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

2. 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

3. 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

4. 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?

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

7. 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.

8. 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

9. 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

10. 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?

11. 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?

12. 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?

13. 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?

14. 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?

15. 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?

16. 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

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

18. 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

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

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

21. 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

22. 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

23. 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

24. 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?

25. 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

26. 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

27. 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?

28. 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?

29. 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

30. 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

31. 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

32. 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

33. PDP
EIF
TBL / TTT

34. 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

35. 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?

36. Reading to Writing: Click Clack Moo Cows That Type
Look at the lesson plan on pages
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?

37. 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?

38. Pre
During
Post
Post/Encounter
overlap
Encounter
Internalize
Fluency

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

40. 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?