The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
This document discusses the benefits and challenges of using authentic materials in language teaching. It states that authentic materials expose students to real discourse examples and increase learner motivation. However, authentic materials may be too culturally biased or contain too many complex structures for lower-level learners. Proper preparation and task design is needed to help students overcome difficulties with authentic materials.
This document discusses key concepts in language testing and assessment. It defines language testing, outlines fundamental assessment concepts like measurement, evaluation, and the differences between tests, examinations and quizzes. It also covers the purposes of language assessment, types of tests like proficiency, achievement, diagnostic and aptitude tests. The document contrasts different testing methods such as direct vs indirect, discrete point vs integrative, and norm-referenced vs criterion-referenced testing. It also discusses high-stakes vs low-stakes testing and contrasts classroom assessment with large-scale standardized testing.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
The document discusses various approaches to teaching grammar, including deductive and inductive methods. It defines descriptive and prescriptive grammar, and explains that the most effective way to teach grammar is through an inductive approach that focuses on meaning and uses reading and writing activities. The PPP (presentation, practice, production) model is presented as a widely used framework for teaching grammar lessons, with the goal of students producing the target grammar through contextual examples and exercises.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
Differences between l1 & l2 learningAnne Peiris
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
This document provides a compilation of top-down, bottom-up, and metacognitive techniques for developing listening and reading skills in English 17 (The Teaching of Listening and Reading). It defines top-down processing as using background knowledge to predict meaning, and provides examples of top-down techniques like predicting, inferring, and summarizing. Specific listening activities that encourage top-down processing are described, such as using pictures to sequence events or identifying locations of conversations. The document also lists techniques for activating students' prior knowledge, such as word association tasks, to help with comprehension.
The document discusses the importance of both listening and reading skills. It provides tips for developing these skills such as preparation, responding to content rather than just language, and exploiting texts to their full potential. Listening involves processes like pre-listening, during listening, and post listening. Similarly, reading involves before, during, and after reading stages. Both skills are important for understanding others, language acquisition, and making life more full and interesting.
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
Material Development for Language Learning and TeachingDwi Firli Ashari
The document outlines key topics in materials development for language learning, including:
1. A history of publications on materials development from the 1970s to present day, with increasing focus on principles and practical guidance.
2. Issues in materials development like the value of textbooks, authenticity, and ideology. Research suggests textbooks often don't match claimed methodologies.
3. Processes of materials evaluation, adaptation, production, and exploitation. Guidelines are provided for making materials more principled, contextualized, and humanized.
4. The roles of new technologies and need for more research connecting materials design and empirical evidence of learner effects.
5. Overall, the literature shows progress in raising awareness and creativity
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This document discusses the history of language teaching approaches. It begins by defining language and examining different views of language, such as the structural, functional, and interactional views. It then outlines several historical approaches to language teaching, including the Grammar Translation Method (1850s-1950s), Direct Method (Berlitz method, early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). It also discusses related methods such as the Situational Language Teaching, Total Physical Response, and humanistic approaches like Community Language Learning and Suggestopedia. The document emphasizes the importance of understanding the theoretical underpinnings of different approaches in order to effectively teach language.
The document discusses teaching grammar and provides background information on different approaches to grammar instruction. It outlines prescriptive and descriptive grammar and discusses the history of grammar teaching, including the decline of audiolingualism and rise of communicative language teaching. Key principles for grammar instruction are presented, including integrating inductive and deductive methods, relating grammatical forms to communicative functions, and focusing on procedural knowledge. Techniques like input enhancement, consciousness-raising, dictogloss, and garden path techniques are also described.
This document discusses effective approaches for teaching grammar. It argues that traditional deductive grammar teaching, which focuses on explicit rules and forms in isolation, does not support communication. Instead, it advocates for inductive grammar teaching that uses texts and meaningful activities to allow students to discover rules. Key aspects of the inductive approach include focusing on form within meaningful contexts, providing feedback, and moving from comprehension to production. The goal is to teach grammar as a skill for communication rather than as isolated rules.
This document provides information to help parents ensure their children are ready to learn to read in kindergarten. It discusses four foundational areas for reading readiness: language and vocabulary development, print awareness, knowledge of the alphabet, and phonological awareness. The document explains each area and provides activities parents can do with their children to help develop these skills, such as reading aloud daily, playing word games, learning letter sounds, and practicing rhyming. It also discusses kindergarten readiness assessments like DIBELS that check skills like letter naming, initial sounds, and phoneme segmentation. The overall message is that parents can help prepare their children for learning to read by engaging in these types of literacy activities at home.
Early Literacy Workshop at Proud fo My Culture 2020Bobbee Pennington
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
This document provides information about teaching phonics to children. It discusses developing literacy skills like rhyming, syllables, letter sounds and blending sounds. The document outlines the skills taught in each phase of phonics instruction including sound awareness, rhyming, segmenting, blending and tricky words. It encourages using games, rhymes and songs at home to reinforce phonics. Parents are advised to focus on enjoying reading together and asking questions to develop comprehension in addition to phonics skills.
What is Jolly Phonics & 5 skills of Jolly Phonics.pptxShubhVyas4
Jolly Reading is an Online & Offline Phonics class in Mumbai for Jolly Phonics, Advanced Phonics, Jolly Grammar & English-Speaking for the last 18 years. We offer an internationally recognized and accepted methodology known as Jolly Phonics & Jolly Grammar from the CPD college in the UK. We have the vision to provide high-quality education and innovative methods for learning the English Language.
The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
The document discusses factors that affect reading readiness in learners and identifies five critical skills for developing reading readiness: print awareness, letter knowledge, phonological awareness, listening comprehension, and motivation to read. It provides examples of activities parents and teachers can do to help children develop each of these skills, such as reading aloud daily, singing the alphabet song, playing rhyming games, and asking questions to build comprehension. The overall goal is to improve the teaching process for developing reading readiness in young learners.
The lesson plan teaches rhyming words to students. It begins with an introduction to rhyming words using nursery rhymes and songs. Students then read a poem about coronavirus safety and identify rhyming words. They practice finding rhyming words in the song "I'm a Little Teapot" and do a group activity where one group writes and the other draws rhyming words from another poem. Finally, students identify rhyming words in one last poem and are assigned to write 10 rhyming words as an activity.
This lesson plan summarizes the systematic process for teaching the letters and sounds in Jolly Phonics. It introduces the sound, explains an accompanying song and letter movement, then has students recognize and write the sound. Extra sounds are reinforced through activities like alphabet soups and vowel forests. Consonant digraphs and vowel teams are explained using doorbell activities. Finally, the students create individual alphabet books and participate in whole group blending activities after finishing each letter group.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
❧ Delivered a 50-minute presentation that highlighted the integration of all four-language modalities to improve skills in literacy, particularly for beginning English language learners, and ultimately, pronunciation.
❧ Exemplified classroom activities and provided materials as takeaways.
The document provides information about reading strategies and phonics instruction. It discusses teaching phonics in stages, identifying phonemes and graphemes, segmenting and blending words. The document also addresses breaking words into "green words" that can be sounded out using phonics and "red words" that must be memorized. Common reading strategies are shared, including shared reading, guided reading, independent reading, and one-on-one reading.
The document discusses effective techniques for developing sound awareness in children. It describes how sound awareness is the most difficult level of phonological awareness and is most predictive of reading success. It recommends engaging children in ongoing literacy activities that provide opportunities to match, blend, segment and manipulate sounds within words. Several specific techniques are outlined, including teacher read-alouds, shared reading, sound matching games, blending and segmenting exercises, and substitution activities. The conclusion emphasizes that developing phonological awareness helps children use phonics knowledge to read and write.
This document discusses various techniques for teaching and developing listening skills in a foreign language. It begins by outlining John Field's model of the listening process and the importance of both bottom-up decoding skills and top-down comprehension skills. It then provides several specific phonics activities and games teachers can use to help students practice decoding sounds. Next, it explores ways to develop intermediate listening through interactive listening tasks. Finally, it discusses techniques for advanced listening comprehension and developing cultural knowledge through formats like lectures, quizzes, and independent media consumption.
Wiki Version Phonics For Fun And Learners FuturesJo Rhys-Jones
The document discusses teaching pronunciation in foreign language classrooms. It notes that some students struggle to read unfamiliar words aloud due to difficulties converting letters to sounds. The document provides strategies for teaching pronunciation, including focusing on individual sounds, comparing sounds to English, using gestures, and starting with isolated sounds before moving to words and sentences. It also discusses research showing learning pronunciation requires forming new recognition patterns in the brain.
Phonics is a method of teaching children to read by learning the sounds associated with letters and letter combinations. It involves blending sounds together to read words and segmenting words into sounds to spell them. The document outlines the six phases of phonics instruction used in the UK, describing the letter-sound correspondences and reading/spelling skills taught in each phase from nursery through Year 2. Suggestions are provided for how parents can support phonics learning at home through reading, writing, word games, and using educational websites.
The document discusses strategies for improving English listening comprehension through phonetic exercises. It explains that Spanish speakers often have difficulty understanding connected speech in English due to differences in pronunciation between isolated sounds and everyday speech. Some key terms related to phonetics and pronunciation are defined, such as phonetic alphabet, connected speech, linking, elision, content words, and function words. A variety of exercises are proposed to help students practice sounds, minimal pairs, homophones, tongue twisters, and songs.
Supporting and reinforcing your child's language growthListen Love Learn
This document discusses strategies for supporting a child's language growth through shared reading experiences and vocabulary development. It recommends reading to children from an early age to help build their vocabulary both receptively and expressively. Specific tips include choosing books with interesting words and pictures, asking questions about the story, acting out parts of the story, and making connections to the child's own experiences. Establishing a regular reading routine can help children learn to listen and expand their understanding of language.
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7. The Phonics Approach
This approach aims to consolidate children‟s
phonemic, phonological and morphological
awareness.
It involves working out sound/letter
correspondences to develop „word attack‟
skills.
It highlights the recognition of individual
sounds and sound blends so that words can
be „sounded out‟.
8. Phonics instruction
Initial Consonants – c, b, d etc.
Consonant blends - bl, cl, fl, gl, pl, br, cr,
dr, gr, pr, tr, st, sk
Consonant diagraphs - two consonants
which combine to make one sounds – ch, sh,
ph, th, gh,
Vowel Sounds – oo, ea, ee etc.
9. Think, Pair, Share!
“Children will find it more natural to start from
sounds and learn which letters make them,
since they are moving from experience with the
spoken language to the new words of written
letters and words.”
(McGuiness 1997 in Cameron, 2001, p.149)
Discuss the place of phonics instruction for
young Arabic EFL students.
10. Ideas for teaching Phonics
Sound of the week –set up a „b‟ Writing: forming the letter, make
table. Children bring in objects your own dictionary, write a story
about „Clever cat‟ using word charts
beginning with that sound.
and consonant boxes.
Feel the letter and say the sound -
using cutout sandpaper letters. Make an alphabet frieze.
‘Sound hats’ – wear the sound hat Sing songs with that sound, e.g.
Annie Apple says „a‟ in words.
and say a word that begins with that
letter.
Children highlight sounds on word
Phonic games: e.g. Sound Bingo, I cards.
spy, match the sound to the word
Making letters from playdoh.
Mini-booklets/flashcards with key
sound highlighted in colour– students
Art activities, e.g. printing „b‟ on
practice reading at home
blankets for baby bear‟s bed.
Read stories based on one sound,
Sorting toys into sound baskets.
e.g. „Bouncy Ben goes to the park‟.
12. The Look-Say Approach
Focuses on whole word recognition of the
most common words, such as „the‟, „he‟ and
„went‟ so that reading becomes automatic.
Emphasizes building up a sight vocabulary
of high frequency words
Sight words may be difficult to sound out and
are therefore learned by heart.
Develops lexical knowledge, i.e. that certain
words collocate or go together, e.g. at the
seaside.
13. Think, Pair, Share!
“Build up a sight vocabulary from classroom
labels, class-made books and wall stories,
the children’s own writing, and written
versions of songs and poems which are
already know already”.
(Gibbons, 1991, p.77)
Why do EFL Learners have difficulty learning lists
of isolated words?
14. Ideas for using the Look-Say
Approach
Word wall – including new words of the week
Word games e.g. pass the ball, when the music stops, choose a
high frequency word and read it.
Divide words into categories, e.g. colours, animal words. Ask
children questions like “Can you find your favourite animal?”
Snap, dominoes, word searches.
Use word cards – write a word on the front and a related
sentence on the back
Cut up known sentences into words, pairs reorder them.
16. 3. Choral Reading
Reading aloud together as a group/whole
class where students scaffold each others
reading.
It provides practice for students to read with
appropriate expression.
It develops confidence by giving every
student the chance to participate as a group.
19. Reading Aloud
“Read-alouds are absolute musts! Different
than shared reading, they allow children to
simply sit back and hear the flow and
rhythm and magic of good literature
without having to struggle with the text
themselves” (Combs,1996, p.144).
Through read-alouds, EFL children are
provided a „model of what skilled oral reading
sounds like‟.
20. The Fish who had a Wish
Using the story ‘The fish who had a wish’,
take turns reading aloud.
Try to:
•Encourage active listening
•Connect the illustrations as you read
•Read with expression
•Encourage prediction
•Follow with discussion
22. Shared Reading is…
An enjoyable, co-operative, interactive
reading activity based on the bedtime story
experience. Ideally the text is a big book
version.
Shared reading can be conducted as a whole
class, in groups or in pairs.
23. Holdaway’s Methodology
Holdaway‟s (1979) four stages of shared
reading:
Demonstration
1.
Participation
2.
Practice
3.
Performance
4.
24. 7 Essential Techniques
Big book technique
Pointing
Masking
Cloze procedure
Resource techniques
Innovation on structure
Musical techniques
25. EFL Reading Techniques in
practice
Choose one of the seven techniques presented
in the leaflet „Shared Reading Tips for
Teachers‟ and practice with your partner,
using the text provided.
26. Working my Robot
When I press this button, my robot starts to talk.
When I press this button, my robot starts to walk.
When I pull this lever, he starts to turn around
When I pull this lever, he makes a bleeping sound
When I click this little switch, his lights begin to flash.
Oh! He’s falling over……. Clink! Clank! Crash!
27. Innovation on Structure
Good night, Mr. Beetle,
Good night, Mr. Fly,
Good night, Mr. Ladybug,
The moon’s in the sky.
Good night, Miss Kitten,
Good night, Mr. Pup,
I’ll see you in the morning,
When the sun comes up.
28. Sing a Rainbow
Red and yellow and pink and green, purple
and orange and blue
I can sing a rainbow, sing a rainbow, sing a
rainbow too.
Listen with your eyes, listen with your eyes
and sing everything you see.
You can sing a rainbow, sing a rainbow, sing
along with me.
30. Reader’s Theatre
Reading and dramatizing a script from a
story, “an excellent activity for beginning
second language readers ..” (Peregoy and
Boyle, 253)
31. It’s time to act!
Using the text of „Little Red Riding hood‟, in
groups, act out the dialogue.
33. Sustained Silent Reading
An independent reading time set aside during
the school day for students to silently read
self-selected books.
Also know as „Drop everything and read‟
(DEAR); „Our time to enjoy reading‟
(OTTER); „Read in bed, it‟s terrific‟(RIBIT)
34. Think, pair, share!
How can EFL teachers develop Sustained
Silent Reading in government schools?
36. The language Experience
Approach
This approach is based on oral accounts of
the students‟ experiences, which are written
down by the teacher (Shared writing).
Students are then encouraged to read the
story.
Individual words and vocabulary are
discussed and learned.
37. Methodology 1 - Whole class
The teacher scribes an interesting event
dictated by one or more student and writes it
on the board to build up a text e.g. „I went to
the doctor yesterday‟/We went on a trip to…
38. ‘Breakthrough to Literacy’ –
Methodology 2- Individual/Group
A commercial version widely used with children in Britain for first
language literacy and South Africa for first and second
languages.
Children compose sentences, with their teacher, from a set of
word cards.
They physically move the word cards by pacing them into a
plastic tray to make the sentence and placing a full stop at the
end.
The sentence is then read back to the teacher.
The child copies it down in his/her book.
Gradually, the child builds up a collection of words that are
known and moves to making several sentences.
Once the sight vocabulary is established, small books are
introduced.
(Cameron, p.147)
39. Key features for the EFL
classroom
Stories are personal, meaningful and culture-specific –it‟s their own
words
Children are reading and writing at the „sentence level‟.
Children and teacher together compose sentences.
Print conventions and punctuation is taught from the start e.g.
directionality of print, spaces between words, capital letters and full
stops.
Words can have a physical reality, as the child moves words and puts
them together to make a sentence.
The integration of speaking, writing and reading helps children to see
how texts are composed.
(Cameron, p. 147)
40. Applicability to the EFL
classroom
“The most meaningful words for children are likely to
be those they use in their own spoken and written
language” (Gibbons, P. 1993, p.81).
In light of the above quote, in groups, evaluate the
1.
potential effectiveness of the Language
Experience Approach in teaching reading in a
foreign or second language.
Brainstorm how would you deal with challenges of
2.
time, large classes, mixed ability levels and
classroom management when implementing this
approach?
42. Guided Reading aims to…
“Teach the skills and strategies that successful
readers need using an organized program that
includes grade-level reading selections, workbook
practice, assignments and frequent testing”
(Tompkins, G. 2006).
44. Application to an EFL setting
In groups, discuss the applicability of a Graded
Reading Program to an EFL setting.
Consider:
Implementation of a core reading scheme
Bottom-up approaches
Cultural, contextual and political considerations
Time constraints
Accessibility of materials/using alternative resources
The Eclectic Approach to reading
45. Ways to manage graded
reading programs
Set aside a weekly reading time
Devise ability groups
Engage in guided reading with groups of children,
rather than individually
Change books regularly
Have book discussions/shares
Devise an informal record system.
Integrate with other approaches, e.g. independent
reading.
Involve parents – notes, workshops.
46. Graduate Perspective
“I believe that guided reading is a great way
to develop students reading and can help
them be good readers. Teachers with good
preparation, materials and enough time to
apply the strategy shouldn‟t have problems
applying the strategy”.
Al Sada, M., (2008)Email correspondence
47. Graduate Perspective
“However, this strategy might be bit
unrealistic to be used in government schools,
where teachers have to complete and cover a
whole new curriculum which focuses on other
things, for example, grammar, phonics,
writing and vocabulary”.
Al Sada, M., (2008) Email correspondence
48. Strengths
Textbooks are aligned with grade-level standards.
Teachers teach strategies and skills in a sequential
program.
Students learn how to read by practicing phonic and
word identification skills.
Vocabulary is controlled.
Supports differentiation.
The teacher‟s guide provides ideas on teaching
reading.
Assessment materials are included.
49. Limitations
Books may be too difficult for some EFL
students and too easy for others.
Written in stilted and unnatural language -
may lack the authenticity of good literature.
Vocabulary is controlled.
Many workbook assignments included.
Main focus is on skills, i.e. phonics, word
recognition, rather than on fluency.
50. Example Graded Reading
Programs
Oxford Reading Tree:
http://www.oup.co.uk/oxed/primary/ort/
Sound Start
I,2,3, and Away
Ginn
New Way
www.readinga-z.com
52. The Role of the Teacher Educator
Be a model of good practice
Use the „Think Aloud‟ technique
Make college learning realistic, contextualized and
meaningful
Connect to the ADEC strands and indicators
Engage student teachers in systematic microteaching
Engage student teachers in problem-based learning
Connect to their previous learning experiences
Scaffold experiences through assisted performance,
guided participation and collaboration
53. Using Literacy Resources in the
UAE:
Publishers
Suppliers
Conferences
Foundations
Libraries
How could you use these resources to enhance your
teacher education classes?
54. What type of text for
EFL learners?
Predictable
Rhythmic
Repetitive
Interactive
Visually attractive
Short and simple
Electronic
55. Think, Pair, Share.
The teaching of EFL reading needs to
adopt a balanced approach that
incorporates bottom-up, top-down and
interactive approaches.
What are the practical implications of applying this in an
EFL classroom?
How can the teacher educator influence student
teachers‟ beliefs, knowledge and practices?
56. Balanced Instruction
Belief Systems and the Search for Balance
Curriculum Perspectives
Skills-Based Curriculum Whole Language Curriculum
Instructional Approaches
Phonics Reading Aloud
Look-Say Shared Reading
Choral Reading Language-Experience
Reader‟s Theatre
Guided Reading
Achieving a Balanced Literacy Program
58. References
Combs (1996) in Soderman, A.K., Gregory, K.M. & O‟ Neill, L.T. (1999)
Scaffolding Emergent Literacy: A Child-Centred Approach for Preschool
through Grade 5, Allyn & Bacon Publications, p.107-108.
Gibbons, P. (1991) Learning to Learn in a Second Language. Primary English
Teaching Association, Australia, ch. 7 „Reading in a Second Language‟.
Harker, J. (2005) „Tea with the big bad wolf‟, Child Education, September,
Scholastic, pp.28-29.
Hyland, F. (2005) Shared reading tips for teachers leaflet.
Peregoy, S. F. & Boyle, O. F. (2000) Reading, Writing, and Learning in ESL: A
Resource Book for K-12 Teachers, 3rd ed. New York: Longman, p.253.
Tompkins, G.E. (2006) Literacy for the 21st Century: A balanced approach,
fourth edition, Pearson Publications, pp.338-352.
Tierney, R.J. & Readence, J.E. (2000) Reading Strategies and Practices: A
Compendium. Allyn & Bacon, pp.458-461.
Editor's Notes
integrated phonic instruction (analytic and synthetic) Use and practice the letters through meaningful context: stories. Can you think of any other ideas yourself?
Looking at your cards, which level do you think this approach is at? Which theory does it support? Words are learnt as a whole, without too much attention to individual letters. I like…
This is at the word level, moving towards the sentence level.
Looking at your cards, which level do you think this approach is at? Which theory does it support?
Looking at your cards, which level do you think this approach is at? Which theory does it support?
Looking at your cards, which level do you think this approach is at? Which theory does it support?
Looking at your cards, which level do you think this approach is at? Which theory does it support?
Referred to as the reading wars – a clash between two beliefs systems e.g. skills based and whole language (holistic approach to teaching reading).Often it is a subconscious process that is focilized based on our previous learning experiences, known as the apprenticeship of observation (lortie). Schemata reflects prior knowledge, experiences, concleptual understandings, attitudes, values, skills, personality, ability to accommodate new approaches. Schema describes how we organize our thoughts and construct meaning. Different beliefs, different instructional decisions. The rest of this presentation will discuss the different instructional approaches to EFL reading that we can present to student teachers. Once student teachers have the knowledge of different approaches, then then combine these with their beliefs about reading to adapt instructionThe bottom-up model emphasizes reading as decoding from letter/sound, to word, to sentence, to paragraph, to text. Reading schemes follow a step by step bottom up model of reading that focus on phonics and sight words. They also recycle and add to this vocabulary from level to level.The top-down model emphasizes comprehension of larger chunks of meaning. Meaning is deduced from context. The reader scans the text based on previous knowledge (schemata), focuses on graphic information (print) and also uses syntactic, semantic and phonological input from his own mind to make predictions about the text. The whole language approach is an example of a top-down approach to reading.EFL readers may not recognize key words, may not have schemata to predict and therefore rely more on graphophonic information, deal with text as it comes, need a context to aid understanding, May not recognize a miscue and may be unable to correct itInteractionist Model: Reading is viewed as an interaction between the text, the reader and the context and prior knowledge. It merges bottomup and top down, focusing on both meaning and phonics.I could give another presentation on this but today am going to focus on more practical applications of approaches to reading in an EFL context.Phonics and skills based approaches – bottom-up beliefs about reading; a whole language orientation is associated with top-down beliefs. A teacher who enacts a phonics curriculum is likely to hold different beliefs than one who enacts a whole language curriculum.
Looking at your cards, which level do you think this approach is at? Which theory does it support?
Children may add to shared writing by adding a few extra lines themselves. Acquiring a reading vocabulary that is “personally meaningful and immediately useful” (Dixon & Nessel, 1983).
Sentence level? Extra slides for your reference.
Changing curriculum – ADEC indicators too broad, first language focus, genre based approach to writing as children have difficulty writing; extensive writing; phonics based approach to reading. PPP/Model schools doing this.
Theories - approaches – strategies towards freerer readingAdd theories in Diagram p.45 MariaDepending on your reading orientation, you will support different theories of reading: bottom-up; top-down or interactive. However, in the EFL classroom, you will probably need a combination of all types as each one has its advantages. Will need to develop word attack skills; using contextual clues to get meaning; picture cues; high frequency words. The mechanics of reading.Also depending on your reading orientation, students will develop at the word, sentence and text levels.
Using formal reading records may be unrealistic.
So I think it differs from a situation to another. Being a teacher in a flexible school where they are open minded to try and apply different strategies guided reading will work for them. Schools which are very restrict to traditional teaching and covering curriculums will not gain the results. Moreover , trying the strategy for more than once and setting it as part of the routine for example applying it once a week for a whole semester will gain results more than applying it for two or three times.
Example: www.readinga-z.comReading A-Z is a complete online guided reading program with downloadable leveled books, lesson plans, worksheets, and reading assessments. The scheme aims to teach guided reading, phonics, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary.
If how we teach is as important as what we teach, then its important to be a model of good practice. Try to practice what you preach. The curriculum will be changing, rather than complain about it, encourage student teachers to embrace new policies and curricula, giving them experience to adapt, become life long learners and critical thinkers. Give them scenarios. Korthagen’s realistic model of teacher education. Seen primarily as the inculcation of knowledge and skills, the potentially powerful effects of teacher educators’ teaching styles on student teachers’ practices have mostly remained unrecognized and unexamined to date, (Korthagen et al, 2001, Kane, 2002; Russell, 2001; Lunenberg et al, 2007), let alone in an Arabic context (McNally et al, 2002;Taha-Thomure, 2003). engage student teachers in different contexts of teaching, including those that are sheltered and involve limited risk, like micro-teaching or guided practice or those involving monitored apprenticeships or team teaching in the school environment (Fosnot, 1989; Freeman, 1989). Other contexts may challenge previous conceptions of teaching and learning, as in problem-based learning. Through the interaction, reflection and critical thinking involved in problem-based learning, students actively resolve complex problems in realistic teaching situations. Bruner (1986) and Vygotsky (1978) Vygotskian approach to teacher education is one of ‘assisted performance’ (Bodrova & Leong, 1996). As highlighted in section 1.2.1, the area between “maximally assisted performance and independent performance lies varying degrees of partially assisted performance” (Bodrova & Leong, 1996, p.35), is known as the zone of Proximal development (ZPD). Based on a small body of available literature, four forms of modeling were identified by Lunenberg et al (2007, p.597) as potentially shaping student teachers’ beliefs and practices, despite contextual differences between universities and schools: implicit modeling of attitudes; explicit modeling; explicit modeling and transfer to student teachers’ own teaching practices; connecting exemplary behavior with theory. The teacher educator may discuss his/her thinking behind the lesson, using the example lesson as an opportunity to connect the approach back to theory or to expose the underlying rationale using the ‘think aloud approach’ (Loughran, 1996). However, Lunenberg et al (2007) state, that student teachers often don not extensively learn from the examples of their teacher educators, because they do not recognize those examples. However, if student teachers are invited backstage (Grossman, 1991) as in the concept of cognitive apprenticeship (Collins, Brown & Holum, 1991) in which they can dissect, discuss and reflect on the meaning of this modeling and how it can scaffold their own teaching practices, then student teachers may be better able to recognize those examples and shape their own practices accordingly. Drawing on Rogoff; Bodrova and Leong,Vygotsky, Bruner. Meaningful collaborative activities that engage, extend student teachers, challenge and acknowledge. Reflect on their values and respect them e.g. if a teacher values order, the their classroom will probably be orderly.
Examine the pamplet, in pairs. Teachers in schools say – great ideas but without resources, difficult to implement approaches or it takes a year to order resources. I have put together a list of some publishers, suppliers of literacy resources in the Middle East, Conferences, foundations and libraries. What could you ask student teachers to do with this pamplet?
Two sides of the room. EFL students need a combination of reading approaches to help them develop as competent readers.Principled eclectic instruction allows teachers to use approaches and strategies that are associated with different curricular perspectives.
Looking at your cards, which level do you think this approach is at? Which theory does it support? This is at the sound/letter level aiming to move towards words.Which level – sound, word, sentence, text?
Published phonics programmes include: Jolly phonics (It teaches the letter sounds in an enjoyable, multisensory way, and enables children to use them to read and write words; learning the irregular or 'tricky words' such as said, was and the. Together with these materials you should also use storybooks; Learning the letter sounds 2. Learning letter formation 3. Blending 4. Identifying sounds in words 5. Spelling the tricky words ), Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary. Children should learn each letter by its sound, not its name.Letterland: relate sounds to characters, accompanying stories, adventures, hats. Friendly letter characters provide strong visual memory clues (or mnemonics) so your children learn and retain phoneme/grapheme correspondences Daily blending and segmenting activities make word-building fast and effective Focused multi-sensory activities appeal to all learners and activate all learning channels.teacher's guides, readers, software, posters and audio CDs.Phonographix, an American programme (Drill and practice programme, segmenting and blending sound pictures) all teach the above in different order, using different methods.