UNIT 4: Teaching Reading and Writing
Specificts Didatics 1 - TPON°2 MindMap - Prof. de InglésInstituto Montoya - 2021
1. Students
1.1. Mendieta, Jonathan
1.2. Warenycia, Nicolás
2. Teaching READING
2.1. Five initial literacy steps
2.1.1. Awareness and exploration
2.1.2. Experimenting with reading (and writing)
2.1.3. Early reading (and writing)
2.1.4. Transitional reading (and writing)
2.1.5. Conventional reading (and writing)
2.2. In order to read a child must
2.2.1. Understand the alphabet
2.2.2. Decode
2.2.3. Develop sight vocabulary to read fluently
2.2.4. Develop strategies to help with comprehension and fluency
2.2.5. Read texts that match his/her reading level and interests
2.2.6. Engange in extensive reading
2.3. Approaches to teaching reading
2.3.1. Phonics
2.3.1.1. Focuses on the letters, teaches the relationship between sounds and letters
2.3.1.2. Phonemic awareness activities
2.3.1.2.1. Separating words into their phonemes
2.3.1.2.2. Using traditional rhymes
2.3.1.2.3. Going on a rhyme hunt
2.3.1.2.4. Playing match games
2.3.1.2.5. Developing riddles
2.3.1.2.6. Playing odd man out
2.3.1.2.7. Playing bouncing ball
2.3.1.2.8. Playing rhyming words walk-about
2.3.1.3. Phonics activities
2.3.1.3.1. Identifying the number of syllables in a word
2.3.1.3.2. Pointing to words that share a common letter-sound
2.3.1.3.3. Sorting pictures or making a collage of objects that begin with the same letter-sound
2.3.1.3.4. Matching words that share a common letter sound
2.3.1.3.5. Creating words from letter that have a matching letter-sound
2.3.1.3.6. Repeating chants that have a common letter-sound written on the board
2.3.1.3.7. Using predictable or patterned books
2.3.2. Whole Language
2.3.2.1. Constructs comprehension of written texts using four clues:
2.3.2.1.1. Grapho-phonemic clues: referring to expectes sound-symbol correspondences
2.3.2.1.2. Semantic clues: referring to what word(s) would be expected, base on the meaning thus far
2.3.2.1.3. Syntactic clues: referring to the part of speech that would be expected in a given place in a sentence
2.3.2.1.4. Pragmatic clues: referring to wha would be expected given the purpose of the text
2.3.2.2. Sight words are used in early literacy
2.3.2.3. Whole Language sequence of reading activities
2.3.2.3.1. Reading Aloud: Reading a text (story, song, etc.) and allowing students to participate by repeating or pointing to words on the boar.
2.3.2.3.2. Shared reading: helps establish the relationship between spoken and written language by pointing out the words as they are read and accompanying the text with pictures as well as discussing whether they are familiar with the type of story that is going to be read. They may also predict what is going to happen next in the story.
2.3.2.3.3. Guided reading: teacher provides scaffolding for children who are reading (and who are at the same reading level) by helping them with specific words, homophones, and/or punctuation. It is helpful to use predictable books with repeated patterns so that they may develop their decoding skills
2.3.2.3.4. Independent reading: The children may choose which story they would like to read by themselves or with a reading buddy. Having them listen to an audio version of the book as they read along may be helpful as well as having them write down important information about the book such as the title, author, their rating of the book/story, number of pages, and comments they would like to make.
2.3.3. Language Experience
2.3.3.1. Uses oral language as the basis of a written story, one or more students dictates the story to another (more competent writer). It can be an invitation, a thank-you note, a message to another student, etc. The following steps must be followed:
2.3.3.1.1. Participate in a common experience (field trip, celebration, having a visitor, etc.)
2.3.3.1.2. Have a discussion
2.3.3.1.3. Decide what to write, using a brainstorming web or other graphic organizer
2.3.3.1.4. Dictate the "story" to the teacher, who writes it so all can see
2.3.3.1.5. Read back what the teacher has writen
2.3.3.1.6. Decide if they want to edit anything
2.3.3.1.7. Copy what is written on the board into their notebooks
2.3.3.2. Suggested follow-up activities:
2.3.3.2.1. Cut up the copied sentences into sentence strips and sequence them
2.3.3.2.2. Add new sight words to the class word wall or their vocabulary notebooks
2.3.3.2.3. Find rhyming words or words that begin or end with the same sound
2.3.3.2.4. Complete a gap-fill, filling in important words from the story
2.3.3.2.5. Play vocabulary games such as Concentration or Bingo with vocabulary words
2.3.3.2.6. Create a new ending for the story or text
2.3.3.3. Two approaches regarding the production of a written text using this approach:
2.3.3.3.1. Exact words:
2.3.3.3.2. A teacher-edited text:
3. Early Literacy
3.1. At this stage, learners are still building literacy skills in their native language, these skills can be transferred to their second language and vice-versa
3.2. Is composed of knowledge and skills that precede reading and writing
3.3. Is composed of oral and written language
3.4. It is important to show learners what we can use reading and writing for
3.4.1. We can use things like jingles, songs, dramatic play, etc. In order to peak their interest in developing literacy skills
3.5. Early literacy activities include:
3.5.1. Listening to stories for meaning
3.5.2. Learning to write their names
3.5.3. Naming alphabet letters
4. Developing a child's literacy skills
4.1. 3 – 4 year-olds
4.1.1. They need pictures or realia to prompt comprehension.
4.1.2. They can draw to show understanding They can be read aloud.
4.2. 5 to 7 year-olds
4.2.1. They are starting to learn to read and write in their own language. (mechanics)
4.2.2. They still benefit from picture books with and without text.
4.2.3. They start getting meaning from words. We can introduce some words for...
4.2.3.1. Tracing
4.2.3.2. Copying
4.2.3.3. Labelling
4.2.3.4. Sight Words
4.2.4. Language experience might be useful.
4.2.5. We can use phonics too.
4.3. 8 to 9 year-olds
4.3.1. Most can read in their own language and will transfer their reading skills to English.
4.3.2. You will be able to devote less time to the mechanics and concentrate on content (reading comprehension)
5. Teaching WRITING
5.1. What is Writing?
5.1.1. The most neglected skill in EYL and in most EFL classes
5.1.1.1. The reasons of why is not more present are
5.1.1.1.1. Time
5.1.1.1.2. Number of studnets
5.1.1.1.3. Theacher only think in long text difficult and time consuming to evaluate
5.1.1.1.4. The notions that children nead must learn to read before they can write or they need to reach a significant level of proficiency in the language.
5.1.1.2. Activities are not varied enough
5.1.1.2.1. They become stale, repeptitive and tedious for both the teacher and the student.
5.1.1.2.2. Usually stuck in guided and controlled activities and necleck the more indeprendent ones that develop creativity and meaningful language use.
5.1.1.3. We don't focus on the differents porpuses of writing
5.1.1.3.1. To
5.2. The Product vs Process Approach to Writing
5.2.1. Components of writing
5.2.1.1. Audience
5.2.1.1.1. The intended readership.
5.2.1.2. Purpose
5.2.1.2.1. The reason for the piece of writing.
5.2.1.3. Genre
5.2.1.3.1. A category or a certain expected style of writing.
5.2.1.4. Language style
5.2.1.4.1. An expected grammatical form or use of vocabulary and phases determined by the genre.
5.2.1.5. Components
5.2.1.5.1. The parts that makes up the structure.
5.2.1.6. Structure
5.2.1.6.1. How the components are arranged.
5.2.2. The Product approach
5.2.2.1. Students write with the end product in mind.
5.2.2.1.1. Teachers assess the end-product.
5.2.2.2. Consist of a bottom-up approach
5.2.2.2.1. Accuracy in the language is the focus
5.2.2.2.2. Controled and guided activities to help the children learn the basics of writing
5.2.2.3. Also know as the Traditional Method
5.2.2.4. The sole objective is to produce a piece of writing that is...
5.2.2.4.1. Error-Free
5.2.2.4.2. Neatly Presented
5.2.2.5. The focus is on form and grammatical accuracy.
5.2.2.6. Activities
5.2.2.6.1. Students follow a model provided by the theacher and write their own ideas in the model.
5.2.2.6.2. Theacher writes the beginning of a piece of writing and the students write the ending.
5.2.2.6.3. Students write a response to something they have listening to or have read.
5.2.2.6.4. Students write different types of paragraphs
5.2.2.6.5. Controlled writing activities could be...
5.2.2.6.6. Guided writing activities could be...
5.2.3. The Process Approach
5.2.3.1. Appear in the late 70s as a result of
5.2.3.1.1. the development in cognitive psicology
5.2.3.1.2. studies of how we write in our first language
5.2.3.2. Consist on a bottom-up approach
5.2.3.2.1. Focuses o fluency
5.2.3.2.2. Encouraged children to write and express themselves freefly. Without too much worry about spelling, grammar, or punctuation until the final stage of the process.
5.2.3.2.3. Writing is a thinking process, and in that process, children will be learning
5.2.3.3. It was a reaction of the percieve restrictions of the product approach.
5.2.3.4. The teacher will
5.2.3.4.1. Mark various drafts and outlines
5.2.3.4.2. As well as the final product
5.2.3.5. The focus is on the "STEPS" taht a writer takes towards the end product.
5.2.3.6. Activities
5.2.3.6.1. THE WRITTING WORKSHOP
5.2.3.6.2. Shared and Interactive writing
5.2.3.6.3. DIALOG JOURNALS
5.2.3.6.4. "POWER" Acronym
5.2.4. Which one is better?
5.2.4.1. The reality (after various studies and research) is that teachers need to be practical. In th end, both of these approaches are needed
5.2.4.2. Both are valuable and have different advantages
5.2.4.2.1. Product Approach
5.2.4.2.2. Process Approach
5.2.4.3. "In writing class, students need to be taught both how to use the process to their advantage as language learners and writers, and also how to produce an aceptable product on demand" -Raimes 1991
5.3. Unfortunatly, we usually forget this when we assign writing in our classes.
5.3.1. Remember that in real life we write because we want to communicate something to a real audience.
5.3.2. Children need the opportunity to engage in creative writing and to write authentic texts for authentic purposes.
5.3.3. Use the FAT-P technique
5.3.3.1. Every writing should have a specific
5.3.3.1.1. Form
5.3.3.1.2. Audience
5.3.3.1.3. Topic
5.3.3.1.4. Purpose
5.3.4. A wide range of texts
5.3.4.1. Addres labels
5.3.4.2. Alphabet books
5.3.4.3. Brochures
5.3.4.4. Diaries
5.3.4.5. Gretting cards
5.3.4.6. Lists
5.3.4.7. Invitations
5.3.4.8. Menus
5.3.4.9. Mini-books
5.3.4.10. Name cards
5.3.4.11. Posters
5.3.4.12. Recipes
5.3.4.13. Signs
5.3.4.14. Poems
5.3.4.15. Thanks-you notes
5.3.4.16. Response journals
5.3.4.17. Stories
5.4. Make your classroom print-rich
5.4.1. Label the school supplies
5.4.2. Classroom jobs
5.4.3. Birthdays list
5.4.4. Posters displaying the classroom rules
5.4.5. An interactive calendar
5.4.6. Games
5.4.7. Reading corner
5.4.8. Display the student work
5.4.9. Prepare a thematic unit display
5.4.10. Detachable and mobable print works even better.
6. Reading and Writing Digital Texts
6.1. YLs may find tha tthey do incresaing amounts of their reading and writing Online
6.2. At least some of the text older young learners write, was well as read, should be those that communicate information to others through
6.2.1. E-mail
6.2.2. Blogs
6.2.3. Texts
6.2.4. Paired class assigments
6.3. If actual internet access is not available, assigment can model interent communication with documents that resemble E-mails or other communication.
6.4. Activities
6.4.1. E-Pals and Paired Classes
6.4.1.1. The modern adaptation of pen-pals
6.4.1.2. Students works in pairs and write to each others (could be from diferent classes and even cities) regularly
6.4.1.3. The topics usually are
6.4.1.3.1. Introductions
6.4.1.3.2. Likes/Dislikes
6.4.1.3.3. Descriptions of favourites
6.4.1.4. The can excange e-mail and discuss what they would like to know about the other class
6.4.1.5. Student and Teacher could work together and desie on a series of brief topic to write about
6.4.1.6. Older Students can serve as "tourist guides"
6.4.1.6.1. Introduccion their communities
6.4.1.6.2. Expplaining what makes their communit a fun place to live
6.4.2. Photo-autobiographies
6.4.2.1. Older children can take pictures of
6.4.2.1.1. Family
6.4.2.1.2. Friends
6.4.2.1.3. Pets
6.4.2.1.4. Toys
6.4.2.1.5. Favourite games
6.4.2.2. Small digital or prints books are develop
6.4.2.2.1. If the children doesn't have acces to a digital camera pictures could be scanned for inclusion
6.4.2.3. Children create their own book
6.4.2.3.1. 1 picture per page
6.4.2.3.2. Depending the level of literacy they could add
6.4.2.4. An alternative is that every children contribute (1 pictrure each) to an online class newsletter.
7. To conclude
7.1. Reading and writing are active and complementary activities
7.1.1. Writing is an interactive process involving
7.1.1.1. The Writer
7.1.1.2. The text
7.1.1.3. The Reader
7.1.2. In a classroom YLs can
7.1.2.1. Read and then write about what they have read
7.1.2.2. Or read what olther children have written.
7.1.2.3. Reading can be thoght as a preparation for writing and writing as producing something for others to read.
7.2. Reading and Writing activities should be meaningful but also provide controlled and guided practice to support learners in teir reading and writing develpoment.
7.2.1. Both Bottom-up approach and top-down approach activities must be provided.
7.2.2. In each new unit or leson plan, a meaningful context for reading and writing should be established before children focus on the smaller elements of written language.
7.3. A range of reading and writing activities and texts should be integrated into a Unit or Lesson plan
7.3.1. Children need opportunities to engage with range of reading and writing activities.
7.3.1.1. Ones supported by the teacher
7.3.1.2. Ones that encourage independent reading and writing
7.3.2. Time must be set aside to allow children to choose books or other matherials appropiate to their...
7.3.2.1. Age
7.3.2.2. English proficiency
7.3.3. Digital text must also be included whatever possible.
7.3.3.1. In their EYL classes
7.3.3.2. Remotely, thorugh online communication.