How to use the self-access reading resources

-- For Students --

1) Choose a category you want to read.
2) Read the titles and activity types(written at the top) of websites in the category carefully.
3) Choose a website based on the section "Choose this website if you...".
4) Read the website as the direction says
5) Choose an activity you want to do. Do the activity as directed.
6) Show your work to your teacher on the announced day. You will get plus points based on your quality of work and the type of activity you have done.

-- For Teachers --

   I designed the self-access reading resources based on students' interests and activity types. Students can choose what they want to read referring to the section at the top. At the same time, the students would activite their schema related to the website unconsciously because the section itself stimulates the students' imagination and expectations of the website.
   After they choose a website, they are supposed to complete one activity among two or three choices provided. There are four different activity types they can try: Diary type, Q & A type, individual project work and treasure hunt type. The activity types are written at the top, so basically they can choose what they want to do.
   The students would get plus points or make-up points on attitude score(태도점수) for their works. According to the difficulty of their work, they will receive differentiated points. For example, a student who completed 'individual project work' would get more point than 'Q & A Type'. Thus the works are basically for out-of-class, with some exception in case that the teacher may want to use them in class.
   Teachers may refer to the targeted reading skills, strategies or types of schema on the top. It would help teachers evaluating students' work, or guiding what to read for individual students. The use of the section is totally up to teachers.
   I tried to avoid stereotyped works which begin from pre-reading questions and end with post-reading questions because I believe that students should be allowed to truly enjoy the authentic reading resources. I did not want our students to struggle with the questions even in out of class for plus points, but to enjoy the intriguing materials and activities I designed.  I expect that this would help stimulating their intrinsic motivation.
   This collection is dedicated to all the teachers in this world who are committed to impact future generations, one heart and mind at a time. I hope this collection is meaningfully used for your teaching.


Gratefully, Miso Kim