Introduction
These three lessons give teachers ideas on how to use technology to promote good reading strategies. The lessons can be modified according to ability/grade level and content area.
The criteria sheet which accompanies the three lessons was designed to chart student progress and can be included in student portfolios. Teachers are able to use the data collected, in a class spread-sheet, to chart class progress. The last component of this unit includes a sample of a student's retelling on Hyperstudio, a versatile tool that can include video and is appropriate for students of all ages.
Lesson #1: Pre-Reading Strategies
Objective:
Prior to reading, students will be able to activate prior knowledge and generate predictions in order to comprehend text.
Materials:
Over-head projector, multi-media tools: video, books on tape, CD-ROMS, word processor, video disc, film strip, access to the internet (if available)
Procedures:
1. Teacher selects level-appropriate text
2. Briefly introduces the story/topic/concept
3. activates the student's prior knowledge through text and/or a multi-media approach (see materials above)
4. Teacher initiates discussion on topic and record students' responses on the over-head projector
5. Teacher asks students to predict what the text will be about
6. Students will record their predictions on word processors and/or tape recorders
Evaluation:
See criteria spreadsheet: Students will share connections between personal experiences and the story. Students will record adequate predictions.
Lesson #2: During Reading Strategies
Objective:
During reading, students will monitor and re-adjust their comprehension of text.
Materials:
Text, video camcorder, tape recorder, word processor
Procedures:
1. Teacher directs students to read the text (softly to themselves, to the teacher or into a tape recorder)
2. While they're reading, teacher will interact with students to assist with problem solving strategies
3. *Teacher will note and record problem-solving attempts and successes and any strategy used on criteria spreadsheet
4. *Students will record any new predictions on their word processor or into the tape recorder
Evaluation:
See spreadsheet criteria: Students will reread to check understanding and/or self-correct. Students will actively use information sources.
Lesson #3: After Reading Strategies
Objective:
After reading, students will revisit predictions and text to engage in problem-solving activities.
Materials:
Text, video camcorder, tape-recorder, CD-ROMS, word processor, over-head projector or LCD panel, Hyperstudio or Powerpoint
Procedures:
1. teacher talks about text/story and invites responses which can be recorded on overhead projector
2. teacher refers to text to discuss important features
3. teacher will ask students to compare and contrast predictions made throughout the reading of text
4. students will rework a final version of their story prediction on a tape recorder or word processor
5. students will do a retelling of the story or a summary of the text on tape, word-processor or videotape
6. students will create a storyboard; each card of the storyboard will list segments of the retelling, sequentially and any multi-media tool they will use
7. teacher and students will work together to produce a hyperstudio presentation
Evaluation:
See spreadsheet criteria: Students will able to read text with fluency. Students will be able to retell or summarize text.
Software and Internet
Extension Activities
• Multimedia Recommendations
• Links for Extension Activities on the Internet
Multimedia Recommendations
The following language arts multimedia programs been recommended by T.H.E (Technological Horizons in Education) Journal, vol. 25, number 9, April 1998.
JumpStart First Grade Reading for ages 5-7, is a game with activities that help students master critical skills of phonics, word recognition and story comprehension.
An Odyssey of Discovery: Writing for Readers and An Odyssey of Discovery: Writing for Readers for students age 9 and up both reinforce existing writing skills while encouraging budding writers to experiment with techniques such as brainstorming using visual prompts and editing. Both contain activities to enhance the creative thought process. Writing for Readers teaches plot, character and setting development.
Newskids- Learning Hot off the Press comes with teacher and student videos. Students learn how a newspaper story is written including the five who,what,where,when and why questions involved in writing a good story. The teacher 's video discusses how newspapers can can be incorporated into classroom content areas.
Reading Blaster for ages 9-12 is an engaging mystery game dealing with vocabulary, comprehension and sentence structure. There are three levels of difficulty for the reading material, which insures the software will remain challenging.
For those interested in a word game, Carmen Santiago Word Detective, for ages 8-14, teaches students to become proficient in puzzles that reinforce word definition, dictionary skills and speech recognition. Teachers are able to create their own word list for students to practice with.
Links for Extension Activities on the Internet
Internet activities can include doing research, e-mailing a classmate or an author, joining a mailing list to discuss books with other teens, publishing individual or class web pages and/or contributing own book reviews or poems to existing students' reviews and poetry databases.
ERIC/REC - Effective Strategies to Enhance Education for All Learners
Learning about the Author and Illustrator
YALSA-BK Join this mailing list to discuss books with other teens and adults. Send an e-mail message to listproc@ala1.ALA.org.
YALSA Booklists
Inkspot - For Young Writers
- Find out what I'm doing, Follow Me :)
Teaching Reading Using technologies
Community Language Learning
Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed.
Examples of these types of communities have recently arisen with the explosion of educational resources for language learning on the Web.
Introduction :
1) It takes its principles from the “Counseling Learning Approach” developed
by Charles A. Curran.
2) It was created especially for Adult Learners who might fear to appear foolish ;
so the teacher becomes a Language Counselor , he understands them and leads
them to overcome their fears .
3) It follows Krashen’s Monitor Theory (Affective Filter Hypothesis) and the
Cognitive Theory where the human mind is active .
TECHNIQUES
1) Build relationship
2) Explain procedure
3) Set time limit
4) Language for communication
5) Human Computer
a- teacher stands behind students
b- teacher repeats , doesn’t correct
c- interaction among students
d- students feel in control /
responsible
6) Native language + translation
7) Reflect on experience , talk about
feelings
8) Teacher = counselor =>
he understands, he listens
9) Accepting , non-threatening
atmosphere, Non-defensive
learning => security, involvement,
attention, reflection, retention,
discrimination
10) One task at a time
11) Cooperation , no competition
12) Language Experience Approach :
create a story after an experience ,
feelings are the main focus
13) Teacher-student centered : both
are decision-makers
14) Syllabus designed by students at
the beginning
15) Creative thinking + self-evaluation
16) Integrative Test : Paragraph writing
or oral interview
PRINCIPLES
1) Tape Recording
2) Transcription
3) Reflection on Experience
4) Reflective Listening
5) Human Computer
a- teacher stands behind students
b- teacher repeats , doesn’t correct
c- interaction among students
d- students feel in control / responsible
6) Small Group Tasks
Lesson Plan
Lesson Title: Community Language Learning
Focus of Lesson: To encourage and promote real conversations in English with beginning language learners.
Objectives:
* To hear the correct pronunciation of English words
* To repeat and re-create the pronunciation
* To foster a relaxed atmosphere for English language learning
* To promote student-student interaction
* To practice grammatical structures of the English Language
Level of Students: Beginning Level
Applicable Learning Standards: ELA 1: read, write, listen, and speak for information and understanding. ELA 4: read, write, listen, and speak for social interaction
Preparation Time: The teacher should be familiar with the philosophy and techniques of
The Counseling Approach (Community Language Learning).
Implementation Time: approximately one hour (flexible)
Materials and Supplies:
* Portable tape recorder
* Classroom board with chalk or markers
Room Arrangement: Students sit in a circle, preferably around a table. (I didn’t have access to a round table and had the students put their chairs in a circle).
Introduction to Teachers: Many beginning ESOL Students are afraid to speak English for fear that they will be speaking incorrectly and perhaps laughed at. This approach provides a very relaxing and supportive atmosphere and actually gets the students to engage in real conversation. They hear the correct pronunciation from the teacher who stands behind the students and coaches them. The students are amazed to hear their conversations on the tape recorder.
Procedure:
Introduction to Activity:
Ask the students to move the tables back and form a circle with the chairs. Explain to the students that they will speak about whatever they wish (the weather, feelings, the class etc.) in correct English into a tape recorder. Tell the students that you will help them with their English and translate from Spanish (or the student’s L1) if necessary. Have one student who understands translate your introduction into Spanish, if possible.
Show the students that they will only speak into the tape recorder when they are speaking correctly.
Development of Activity:
Allow the students to be silent for a while until one of them feels ready to speak. (If the silence persists, encourage them to begin and remind them that they can speak in their L1, and that you will help them).
When a student is ready to speak stand behind him or her. Listen to the student’s statement or question. Slowly say the statement (or question) in correct English in repeatable chunks (3 to 4 word phrases) and allow the student to repeat after you until his or her pronunciation and intonation is clear. When the student is able to say their phrase clearly allow him or her to record the phrase. When the student has finished recording he or she should press the "pause" button on the tape recorder. The next student to speak follows the same procedure: practicing their pronunciation with the teacher standing behind them until you feel that student is ready to speak into the tape recorder.
A Conversation from my ESOL 1 Class:
Eduvina: Narda, how are you today?
Narda: Good
Eduvina: Did you like your new job?
Narda: Yes, I liked it.
Rosa: Do they need another person at the job?
Narda: Yes, but I have to ask the supervisor.
Rosa: Narda, please speak to the supervisor for me.
Narda: Okay, Rosa, tomorrow.
Do you know where I work and what I do?
Rosa: Yes, you work in housing.
Ruth: What are we going to do next week?
Eduvina: I’m going to my job on Tuesday.
Gricelda: Why is there no class on Tuesday?
Narda:Narda: Because the teacher has a meeting.
Rosa: I’m staying home.
Luisa: Why?
Rosa: I don’t have a job.
Ruth: Why don’t you have a job?
Rosa: I couldn’t get my fingerprints done.
After the Conversation:
Ask the students how they felt during the conversation and taping? Play the tape for the students. Ask them how it sounded to them. What and who sounded better? Why?
Play the tape again this time, pausing the tape to write each sentence on the board.
Have the students repeat the conversation and read from the board, either chorally or individually. Point to the words, but don’t speak. If their pronunciation is incorrect, then correct it (you’ll have to speak for that) and have the students repeat.
Have different students take on different roles of the conversation. Try to promote natural speaking instead of a prepared reading.
Ask the students which words they found difficult to pronounce and underline these words. Also ask them which words are new to them and underline these as well.
You can choose any focus you wish. I focused on pronunciation and vocabulary, but as a follow up I decided to focus on the formation of questions.
Assessment:
The students will be assessed by their participation in this exercise. This can be done visually by the teacher: are the students speaking, listening, repeating chorally and practicing the dialogue? Do the students seem engaged? If the focus is on pronunciation the teacher needs to circulate among the groups to listen for and correct pronunciation difficulties.
Reflection on Lesson:
The lesson was well received by the students, although they were a little frightened at first. They smiled and laughed as they listened to the tape. They were able to recognize who sounded more natural. They also told me that they thought they needed to speak more English and pronounce better. I decided to incorporate this lesson into my teaching routine.
COMMUNITY LANGUAGE DIALOGUE AND WORKSHEET ESOL 1 TILLA ELAHI, TEACHER
Luisa: Ruth, why didn’t you come to school Tuesday?
Ruth: I had an appointment.
Rosa: What kind of appointment?
Ruth: I had a doctor’s appointment.
Militza: Alberta, how many children do you have?
Alberta: I have 3 children.
Luisa: Did you resolve the problem with your son?
Alberta: No.
Luisa: Is the problem serious?
Alberta: No, it’s not serious.
Militza: What’s the problem?
Alberta: I want to transfer my son out of his school.
Militza: How old is your son?
Alberta: My son is 15 years old.
Rosa: What’s wrong with his school?
Alberta: The students disrupt the class too much. They tease my son.
Ruth: What school does he go to? Alberta: John Jay
VOCABULARY WORDS
kind wrong disrupt tease
GRAMMAR
1. Question Words
Did-does-do Examples: Ruth, why didn’t you come to school? Did you resolve the problem with your son? What school does he go to? With the verb- Be (is, are, am)- DON’T USE DO-DOES-DO! Examples: How old is your son? What is the problem? Is the problem serious?
Silent Way Teaching
The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners. It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners. The Silent Way allows this.
The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience. This Gattegno considered to be the basic principle behind all education: "Living a life is changing time into experience."
The students are guided into using their inherent sense of what is coherent to develop their own "inner criteria" of what is right in the new language. They are encouraged to use all their mental powers to make connections between sounds and meanings in the target language. In a Silent Way class, the students express their thoughts and feelings about concrete situations created in the classroom by themselves or the teacher.
Procedures
This method begins by using a set of colored rods and verbal commands in order to achieve the following:
To avoid the use of the vernacular. To create simple linguistic situations that remain under the complete control of the teacher To pass on to the learners the responsibility for the utterances of the descriptions of the objects shown or the actions performed. To let the teacher concentrate on what the students say and how they are saying it, drawing their attention to the differences in pronunciation and the flow of words. To generate a serious game-like situation in which the rules are implicitly agreed upon by giving meaning to the gestures of the teacher and his mime. To permit almost from the start a switch from the lone voice of the teacher using the foreign language to a number of voices using it. This introduces components of pitch, timbre and intensity that will constantly reduce the impact of one voice and hence reduce imitation and encourage personal production of one's own brand of the sounds.
To provide the support of perception and action to the intellectual guess of what the noises mean, thus bring in the arsenal of the usual criteria of experience already developed and automatic in one's use of the mother tongue. To provide a duration of spontaneous speech upon which the teacher and the students can work to obtain a similarity of melody to the one heard, thus providing melodic integrative schemata from the start.
Materials
The complete set of materials utilized as the language learning progresses include:
A set of colored wooden rods A set of wall charts containing words of a "functional" vocabulary and some additional ones; a pointer for use with the charts in Visual Dictation A color coded phonic chart(s) Tapes or discs, as required; films Drawings and pictures, and a set of accompanying worksheets Transparencies, three texts, a Book of Stories, worksheets
About Me
- FDP
- Making a blog is not only about design. A simple but nice blog is the most favorable one. Make it like this guys...