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Hanadi Mirza DEVELOPING Speaking & Writing Skills For Young Learners (k-8)

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Presentation on theme: "Hanadi Mirza DEVELOPING Speaking & Writing Skills For Young Learners (k-8)"— Presentation transcript:

1 Hanadi Mirza DEVELOPING Speaking & Writing Skills For Young Learners (k-8)

2 Hanadi Mirza Language Skills Receptive Skills Productive Skills

3 Hanadi Mirza Language Skills Development LListening LListening SSpeaking SSpeaking RReading RReading WWriting WWriting

4 Hanadi Mirza What Do Learners Need? What Do Learners Need? Variety of Activities (5-10 min each) Variety of Activities (5-10 min each) Movement Movement Play / Games Play / Games Breaks (4 Rs) Breaks (4 Rs) Drama/ Imitation Drama/ Imitation Songs Songs Dance/ Follow patterns Dance/ Follow patterns Positive Environment  Safe + Low Anxiety (Affective Filter) Positive Environment  Safe + Low Anxiety (Affective Filter) Listening & Speaking (Ease at acquiring Lang.) Listening & Speaking (Ease at acquiring Lang.) Literacy  Reading & Writing Literacy  Reading & Writing

5 Hanadi Mirza 1.1- Communicate with others observing rules appropriate to own level NCERD KG 1 (3 yr) KG 2 (4 yr) KG 3 (5 yr) -Listen to what is heard.-Apply some instructions given by others.- Express needs with various methods.-Express what he himself is doing.-Take initiative in speaking to others. Listen to what is heard. Apply instructions given by others. Express needs with various methods. Express what he/she or others are doing.- Apply rules of communication during dialog. Take initiative in speaking Listen to what is heard.-Follow instructions &interact with the urgings of others -Express needs with various methods.- Express what he or others are doing.-Apply rules of communication during dialog Take initiative in speaking and discussing with others.

6 Hanadi Mirza Speaking Skill Speaking Skill What do we say? Why Speak?

7 Hanadi Mirza Problems with Speaking KGs KGs Cycle 1 Cycle 1 Cycle 2 Cycle 2 Cycle 3 Cycle 3

8 Hanadi Mirza Spoken Language Monolog = lecture radio news,… - Dialog = interpersonal or transactional Fluency versus Accuracy Fluency versus Accuracy Fluency: NOT speed Fluency: NOT speed  ability to express one’s ideas logically  ability to express one’s ideas logically Accuracy: worry about Grammar AND Pronunciation mistakes Accuracy: worry about Grammar AND Pronunciation mistakes

9 Hanadi Mirza IMPORTANT Pronunciation --- Speaking Spelling --- Writing

10 Hanadi Mirza Correcting Pronunciation  Use Simplified Phonetics ] people [pypəl] persons Jordan [djordən] Country Schedule [skedjouwəl ] Time table

11 Hanadi Mirza Correcting Grammar Mistakes  Revisit a point in grammar  Revisit a point in grammar Eg. He? She? Or It? Ex 1: Use pictures of different people, animals, things, places, ….: Ex. 2: Tom is a little boy. _____ goes to school everyday, and _____ likes to study with his friend Carl. His sister plays the piano and _____likes to play with her little dog. _____ is her favorite friend. Ex. 3: Monolog or Dialog

12 Hanadi Mirza Speaking Activities Role Play, Presentation, Guessing Game, Project Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice  to improve fluency and  to internalize grammatical rules and increase accuracy. Help SS to Develop Good Conversation Skills (be polite, take turns,,…) Help SS to Develop Good Conversation Skills (be polite, take turns,,…) Improve SS pronunciation using simplified phonetics Improve SS pronunciation using simplified phonetics

13 Hanadi Mirza Target of Speaking Activities Students’ Real Life Experience? Imagination? Here and Now?

14 Hanadi Mirza Conversation Starters When are you or have been most afraid? When are you or have been most afraid? What has been the happiest day of your life? What has been the happiest day of your life? If you could change one thing in the world, what would it be? If you could change one thing in the world, what would it be? If you could change one thing about yourself, what would you change? If you could change one thing about yourself, what would you change? What does “being in love” mean? What does “being in love” mean? What is the most important thing in your life? What is the most important thing in your life? What is the one thing you couldn’t live without? What is the one thing you couldn’t live without? What is your favorite movie/book of all time? Why? What is your favorite movie/book of all time? Why? What cartoon character would you most like to be? What cartoon character would you most like to be? What is the hardest/best thing about being ___ years old? What is the hardest/best thing about being ___ years old? What job would you never want to have? Why? What job would you never want to have? Why?

15 Hanadi Mirza Giving Clear Instructions 1- Attract Students’ Attention 2- Seating Arrangement 3- Tell Students’: What to do? What to do? What materials to use? What materials to use? How much time needed to complete Task? How much time needed to complete Task? 4- Ask Students’ to rephrase Instruction

16 Hanadi Mirza Input Needed for AUTHENTIC Speaking Activities Listen to: Listen to: a. Story b. Music c. Sounds Use Sight: Use Sight: a. Watch a Video b. Look at Picture/Drawing c. Read a Story

17 Hanadi Mirza Vocab Box Thematic Vocabulary: WordDefinitionSynonymAntonymPicture  Speaking  Speaking  Writing  Writing

18 Hanadi Mirza Writing Skill Writing Skill What do we write? Why Write?

19 Hanadi Mirza We Write… Letter  Letter  Word  Word  Sentence (vs. Non-Sentence)  Sentence (vs. Non-Sentence)  Paragraph  Paragraph  Essay  Essay  Term Paper  Term Paper  Master Thesis  Master Thesis  PhD Dissertation PhD Dissertation

20 Hanadi Mirza Writing Develops in KGs KG Classes  Sentence Pattern A cat ran. / My dog ran. / I ran. I see a dog. / I see a cat. / I see a man. Max is in the box, / Max is under the box.

21 Hanadi Mirza Sentence Structure A cat ran.  Capital letter ---. A cat ran.  Capital letter ---. Who / does what  Who / does what  someone is doing something  someone is doing something  Naming part + Telling part  Naming part + Telling part  Subject + Verb  Subject + Verb  Subject + Predicate Subject + Predicate Ex: Put the word cat in a sentence. (KG) Ex: Put the word cat in a sentence. (KG)

22 Hanadi Mirza NCERD Grades 1, 2, 3 Grade 4 - Student writes for a variety of audiences and purposes, and in various forms - Write to record ideas and reflections - Write to discover, develop, and refine ideas - Write to communicate with a variety of audiences - Write in different forms for different purposes including list to record, letters to invite and thank, and stories or poems to entertain Write to express, discover, record, develop, reflect on ideas, and to problem solve - Write to influence such as to persuade, argue and request - Write to inform such as to explain, describe, report, and narrate - Write to entertain such as to compose humorous poems or short stories - Exhibit an identifiable voice in personal narratives and in stories - Choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, instructions

23 Hanadi Mirza Writing Process (Gr 4) NCERD Generate ideas and plans for writing by using such pre-writing strategies as brainstorming, graphic organizers, notes and logs Generate ideas and plans for writing by using such pre-writing strategies as brainstorming, graphic organizers, notes and logs Develop draft by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of texts Develop draft by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of texts Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text Revise draft for coherence, progression, and logical support of ideas Revise draft for coherence, progression, and logical support of ideas Edit draft for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice Edit draft for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice Use available technology to support aspects of creating, revising, editing, and publishing text Use available technology to support aspects of creating, revising, editing, and publishing text Refine selected pieces frequently to publish for general and specific audiences Refine selected pieces frequently to publish for general and specific audiences Proofread his/her own writing and that of others Proofread his/her own writing and that of others Select and use reference materials and resources as needed for writing, revising, and editing final drafts Select and use reference materials and resources as needed for writing, revising, and editing final drafts

24 Hanadi Mirza Problems with Writing 1- Inadequate visual &/or Auditory Memory 2- Poor Motor Skills – Poor Vision 3- Draw instead of Write 4- Write from memory rather than Listen THEN Write 5- Develop Writing before Reading 6- Poor  Spelling / Grammar / Sentence Structure 7- Write without using a Pre-writing technique (W= Product) 8- Translate from Arabic (VSO) 9- Memorize sentences rather than Create own sentences 10- Writing Process  Boring & Time Consuming

25 Hanadi Mirza Handwriting & Dictation KGs  Write in Sand  Shape-like Letters KGs  Write in Sand  Shape-like Letters All Cycles  Handwriting Exercises All Cycles  Handwriting Exercises Spelling Bee? Spelling Bee? Dictation? Auto-dictation? Dictation? Auto-dictation? Dictogloss/Dictocom? Dictogloss/Dictocom?

26 Hanadi Mirza Improve Spelling & Writing 1- Picture + 1 missing letter (beg. Letter THEN other letters) 1- Picture + 1 missing letter (beg. Letter THEN other letters) 2- Picture + 2 missing letters (any two) 2- Picture + 2 missing letters (any two) 3- Picture + scrambled letters 3- Picture + scrambled letters 4- Picture only 4- Picture only 5- Scrambled letters  Word Formation 5- Scrambled letters  Word Formation 6- Find the word: Cross puzzle (+ pics) 6- Find the word: Cross puzzle (+ pics) 7- Dictation: Listen then Write word 7- Dictation: Listen then Write word 8- Unscramble words  Sentence Formation 8- Unscramble words  Sentence Formation  Write sentences  Write sentences 9- Unscramble sentences  Make a Paragraph 9- Unscramble sentences  Make a Paragraph  Write a paragraph  Write a paragraph 10- Sequence paragraphs  make an Essay 10- Sequence paragraphs  make an Essay  Write an essay  Write an essay 11- Creative Writing 11- Creative Writing

27 Hanadi Mirza Correcting Written Mistakes MistakeTypeCorrectionSentence freindSpellingfriend Tom is my friend. He mixs Simple present mixes He mixes tea and sugar.

28 Hanadi Mirza Input Needed for Authentic Writing Activities Listen to: Listen to: a. Story b. Music c. Sounds Use Sight: Use Sight: a. Watch a Video b. Look at a Picture/Drawing c. Read a Story

29 Hanadi Mirza Paragraph/Essay Writing Narrative Narrative Descriptive Descriptive How-to How-to Biography/Autobiography Biography/Autobiography Persuasive Persuasive Informative Informative

30 Hanadi Mirza Problems with Writing Tasks Poor Writing Topics Poor Writing Topics Grammar NOT integrated INTO Writing Grammar NOT integrated INTO Writing Poor explanation of Spelling rules in Elem Poor explanation of Spelling rules in Elem Memorizing visually the words Memorizing visually the words Dictation= NO Use of Listening  Writing

31 Hanadi Mirza Teaching a Paragraph I. Modeling Stage: eg. Descriptive Paragraph eg. Descriptive Paragraph  1- Elements of Description : adjectives: color, size, number…simile, seem, feel, etc…  2- Elements of a Paragraph: Title, Indentation, Topic Sentence, Supporting Details, and Conclusion II. Guided Stage III. Independent Stage

32 Hanadi Mirza Buttons Buttons Buttons are fun to look at. They can be blue, white, red, and green. Most buttons are circles. Some look like pumpkins, pencils, or stars. It’s nice to have buttons because they help hold our clothes together. Buttons are fun to look at. They can be blue, white, red, and green. Most buttons are circles. Some look like pumpkins, pencils, or stars. It’s nice to have buttons because they help hold our clothes together.

33 Hanadi Mirza Camping Trip On a camping trip, it’s important to have certain things. First, you need a tent. You also need some food and a nice chest. Pack your sleeping bags and some kind of light too. Don’t forget your pillows and some rain gear. It’s going to be a lovely trip. On a camping trip, it’s important to have certain things. First, you need a tent. You also need some food and a nice chest. Pack your sleeping bags and some kind of light too. Don’t forget your pillows and some rain gear. It’s going to be a lovely trip.

34 Hanadi Mirza How to Improve Productive Skills? Practice Speaking Practice Speaking Practice Writing Practice Writing PRACTICE PRACICE PRACTICE PRACTICE PRACICE PRACTICE

35 Hanadi Mirza Remember… Developing Students’ Language Skills: Developing Students’ Language Skills: Listening = Piano  Speaking = Violin  Speaking = Violin  Reading = Saxophone  Reading = Saxophone  Writing = Drums  Writing = Drums

36 Hanadi Mirza Thank You Join “ATEL Lebanon”  Facebook Join “ATEL Lebanon”  Facebook


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