Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Teaching Young Language Learners (part 2)

No description
by

Roos Windels

on 18 February 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching Young Language Learners (part 2)

Teaching Young Language Learners (part 2)
Teaching reading and writing (chapter 6)
- General consensus: children should learn to read in their mother tongue first

- Reading and writing help to reinforce what pupils are learning orally

- Important for those whose learning is more visual and who like to see words and
phrases written down
How do children learn to read in English as a FIRST language?
During pre-school years:
- written words and signs
- story books with letters / words
- see their parents reading / working on computers
- learn to write their name etc.
Children begin to see reasons and purposes for reading; they are on their way to beginning to decode the system of symbols...

At school:
- Oral language proficiency is very helpful: leads to intelligent guesses when
attempting to read
- Letter and sound correspondence is not direct and consistent (e.g. height/weight,
enough/thought): learning to read + write in English takes a long time!
English primary schools teach:
Letter - sound correspondence patterns:
- in songs and rhymes (e.g. Hey diddle diddle, Rain rain go away, It's raining it's pouring)
- in grouped words (e.g. cat, bat, mat, sat, pat, hat, flat)
- in traditional nursery rhymes like "Jack and Jill", "Humpty Dumpty"

For words that are irregular: the "whole word method" = sight vocabulary (to see and remember words as visual images)


Teaching reading to young language learners:
- remember their experience with reading in their first language
- they have knowledge of the Roman alphabet
Reading activities with younger children:
- Word cards to label objects in the classroom
- Posters with common phrases (e.g. come here; it's your turn,
sit down etc.)
- Calendar, class birthday chart, English notice board
- Letter cards / magnetic letters
- Memory card game; dominoes
- Children follow the text while listening to a recording

The English alphabet: enables them to spell words!
With young learners:
progress slowly with reading!

It's a holistic process (also involves predicting, noticing patterns, guessing etc.) Include crafting, coloring, body movements and sounds!
Reading activities for older children:

Apart from word level / sentence level practice:
- exercises to skim / scan texts
(skimming = glancing over/global reading;
scanning = looking for specific information e.g.
a date, a name, a place etc.)
- reading passages and correcting sentences
- true / false statements
- using cues, strategies
- dictionary work
- etc.
Teaching writing: children who begin to read enjoy writing too!
Therefore mostly taught in parallel.

Younger learners:
- first tracing and copying
- then word level writing: word snakes / letters mixed up / written
backwards / puzzles, gap-filling, matching pictures with words/
sentences
- finger writing (multi-sensory approach!)
- guided writing (kind of framework)

Writing activities with older children:

First practice with word and sentence level writing
Then ready for freer writing!
Examples: filling in captions in speech bubbles; writing instructions, scripts, shopping lists, recipes, puzzles, simple diaries

Computers and the Internet are useful

Writing can also be used for record keeping: lists of new words; reflection (e.g. I enjoyed ....., I learnt a lot from ..., I didn't like ...., next I'd like to learn .... etc.)

You should explore fun options for homework next to regular homework!
Teaching grammar and vocabulary (chapter 7)
- Why are native speakers fluent?
They put words together quickly in typical
combinations
- Grammar and vocabulary are stored together in the
mental lexicon in typical combinations, not in
isolation!
- Therefore: teach grammar and vocabulary together
- Picking up words .... knowing words
(e.g. "anteater" in a story)
- Children from different language backgrounds go through the same processes and make similar mistakes when learning grammar!
- Practice: opportunities to reproduce patterns and vocabulary before expressing themselves more freely
- Recycling / revising should remain fun, not a simple repetition of activities from previous classes.
For younger children:
Grammar and vocabulary should be taught in a holistic way: in the context of a story: expose them to grammar without the pressure of using it. No analyzing or separate component parts.
Vocabulary: introduce things they can see, feel, play with, touch and experience every day.
- Rhythm aids vocabulary learning even more than rhyme!
Use rich input, i.e. songs, rhymes, rhythmical stories: children
can move and clap to follow the rhythm
- How can new words interact with words they already know:
connection to their network
- Mindmaps / spiders , posters, board and card games,
memory games:
* I went to the market and bought ....
* For my birthday I would like ...
* In the zoo I saw ....
* In my cupboard there are ...

For older learners:
Start when they show an active interest in grammar forms (why is this?) or consider the grammar they are learning in Dutch.
- Move away from "here and now": new words that are not
visible or touchable; abstract nouns (e.g. friendship,
freedom)
- Use dictionaries or paraphrasing; compare English / Dutch
- Specific grammar activities: jumbled up words; complete
sentences, puzzles etc.
How do children learn to read and write in Dutch?

Describe the process in general in your own words.
Go to www.poetry4kids.com

Find a few nursery rhymes with good examples of letter-sound correspondence
patterns
Prepare one of these games to play in tomorrow's class!
Full transcript