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TEACHING READING AND WRITING FOR YOUNG LEARNERS-1.pptx
- 1. TEACHING READING AND WRITING FOR YOUNG LEARNERS Group 8: • Hanum Salsabila 2321095 • Adha Rahmanda Putra 2320061
- 2. TEACHING READING Reading is a set of skills that involves making sense and deriving meaning from the printed word. In order to read, we must be able to decode (sound out) the printed words and also com- prehend what we read. For second language learners there are three different elements which impact reading: • the child's background knowledge. • the child's linguistic knowledge of the target language. • the strategies or techniques the child uses to tackle the text.
- 3. CLASSROOM TECHNIQUES AND ACTIVITIES 1. How to Get Your Child Started on Learning Phonics Approaches to phonics teaching include: • Teaching children how to convert letters or letter com- binations into sounds and then how to make those sounds into recognizable words; • Teaching children to analyze letter-sound relationships in familiar words;* teaching children to use words or parts of word families they know in order to identify new words with similar letters/letter combinations; • Teaching children to break words down into phonemes and to make words by writing letters for phonemes;* teaching children letter-sound relationships during the reading of connected text.
- 4. 2. Some Ideas on Phonics Instructions Activities a. Prepare 26 flash cards, each one with A letter of the alphabet in lower case (it is also possible to buy ready-made letter flashcards, as well as cards that show common letter combi- nations such as "ow", "ee", "ea" etc). b. Show the letters one at a time (not all at once introduce aro- und 7 each time) and say the sound the letter makes. For the letter "c" use the "k" sound as this will be more useful ini- tially. Let the children hear the sound and encourage them 10 repeat it.
- 5. 3. Teaching Phonics: Blending Words An example of this procedure using the word sat follows: • Point to the letter s and say /s/ • Point to the letter a and say /a/ • Slowly slide your finger under the letters sa and say/sa/slowly • Then, quickly slide your finger under the letters sa and say/sa/quickly • Next, point to the letter t and say /t/- Slowly slide your finger under sat and say /sat/slowly • Circle the word with your finger and say, "The word is sat."
- 6. 4. Blending Lines use the following blending procedure: Write the blending lines on the chalkboard. • Have children chorally blend the words sound by so- und. Run your hand under each letter as they blend the word aloud. Then have children say the word naturally. Model blending as needed. Continues this procedure for all of the words in each line. • Blend the sentences by blending one word at a time, sound by sound. Then reread the sentence at a stan- dard pace. As the year progresses, children will need less support blending each word in the word lines; they should begin blending the words independently, with support given only when necessary. • Review the blending lines until you feel children can blend the words independently. For any high-frequen- cy words in the sentences in the blending lines, simply state the word aloud as a whole unit. These words will be learned by children as sight words long before they can blend them and many contain irregular spelling patterns that make blending confusing or difficult for children.
- 7. Reading comprehension strategies 1. Questioning • Self questioning • story mapping and other graphic organizer s • KWL Charts 2. Vocabulary instruction 3. Monitoring 4. Summarizing 5. Focus and attention 6. The role of motivation invostering reading comprehension
- 8. TEACHING WRITING Writing is a combination process and product. The process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehen- sible to readers. Young learners like to know that writing is done in steps which are as important as the steps necessary to cook some- thing such as chicken or eggs. In addition, when teaching writing to young learner, we must that we must recognize the complexity of the process.
- 9. CLASSROOM TECHNIQUES AND ACTIVITIES 1. Foundation - the sound system of English 2. Introducing letters – • Body letters • Tracing letters • Air writing • Letters sculptures • Tracing the alphabet • World building • Worksheets • Word searches • Crosswords etc
- 10. WRITING ACTIVITIES FOR ELEMENTARY SCHOOL STUDENTS 1. Word jumble: This activity is useful for those who have just started writing in English. 2. Start with a picture: pictures can serve a great inspiration for story writing 3. Create a postcard: send them outside to take some pictures with their cell phones and then print them out to use in class. 4. Story with a twist: this is a great post-Reading writing activity. 5. Let's write together: this is a classic writing activity when you have a large group of young ESL students who don't feel confident enough to write an entire story on their own. 6. Yummy writing: give or show students a series of pictures that illustrate how a dish is prepared. 7. What's missing?: give students attack it can be an email, report, a newspaper article or event a story.
- 11. READ AND WRITE 1. Reading journal or reading response 2. Rewrite 3. Running dictation LISTEN AND WRITE 1. Dictation 2. Story rewriting 3. Visualization 4. Pop song rewrite THINK AND WRITE TEXT AND WRITE 1. Graphic organizers 2. Proms or sentence starters 3. Forms or applications 4. Text stories or writing 1. Sentence chains 2. Guided writing 3. Notes
- 12. THANK YOU