Introduction to Teaching Young Learners Week 13 Processing the Sample Reading Lesson 1

What’s left: Week 13: Processing Sample Reading Lesson (Upper Elementary – Advanced Readers). How to make it more suitable for more advanced readers Week 14: Introduce final project. Discuss grammar instruction. “Click Clack Moo Cows That Type” walk through (Integrated Skills: Reading to Writing) Week 15: Conferencing on rough draft of route map & review Week 16: Evaluation & Survey - Final projects are due

Homework for Next Week Final Project Preparation: Begin planning the activity sequence Find or create the materials Discuss: the age, level, topic and skill that you are going to do for your final project

Warm-up Look at the lesson plan from last week on pages…. How did the lesson address the needs of reluctant reader? How did I limit the likelihood of learners experience failure? How did I prepare learners for the linguist challenge of the text? How did I try to make it fun and interesting?

Staging for Reading Lessons How should we stage a reading lesson? What happens in each stage? What were the examples from the sample lesson?

In the Pre-Stage activate schema assess prior knowledge generate interest in the topic build rapport with our Ss elicit and/or pre-teach the key vocabulary words.

In the During Stage Ss are given tasks to give them a reason to read or listen Tasks are given before Ss read or listen Task allow Ss to demonstrate understanding Tasks are sequenced General to Specific Easy to Difficult Concrete to Abstract

In the Post Stage Ss have a chance to move beyond the text Ss are allowed to personalize the topic or theme Ss integrate other skills Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

Processing How did the T activate schema? How did T check Ss background knowledge? How did the T pre-teach and check the new vocab? What else should the T do to make sure the Ss know the vocab?

Processing What did the first reading activity assess? Was it appropriate for low level Ss and reluctant readers? Why? Why did the T give the quiz questions before he had the Ss play the Typhoon game? If the T has already assessed Ss understanding of the reading, why does he play the Typhoon game?

Processing What did the T do to support Ss when they were doing their Post activity? Which of Grellet’s seven assumptions were used during this reading lesson? (p. 223) How could T have used chunking in this lesson? How could the Ss have done this lesson as a jigsaw reading? What kind of support would the T need to give the Ss in order for the Ss to do the jigsaw reading successfully?

Teaching Reading to Advanced Learners Do advanced learners have the same needs as lower level learners? If no, how are their needs different? What determines the challenge level of a text-based compression activity, the text or the activity? How can we make an easy text more challenging for high level Ss?

Jigsaw vs. Selective Reading What is a jigsaw reading activity? What is a selective reading activity? How are they the same? How are they different?

Jigsaw Reading With high level learners how could we adapt last week’s lesson using a Jigsaw Reading? What could we do in the Pre? What could we do in the During? What could we do in the Post?

Pre-Teaching Vocabulary Word List Rather than Pictures Holiday Ghost Throw Trick or treat Trouble Celebrate Harvest Pray Temple Growth Traditional Groups gets some post it notes. Ss put post it note next to word they know T has Ss explain words to each other

Pamphlet Style Graphic Organizer On the front is a general type Questions What is the passage about? What is the best title (Multiple choice)

Mind Map Graphic Organizer Ss would organize: When Where What Who The organizer and stories would be color coded, so Ss would know where to write what

How could T have used chunking in this lesson? big PRE little pre little during big DURING big POST Chunk 1 Chunk 2

Choosing Vocabulary What do we mean when we say, we pre-teach the key words? What are key words?

Find the Key Words Key words are the words that unlock the text. They help Ss understand the Main Ideas and Significant Details Not all difficult words are key words: Why don’t we teach all difficult words? Read the listening script on p. 103. Underline all the words that you think the Ss will have trouble with Circle the key words Compare your words with your partner

You Try Take out your text Underline all the difficult words or words that you think your Ss might have trouble with Choose 6-10 of those words which are related to the main ideas and significant details; these are your key words Brainstorm with your groups ways to pre-teach your vocabulary

General Tasks Make a list of all the general listening and reading tasks that you can think of Discuss with your group which tasks are appropriate for your text

Specific Tasks Make a list of all the specific listening and reading tasks that you can think of Discuss with your group which tasks are appropriate for your text How many tasks do you think are appropriate?

Assessment Activity Make a list of all the assessment activities you can think of for listening and reading texts Discuss with your group which assessment task is appropriate for your text

Mid Term Project (p. 4) Describe a reading or writing activity suitable for young learners Provide the materials needed for the activity Write a 1-2 page rationale describing the reasons for the activity See p. 165 for the template and description of what is needed in each part of the template

Homework/Warm-up Choose what kind of route map you are going to make, brainstorm a rough draft and look for materials to use with the route map Discuss: Will you make a reading or writing activity route map? Why? What kind of text/materials will you use?

The Role of Grammar What are the four reasons that the author gives for learners’ failure to achieve a high level of grammatical competence? Summarize the six aspects of SLA research that support grammar instruction? Where and when should grammar be taught in the EFL/ESL curriculum? Why? The author describes the kind of activities that need to be present in a unit to support grammar acquisition; what are these activities?

Failure to Achieve Grammatical Competence Age Communicative sufficiency Limited opportunities for pushed output Lack of negative feedback Nothing can be done about #1 but #s 2-4 suggest that grammar instruction is helpful

Support for Grammar Instruction Faster, if learners are ready to acquire the points that are being taught Production practice is not sufficient to learn more complex patterns, so instruction is helpful, if learners are ready to acquire the point being taught Simple grammar can be learned implicitly through informal instruction if complex processing is not involved Formal instruction helps develop explicit knowledge and helps with learners planned language use Formal instruction combined with opportunities for real communication allows learned language to become internalized – language use moves from planned to automatic

Where & When Grammar should be taught in conjunction with opportunities to communicate Grammar should become the focus of learning only if the learner has attained an intermediate level of language development

Units consist of… Listening to comprehend Listening to notice the target structure Listening to notice/discover the pattern and rule Understanding/Clarifying the pattern or structure Checking/Practice/Error Correction Use

PDP EIF TBL / TTT

Reading to Writing: Click Clack Moo Cows That Type As you listen to the story, think about what words should be pre-taught to elementary 4-6 graders

Reading to Writing: Click Clack Moo Cows That Type On page 162 step 2 in the lesson plan compare your words and the words to be pre-taught in the lesson. What words are the same what words are different?

Reading to Writing: Click Clack Moo Cows That Type Look at the lesson plan on pages 161-164 Is the learning objective focused on comprehension or communication? How do you know? What marks the transition between the reading part of the lesson plan and the writing part?

Reading to Writing: Click Clack Moo Cows That Type What are the Listening activities? What does the teacher do first; does the T drawn learner attention to discourse conventions for organizing a letter or the grammar needed to write the letter? What target language is introduced and practiced in the Post?

Pre During Post Post/Encounter overlap Encounter Internalize Fluency

Choosing Vocabulary What do we mean when we say, we pre-teach the key words? What are key words?

Key Words Key words are the words that unlock the text. They help Ss understand the Main Ideas and Significant Details Not all difficult words are key words: Why don’t we teach all difficult words?