform.
From magazines to catalogs or private internal documents, you can make any page-flip publication look stunning with Flipsnack.
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Here are eight reasons why you should consider choosing interactive, digital flipbooks instead of boring and static PDFs. Check them out!
2 • Shadow reading: This is similar to the above but in this instance the teacher reads the full text, and then rereads with the children. Children then read to a partner and offer feedback to that partner. In the EAL context, this provides an opportunity for the child to recycle the language that has already been heard. This reading activity is done in pairs and so it also provides a safe environment in which the child can experiment with pronunciation, inflection and phrasing. • Assisted reading (often called paired reading): This requires one-to-one reading instruction. The mentor can be the teacher, special needs assistant, parent, older child or more fluent peer. The mentor needs to be trained in advance. The mentor begins the reading ensuring to demonstrate fluency and expression. The child takes over at an agreed signal. If the child stumbles on a word, then the mentor provides it. It is not recommended that decoding practice should happen during assisted reading. This should be the focus of a separate reading lesson. • Shared reading: This involves the whole class reading a shared text, for example, a big book or an enlarged text, and is a teacher-managed activity. The teacher should have one focus in mind when planning this type of session, for example, exclamation marks. The text should have a number of examples that reflect this focus. The teacher explains the focus, reads the full text, and then re-reads the text while asking pupils to participate in particular parts, for example, reading a repeated phrase. The teacher then returns to the text to re-emphasise the focus. Children can then be grouped to apply this new learning to differentiated texts. This activity is particularly beneficial in the EAL context because it scaffolds language learning for the child in a number of ways, for example, the teacher models reading; the teacher emphasises a particular focus and teaches it through modelling, the child gets the opportunity to join in therefore recycling the language; the language is contextualised; and there is purposeful practice of the language skill in groups. • Choral reading: This involves the children reading the text orally together. Emphasising meaning and enjoying the performance should be highlighted by the teacher. The teacher models reading the text initially, and then allocates parts to various groups. The children read aloud together several times and the teacher provides assistance where necessary. Props, sound effects and movement can also be added to enhance meaning and enjoyment. Children could perform this piece for another class or at assembly. This works particularly well with poetry or texts that
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