Useful balanced literacy strategies in teaching Chinese

ZiJie HUNew Explorations Into Science,

Technology and Math

The Literacy Collaborative Model1. Shared writingTeacher and students work together to compose messages and stories:*S read out loud in his/her seat.*T models writing on the board.

3. 看图写作：

2. 提供 3-4 个学过的新词写作：

1. 提供场景写作：

1. 提供场景写作：

1. Write 2 sentences according to the following scenarios. Begin with “ 哎哟！” /“ 啊！” Someone stepped on your foot.

You broke your leg.

The door smashed your finger.

2. 提供 3-4 个学过的新词写作：

Use the following words to write a short story: 1. 恐怖片；没有；头 2. 打棒球 ; 哎哟 ; 流血

3. 看图写作：

Find out the injured body parts in the pictures below and write a scenario/story for each.

3. 看图写作：

B. Independent work: Write a short story to describe the picture you see below.

2.Interactive Writingfor creating stories, writing poems

The teacher may fill in parts of words or whole words, depending upon the group's stage of writing development.

E.g.: creating chants.

2. 疾病 / 症状

1.课余活动 / 体育运动 / 兴趣爱好

For vocabulary review1. 我 wǒ 就 jiù 喜 xǐ 欢 huān ！ (Mandarin 7th grade)

1. _____________,______________,_____________; chàng gē, tiào wǔ, tīng yīn yuè2. ______________,______________,____________ 。 (fill in 3 names of activities contain 3 characters at most)

3. 我喜欢 _____________, 也爱 _____________ ；4. 我不喜欢 ____________, 也不爱 ____________ 。5. _____ 叫我 __________, 不要 _____________ 。6. 我最不喜欢 ____________, 最不爱 __________!7. 我就喜欢 _______________, 就爱 ___________!

For vocabulary review 2. 痛苦之歌：1. _____________,______________, _____________; Headache, toothache, throat in pain;2. _____________,______________, _____________; Hand hurts, foot hurts, arm in pain;3. _____________,______________, _____________; Leg hurts, waist hurts, abdominal pain;4. __________________________________________; Don’t ask me where (is) not comfortable where in pain. *Translate underlined words according to the word order5. __________________________________________; I (am) wherever (all) not comfortable wherever (all) in

pain!

3.Working with words-Character studyComponents of words/radicals can help students “spell” the

Chinese characters

Intermediate level:Intermediate level: Break down characters into components and radicals

Analyze each new character to students on a daily base:E.g.:

Character Radicals/components

取 qǔ 耳 ěr 又 yòu

Word family: Make connections of the character with the same radical.

Make connections between the components the character contains. Explain the original meaning of the character. Ask students to make their own story.

Introduce basic radicals

3.Working with words-Character studyComponents of words/word roots Beginning level (6Beginning level (6thth grade): grade): introduce photographic characters.

Use the components to make character meaningful

剧 jù: TV series, opera

尸 shī 古 gǔ 刂（刀）dāo

岁 suì ：Years; age

山shān ：

夕xī ：

Word family: Make connections of the character with the same radical.

看kàn

手shǒu

目mù

眼 睛 眉

4. Interactive Read AloudRead a story, book of fiction, news article, picture book, essay, poem, etc to another person. Develop vocabulary knowledge, focused listening skills or critical thinking skills.

寻人启事：李林男。身高一米七。脸微胖，身材偏瘦。皮肤微黑，短眉小眼。大嘴。光头。四十二岁，上海人，说普通话。

联 lián 系 xì 电话： 13817099887地址：中国上海市东方路１８００弄４３号６０１室

1. Interactive Read aloud Activity:Pre-reading:Pre-reading: Discuss the type of advertisement it is.寻 xún= 找启 qǐ = 开During reading:During reading:Pair work: high light the facial feature and body part. 眉 = 眉毛 ; 眼 = 眼睛 ; 嘴 = 嘴巴Circle the new vocabulary and write down the meaning you think it is.Word study: 微 = 有点儿 偏 =tend to (be).Post-reading:Post-reading:Create a missing person ad.