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中文翻译在英文后面。RCEF has donated books for libraries in six rural schools and communities. On July 18, teachers from two of those sites, Henan Dayang and Shandong Guozhuang Elementary Schools, gathered at Guan Ai Elementary School for a sharing meeting. Another participant, Huang Yaxiong, used his own money to start a small lending collection for his middle school students in Hunan.

We discussed the operations status of each library, problems faced, and new ways to cultivate reading habits in students. The teachers agreed that reading extracurricular books is important for accumulating contextual, or, background knowledge of the world. Many rural students have never been out of their county but test questions in the “New Curriculum Reforms” era (新课改) increasingly require students to draw upon extracurricular knowledge.

Reading aloud is a method that teachers at Guozhuang and Guan Ai have tried. Du Laoshi read a high school level novel to his students and was surprised by how enthusiastically they listened. He felt that it improved his relationship with the students, who used to fear him but now are comfortable enough to joke with him. At Guan Ai, Sara has read chapters of Tom Sawyer in the boys dorm before bedtime and Jiang Peng has tried playing “book critiques” （评书） of The Three Kingdoms during lunchtime, though he discovered you have to start in a more exciting, action-packed scene for kids to pay attention.

A common phenomenon all the teachers faced was students getting so immersed in extracurricular book that they start to read them during class time. Some teachers felt this was okay as long as the students could still keep up with what was being taught, but others felt that since many of the books students pick have shallow content, it is imperative that they focus during class on the formal curriculum. Overall, teachers got many good ideas from each other and were able to tell RCEF what they wanted more support on in the future. Finally, we discussed the ideas below for promoting reading. The ones in red are ideas the teachers felt were feasible to try in their schools.

翻译：Mustang

7月18日，从河南大洋和山东郭庄的小学老师汇聚在关爱小学进行了一次会议。另一个参与者黄亚雄使用他自己的钱来给湖南他自己中学的学生提供一些课外书籍。

我们在一起讨论了每个图书馆的运行情况、所面临的问题以及在学生中培养阅读习惯等。老师们一致认为课外书的阅读对于学生的知识的积累和世界观的形成有重要的作用。许多农村的学生从来没有走出过农村，但是在新课程改革中的测试问题就要求学生利用课外的知识来进行解答。

大声的朗读是一个好的方法，老师们在郭庄和关爱都进行尝试过。杜老师给他的学生朗读了高一水平的小说，令人惊讶的是学生们在聆听时表现出极大的热情。他感觉通过这些方式改善了老师和学生之间的关系，学生们过去常常害怕他，但是现在还会和他开玩笑，这使的老师和学生都非常愉快。在关爱，林治美在男生宿舍休息前朗读小说的片断，同时江鹏在午餐时间还尝试播放三国演义的评书，但是他们也发现你尽量使用令人激动的情节以便吸引孩子的注意力。

所有的老师都遇到一个共有的现象就是在上课时间学生们在阅读课外书。一些老师认为只要学生能够跟上老师所教的内容，这也是容许的，但是另一些老师也认为学生所阅读的许多书籍内容肤浅，在上课期间学生必须专著于老师所讲的课程。总而言之，通过互相的交流，老师们得到了许多好的想法，这样他们就能够给RCEF反馈更多的想法，使之将来得到改善。最后，以下是我们讨论的普及阅读的想法。有红色标记的想法，老师们认为是可行的，准备在学生中间进行尝试。

Library/ whole school activities 图书馆/学校整体活动

• Review cards 书评卡: Stick a card in the front of books with reviews written by students who have read that book. 把由学生写的书评贴在该书的正面。
• Reading incentives 读书激励机制: Keep track of how many books each student has read. This can bet done by giving each student a form which records which books they read and when. Another method is to stick a large poster on the classroom wall displaying the books read by each student in the class. Set several targets and reward students who meet those reading targets. Possible rewards include: bookmarks, the right to choose some books when the library purchases new books etc. 追踪每个学生读了几本书。发给每个学生一个表格，学生以此记录什么时候读了哪本书。还可以在教室里贴一张海报，上面显示班上学生读过的书。 建立读书目标并奖励达标的学生。奖品可以是：书签，优先借阅图书馆新书的权利等等。
• Encourage people to come to the library: Make the students feel at home and welcome at the library. This can be done by keeping the library a comfortable environment, taking students to the library during class time and organizing fun activities in the library such as art and music classes, showing movies or videos etc. (They don’t have to be related to reading.) 鼓励大家去图书馆：让学生在图书馆感到像在家里。在图书馆保持舒适的环境，在上课时间带学生去图书馆并在那里组织娱乐活动如美术课和音乐课，播放电影或录 像等等（不一定和阅读有关）。
• Shared reading: Select one book for everyone to read. Promote the book to teachers and students and send a note home to parents about it. Encourage teachers and parents to read and discuss the book with students. 读书分享：挑一本书让大家读。向老师和学生推荐该书并写信给家长告诉此事。鼓励老师家长学生一起读书讨论。
• Outreach to parents 联系家长: Send information to parents about the importance of reading, tips for reading with their children and a list of book recommendations. Invite parents to come to see the library. Organize a seminar for parents about reading with their children. 为家长提供读书重要性的信息，亲子共读的小建议，以及推荐书单。邀请家长来参观图书馆，组织家长研讨会讨论如何与孩子共同阅读。
• Book ratings 书籍评分: Stick three large pieces of colored paper on the library wall: one green, one yellow and one red (the three colors of traffic lights). Any student can write the title of books they have read on the paper. If they really liked it, they write the title on the green paper. If it was just OK, they write it on the yellow one. If they didn’t like it, they write it on the red one. 在图书馆的墙上贴上三张纸：一张绿色，一张黄色，一张红色（交通灯的颜色）。任何一个学生都可以在这些纸上写上自己所读书的书名。如果他们非常 喜欢，就写在绿纸上；如果觉得一般，就写在黄纸上；如果觉得不喜欢，则写到红纸上。
• Make your own reading materials: If you want to expand the selection of reading materials in your library but have limited resources, you can make reading cards for students. Write a story or copy one from a book or the internet, print it out and laminate the sheet of paper. Make sure the text is large and well spaced so that it is easy to read. Add pictures if possible. 制作自己的读书材料：如果你想扩大图书室的收藏量，但是可选择的资源却相对有限，你可以为学生们制作一些阅读卡。可以先从书上或网上摘抄下来故事，打印出 来然后镀上膜。要确保文字足够大，而且有足够的空间，使阅读起来更加方便，加上图片的话就更好。
• Storytelling: Have a public storytelling at a set time. 讲故事：定期举行公开的讲故事会。
• Pair reading 配对读书： Pair up each student from higher grades with a student from a lower grade. Have a regular set time for the older students to read to or read with the their partner. 每个高年级的学生跟一位低年级的学生配在一起作为阅读伙伴。定期设定专门的时间让阅读伙伴们一起读书。高年级的学生可以读给低年级的学生听，或 者协助他自己读。
• Whole school silent reading 全校默读: Have designated times for the whole school to read. Even the principal, teachers, cooks and janitors should read to model good reading habits. 制定专门的时间，全校所有人一起阅读，让学校的成人示范良好的阅读习惯。

Classroom activities 课堂活动

Read to Your Pet给你的宠物讲故事

Ask kids to write about what they think their pet’s favorite book would be and why. Have them draw pictures to accompany their piece. Display or post them in the library. 鼓励孩子们写下想象中他们的宠物最喜欢的书及喜欢的原因，并让他们给这些文字配上适当的图画。这些作品可以在图书馆展示。

Read – Write – Draw 读写绘

Read or tell a story to the class. For younger students, it’s best to choose a story that they can easily relate to. After reading the story, bring up a topic for students to focus on, such as a similar experience that they have had. Give the students time to draw a picture or comic about their experience. The picture should have text, a caption or dialogue bubbles. Ask a few students to show their work to the class and explain what they drew and wrote. 为全班读或者讲一个故事。对年纪较小的学生来说，最好能选一些他们能很容易和自己相关联的故事。念完之后，给学生一个主题，比如说他们以前有过类似的经 历。给时间让他们把这个经历画出来。这幅图画应该有文字，注解，或者对话框。请某些学生把他们的画给全班同学看，并解释画与文字的意思。

Incorporate library books in classroom teaching 将图书馆的书与课堂教学相联系

While preparing for a lesson, look for books in the library that are related to the content of the lesson. Either bring the books to class to give to students to read or introduce the books to them and tell them to find them in the library. Ask the students to read supplemental information about the topic of the lesson from those books. Since there will not be enough books for each student to read one, separate them into small groups and assign one library book to each group. Each group will be responsible for sharing the information they learned from their book with the rest of the class. 在备课的时候，在图书馆里找一些与本节课内容相关联的图书。然后或者把他们拿到班里给学生读，或者介绍给学生让他们到图书馆里去找。号召学生们在这些书里 阅读与课程相关的补充信息。因为不会有足够的图书让学生们人手一册，所以可以把学生们分成小组，然后为每个组分配一本书。每组需要负责把书里面的信息分享 给班里的其他同学。

Words of the week每周一词

Read a story to the class every week and choose one new word in the book as “word of the week”. Students can keep a log on how many times the use the word and how each week. The person who uses the words the most and creatively in speech and or writing receives a reward. The teacher can also display a poster related to that word with pictures, interested related facts etc. 每周在班上读一个故事并选择其中一个新词作为“每周一词”。学生们可以记下他们每周使用这个词的频率以及是如何使用它的。在讲话或者写作中用这个词最多最 有创意的学生将得到一个小奖品。教师也可以制作一张以这个词为中心的海报，并配上图画和一些有趣的相关信息，贴在教室墙上。

Act out stories 把故事表演出来

Have students act out a story they have read. They can make homemade costumes from commonly available objects like toilet paper tubes, cardboard boxes, etc. An easier alternative is “Readers Theatre”. The story must be re-written so that it is mostly dialogue with some narrative. The students only act it out orally, like for a radio broadcast. 让学生们把读过的书表演出来。他们可以用日常的物品制作道具，例如卫生纸卷，硬纸盒子，等等。一个方便的选择是“阅读者剧场”，演出的故事必须被重新改 写，使得大多数的对话成为旁白。学生只能通过口语来表现，就好像是广播电台一样。

Short story writing 散文写作比赛

Have a short story writing contest. Choose a simple theme such as “Inventions” or “Folk Stories”. Each day for a week or two, a few students can read their stories to their class or other classes in the school and the students and teachers can vote on the best ones. 组织散文写作比赛。老师可以指定一个主题，比如：“新发现”，“小鸟为何唱歌”，“民族故事”之类。学生写完之后，每天让一两个学生朗读自己的散文。其他 同学和老师可以投票选出最好的故事。

Storytelling 讲故事

Invite community members and guests to tell stories to the children. 邀请社区成员讲故事给孩子们听。

Read and tell 阅读展示

Provide newspapers in the library or in each class that students can read. Have a regular set time when students can bring up articles or current events that they found particularly interesting or that they have questions about. For younger students, the same can be done with storybooks instead of newspapers. 给每个班提供报纸，留下固定的时间让学生分享他们认为有意思、很重要或者想进一步了解的文章或时事。低年级的学生不一定要读报纸，可以换成故事书。

Learn more about the time period/place/author of the book or story 更深入的了解故事发生的时代、地点和作者

A story can be used to trigger students’ interest in learning more about a particular period in history or a particular place. It’s a good habit to learn about the author in order to better understand the context and perspective of a book. Research information about these beforehand and share with the students when you read a book in class.故事可以启发学生对某个历史时代或地方的学习兴趣。阅读一本书的时候，了解一下作者的背景是一个好习惯，可以让我们更清楚作者的视角和故事的 来龙去脉。老师或学生可以调查相关的信息然后跟其他同学分享。

** A lot of the activities listed as options for book reports have much more educational value if done as a classroom lesson. This way, students will have guidance from the teacher, will think more deeply and will have an opportunity to share their work with each other. **

**很多下面的“另类读书报告”当作课堂活动来做会更有教育意义。学生在老师的引导下能有更深入的思考，在课堂上有互相分享的机会。**

Options for book reports 另类读书报告

1. Draw illustrations for some of the scenes in the book and label them. 给书中某些片段画插图并加上注解。
2. Tell 5 things you leaned while reading the book. 讲述五件你在书中所读到的事物。
3. Write a letter to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. 给书中的人物写信，在信中提出你的问题、建议、对故事中某情况的反对意见或对他的不满，等等。
4. Create a mini-comic book relating a chapter of the book. 制作一本关于书中某一章节的迷你卡通书或连环图。
5. Construct a diorama (three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a written description of the scene. 创造一个立体景，呈现书中某个重要情节（包括该情景中的建筑、人、动植物，等等）
6. Select one character from the book you read who has the qualities of a heroine or hero. List these qualities and tell why you think they are heroic.在故事中选择一个你特别欣赏的任务，列出她值得欣赏的性格特点并解释你欣赏她的原因。
7. Write a different ending for your story. 给这本书写一个不同的结尾。
8. Research and tell a brief biography about the author. 调查作者的背景并给作者写一篇简短的传记。
9. Make a time line of all the events in the book. 列出书中各事件的时间表。
10. Several students who have read the same book act out the story or part of the story. 几名读同一本书的学生可以根据书中的部分内容编排小品。
11. Make a Venn diagram comparing your environment to the setting in the book. 比较一下书中故事的背景跟我们现在所处的环境有哪些相同之处，有哪些分别。
12. Complete each of these eight ideas with material growing out of the book you read: This book made me wish that…, realize that…, decide that…, wonder about…, see that…, believe that …, feel that…, and hope that… 看完书后，完成以下八个句子，表达这本书对你的启发。这本书让我：期待可以…… 领悟到…… 决定要…… 思考…… 看到…… 相信…… 感觉到…… 希望……
13. Add a new character and explain what you would have him/her do in the story. 给故事添加一个新的人物形象并解释这个形象为什么要出现在故事里。
14. Rewrite the story as a picture book. Use simple vocabulary so that it may be enjoyed by younger students.把书改写成为图画书，注意用更简单易懂的词句，让更小的同学也能享受这本书。
15. Tape an interview with one of the characters in the book you read. Pretend that this character is being interviewed by a magazine or newspaper reporter. Be sure to write a script before taping. You will be both the interviewer and the interviewee.和一个同学一起扮演一次电视访谈，一个人扮演书中人物，一个人扮演主持人。事先写好访谈内容，然后把访谈内容写出来、用录音机录 音或者在课上扮演。

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