Meeting primary school teachers 14 10 2023 sidi naamane.pdf

Meeting & workshop for Primary School Teachers
Sidi Naamane 24/10/2023
Mr.Samir Bounab (yellowdaffodil66@gmail.com )
Characteristics of Young Learners
Young children, especially those up to the ages of nine and ten, learn in the
following ways
They respond to meaning even if they don‘t understand individual words.
They often learn indirectly rather than directly-that is they take the
information from all sides, learning from everything around them rather than
only focusing on the precise topic they are being taught.
They rely on spoken words and the physical world to convey meaning.
Their understanding comes not just from explanation ,but also from what
they see and hear, and crucially, have a chance to touch and interact with.
They are as well able to work and learn from others.
They find abstract concepts such as grammar rules difficult to grasp. They
learn better through concrete things rather than abstract concepts.
They generally display enthusiasm for learning and a curiosity about the
world around them.
They have a need for individual attention and approval from the teacher.
They respond well to praising.
They are keen to talk about themselves and respond well to learning that
uses themselves and their own lives as main topics in the classroom.
They have a limited attention span; unless activities are extremely
engaging, they can get easily bored, losing interest after ten minutes or so.
They enjoy learning through playing and working together.
They ask questions all the time.
They are very active and imaginative.
They enjoy imitating and are skilfull in listening accurately and mimicking
what they have heard.
(J. Harmer. 2007, The Practice of English Language Teaching, England: Pearson Education
Limited)
Learning styles
Learning/ Perceptual Styles :
Learning/ Perceptual Styles refer to how a person learns, remembers and
understands best. The basic types of learning styles are visual, auditory ,
kinaesthetic and tactile ( VAKT).
Visual : learners who get information best by seeing it. Visual verbal
learners like to see information in the form of words or written language.
Visual non-verbal learners like to see information in graphic form(charts,
tables, graphs, pictures, symbols or graphic organizers.
Auditory: learners who get new information best by listening and hearing.
These learners work well in group settings where vocal collaboration is
present and may enjoy reading aloud to themselves, too.
Kinesthetic: learners who get new information best by doing or moving.
kinesthetic learners are hands-on and thrive when engaging all of their
senses during course work.
Tactile: learners who get new information best by touching and
manipulating objects.
What teaching strategies are good for different learning/perceptual
styles?
Visual :
Visual verbal: Write instructions, questions and answers on the
blackboard. Let learners read silently.
Give learners an example of finished assignments so that they can see
what they should do
Visual non verbal: Show assignments, activities or tasks so learners can
see what to do.
Use visual aids like diagrams, pictures, charts, graphic organizers to
represent information.
Introduce new words and ideas using examples, images ...
Auditory:Read instructions for activities, tests and homework assignments
aloud.
 Describe the information on charts, graphs or diagrams.
 Ask learners to work in small groups to discuss problems or answers.
 Let learners ask and answer questions during lessons or
presentations.
Give an oral summary of important ideas from lessons or readings.
Let learners present and listen to presentations.
Kinesthetic & Tactile :
Use role plays and simulations.
Let learners work with models or different materials.
Visit places connected with the topic.
Organize group or pair work that requires learners to stand up and move
around the classroom.
Classroom Guidelines:
Print rich environment : learners should see age appropriate books and
reading materials, colourful pictures, posters and wall charts. One way to
involve learners and encourage them to learn is to display their works.
The organization of the classroom
The classroom should be organized in a way that facilitates the
teaching/learning process and fosters interaction between learners.
The teaching/learning process could be achieved through which promote
collaboration and exchange of ideas and experience. class-presentation, or
pair and small group work
Teachers need to choose the arrangement that is suitable to the lesson, to
the classroom and to whether the furniture is movable.
Establishing rules and routines
This ensures a positive learning experience because learners will acquire
habits that make work easy for both teachers and learners and thus
achieve the learning objectives and the instructional goals.
So, right from the beginning of the year, teachers should discuss the
classroom with the learners along with the consequences of good
behaviors and misbehaviors. The teacher may post these rules on the
classroom walls.
Classroom language
Establishing rules and routines goes hand in hand with adopting simple and
everyday language. This might include useful phrases or expressions like
greeting and saying good bye, asking for permission, thanking, apologizing,
saying one‘s name, age, asking questions when they don‘t understand, etc.
Span of attention
The young learners‘ span of attention varies according to their age.
Children generally have a short attention span. Some children may fall
outside of that spectrum. Consequently, teachers should make sure there is
a variety of activities, i.e., changing activity every ten minutes or so, to cater
for different learning styles and to avoid boredom.
Instruction giving:
The instruction should be simple, brief and accurate. Teachers should
explain, demonstrate illustrate the instructions, and check their
understanding. Young learners do not learn simply by being told what to do.
In addition, teachers are advised to pause after they give any instruction,
i.e. a wait time/think time is necessary for learners. It is also essential to
monitor learners‘ work and provide them with enough time to carry out the
activity
Teaching strategies
Teachers are expected to bring to their classes a wide range of age
appropriate learning strategies to make learning fun and effective like using

audio visuals aids (songs, videos, realia, pictures, diagrams, etc...), games,
role plays, drilling in chorus and individually, cooperative learning, etc.
Inclusive education
All pupils even those with special needs have the right to an education that
is appropriate to their needs. The aims of education for pupils with special
needs are the same as for the other pupils. They are granted full access to
education so as they can pursue their dreams and contribute to the
development of the community.
Framing of the Syllabus
. The exit profile:
1. The global competence: defines concisely what is expected from
learners and what they are able to do, according to their age, needs and
immediate environment, at the end of the year, the key stage or the cycle to
ensure the vertical coherence in the curriculum
2. Values: The purpose of education is to transmit the values that a society
has chosen for itself.
-Values common to all its members: political and social, cultural and
spiritual whose objective is to consolidate the national unity.
-Individual values: emotional and moral values, aesthetic values and
humanist values opening onto the universal.
According to the Orientation Law, the missions of school in terms of
spiritual and civic values are:
1.Assertion of the Algerian personality and consolidation of the unity
of the nation through the promotion and preservation of the national
values.
2.Training on citizenship, promoting and developing human
resources;
3.Openness to the world;
4.Reaffirmation of the principle of democratization.
Cross-Curricular Competences:
The cross-curricular competences complement each other and are of four
different types: intellectual, methodological, communicative and personal
and social. Furthermore, learning situations very often draw on these
competences synchronously.
a- Intellectual: refers to the basic competences (using information,
exercising critical thinking, solving problems and using creativity) that can
be mobilised as resources in the development of competences.
b- Methodological: is the combination of skills and procedural knowledge
that are mobilized to solve problem situations, to adapt procedures to the
resolution of specific situations, or to develop new procedures to solve new
situations.
c- Communicative: concerns all areas of communication, expression and
verbal and non-verbal interaction. Languages and the various conventional
languages are considered to support the development of communicative
competences.
d- Personal and social: these are all the integrative skills that can mobilise
the individual and/or collective resources of a group to carry out a project.
Domains: There are four domains: oral comprehension, oral production,
written comprehension and written production.
C. Target competences: There are four target competences. They serve
the global competence. Each one is composed of three components:
knowledge, skills and attitudes.
D. Resources: They are of two types:
1- Linguistic resources: they include key vocabulary and lexis, grammar
and pronunciation.
2- Cross-curricular resources: They are segments of each of the cross-
curricular competences, intellectual, methodological, communicative and
personal and social, used in interaction with each other to contribute to the
structure of the learner‘s skills and attitudes in a certain learning situation or
for specific instructional purposes
Oral comprehension :
 Comprehend oral messages and identify the meaning of words in
familiar context using paralinguistic features
The learner can:
1. recognise the meaning of words and expressions.
2. use the context and paralinguistic features to deduce the
meaning of words and expressions.
3. be an attentive listener.
Oral production: Interact orally in communicative situations related to the
learner’s daily concern and interests using simple words and expressions.
The learner can:
1. identify simple words and expressions to interact orally.
2. use simple words and expressions to interact orally.
3. respect the interlocutor.
Written comprehension: Decode symbols, read simple messages of
about 30 words and understand the meaning of words and structures using
graphophonic knowledge and visuals.
The learner can:
1. identify reading basics and decoding strategies.
2. use reading basics and decoding strategies.
3. show respect to his peers‘ readings.
Written production:(Most of the time, the domains are integrated)
Write letters, words and simple sentences using correct handwriting and
punctuation.
The learner can:
1. Recognize the features of writing letters (sizing, spacing and
alignment).
2. Use features of writing letters correctly.
3. Respect the features of writing letters
TEACHING SKILLS
I Listen and Repeat 35 mn
‘Listen & Repeat’ is an essential step towards improving the listening skill of
young learners, their pronunciation and their learning of new vocabularies.
During this session,
The teacher uses topic appropriate visual aids (video, realia,
pictures, etc...).
The teacher is the model; he either reads (models) the words or
phrases using his voice or plays the audio and the learners repeat.
The teacher may ask simple questions that require short answers to
ensure understanding without reference to any written form.
How to demonstrate phonemic awareness?
Learners can demonstrate phonemic awareness in several ways ,
including:
1. Isolating phonemes: Learners identify specific sounds at the beginning,
middle, and end of words.
Example:- Teacher: what is the first sound in the word dog?
-Learners: /d /
2. Blending phonemes: students blend phonemes to form real words.
Example:- Teacher: what word is made from /b/, /a/, /t/ ?
-Learners : bat
Mr.Samir Bounab (yellowdaffodil66@gmail.com

3. Segmenting words into phonemes: Learners break a word into
individual sounds by counting the sounds or by moving a marker for each
sound.
Example:-Teacher : How many sounds are there in ‗bake‘?
-Learners : 3
Adding phonemes: Learners make new words by adding sounds to a word.
Example:-Teacher: What word do you make when you add a /b/ to the
beginning of the word ring?
-Learners: bring
4. Deleting phonemes: Students identify the word that remains when a
phoneme is removed or deleted.
Example:-Teacher: What word is left when we drop the /s/ from the word
spot?
-Learners: pot
5. Substituting phonemes: Learners make a new word by replacing a
specified phoneme with another.
Example:-Teacher: Say the word bag. Now change the /b/ to an /r/. What is
the new word? -Learners: rag
How to teach phonemic awareness
Procedure :
1. The teacher needs to choose topic appropriate pictures or very short
texts / dialogues to practice language.
2. Learners listen to the short text, which is supported by pictures to
engage learners and trigger their imagination.
3. The teacher can either read the story or play an audio. When reading,
the teacher needs to pronounce words clearly and adjust the speed to
learners, exaggerate body gestures, face learners and avoid any
distractors.
4. The teacher may ask simple questions that require short answers to
ensure understanding without reference to any written form.
5. The teacher allows choral then individual repetition (drilling).
Using visuals
In addition to audios, teachers use visual aids to ensure understanding and
save both time and efforts. Visuals are valuable and purposeful pedagogical
tools for young learners.
a) Visuals show situations from real life.
b) They engage learners and help them understand visualize key concepts.
c) They encourage learners to think about the words they are reading or
hearing.
d) They reveal the representations and perceptions of the learner and reduce
teacher‘s talking time.
I Sing and Have Fun & I Listen and Repeat
Procedure:
Teachers deal with the song as follows:
1. Introduce the song telling one interesting fact about it, using visuals.
2. The teacher displays pictures to make learners memorise the new words
easily.
3. Sing the whole song to the class (or use CD/ smartphone, …)
4. Sing the song or play it, one more time. Have students listen to the rhythm
and different pitches.
5. Have the students sing the whole song with you (don‘t expect perfection)
6. Let the students have the opportunity to sing the song without the teacher
while they are singing walk around and listen to the voices of individual
students to hear the different pitches.
www. eduref.org
I Read and Discover 45 mn
There are five key components of reading for every child:
1. Phonemic awareness: is the ability to hear, identify and manipulate these
individual units of sound ( oral practice).
2. Phonics: is the process of matching the sounds of spoken English with
individual letters or groups of letters. It is referred to as the alphabetic
principle.
3. Fluency: is recognizing the words in a text rapidly and accurately and
using phrasing and emphasis in a way that makes what is read sound
like spoken language.
4. Vocabulary: The more words learners know, the better they become at
reading and understanding the texts.
5. Reading comprehension: is the culmination of the reading process and
the ultimate goal of learning to read. The purpose of mastery of each of
the previous skills is to enable comprehension.
Procedure
The objective of ‘I Read and Discover’ is to focus on the target phonic(s) in
the section using decoding strategies. Learners discover how letters are
pronounced in a context.
Decoding words goes through the following steps:
-Segmentation: Learners put their fingers under the word and move from
the left to the right. They separate the sounds in the word to recognize
individual sounds and understand the relationship between letters and
spoken sounds (phonics) and create phonemic awareness, emphasizing the
beginning and ending sounds.
-Blending: Learners put the sounds together in a word, giving special
attention to vowels in
this stage example short /i/ and short /e/ as in /pit/ and /pet/.
Chunking: Learners recognize familiar word parts (chunks) to help them
pronounce a
word.
-Sight words: Sight words are words like ‗come, does, or who’ that do not
follow the rules
of spelling. Decoding these words can be very difficult for young learners. At
this stage, learners are not supposed to tackle these words.
-Present meaning: make sure learners understand the meaning of each
word they read, using the context, drawings, pictures, miming, etc. Checking
the understanding of meanings
should be frequent
. Another way to develop the reading skill is to cut out simple cards and
write a word containing three sounds on each one (e.g.: van, sat, dig,
top, sun, fin, pot). Invite learners to choose a card, and then read the word
together. Hold up three fingers Ask them to say the first sound they hear
in the word, and then the second, and then the third.
Read and Enjoy 45 mn :This session is devoted to reading through games
to make learners better readers.
1. It helps them enrich their stock of vocabulary, develop their spelling and
writing skills and their pronunciation. Games and fun activities are a
vital part of teaching English as a foreign language.
2. They liven up the lesson and ensure that learners leave the classroom
wanting more.
3. They help learners to increase self-confidence by forgetting about the
stress of giving accurate answers.
4. They motivate and engage them through competition.
5. They also add to the effectiveness of teaching. ―Games introduce an
element of competition into language learning which can help create a
purposeful use of language‖ (Prasad 2003).

6. Teachers should explain the rules and illustrate them before starting
any game
7. The game should focus on learning, practising and reviewing
previously taught items.
8. The game should involve a friendly competition.
9. The game should involve and interest all learners.
I Read and Write
Learners have learnt to form lower-case letters correctly, now they can
move to the following step which is joined handwriting (cursive).
They may copy written recording (the date, copies of very short written
texts from the board/ textbook, work cards, etc.) correctly.
Learning to join letters for handwriting enables children to develop a
speedy, fluid and legible handwriting style.
This session includes completing a form after having read the very short
text in session 2 ‘ IRead and Discover’. The form –they have to complete-
must be be related to the topic around which the section is revolving.
For instance, the learners may be asked to design a family tree when
introducing family members and to complete an ID card when introducing a
friend .
Procedure
 Learners refer to the very short text read in session 2.
 Learners may be asked to read the text aloud ( a few reading times would
be enough).
Teacher introduces the form and makes sure the learners are familiar with
its components.
 Learners select appropriate words/ expressions to complete the form.
Learners should be trained to copy words and short sentences in joined
handwriting along the teaching/learning process.
Teachers are the models in class; they should have good writing habits.
Young children are not always aware that writing starts from the top left
corner and finishes at the bottom right.
 The rules must apply to both-teachers and learners.
 If teachers write anyhow, learners will replicate them. Children are
good imitators.
 The work of the teacher on the board must at all times be an
example of correct,
The Problem Solving Situations
Types of Situations
4. Initial Situation:
At the beginning of the year, learners of fourth year primary school are
put into four problem situations; each one corresponds to one of the
target competences. These situations are presented as follows:
a. In a situation related to oral comprehension, the learners may be
asked to identify the meaning of sentences in a very short oral text.
b. In a situation related to oral production, the learners may be asked to
interact orally using simple words, expressions and sentences.
c. In a situation related to written comprehension, the learners may be
asked to read a text of about 40 words.
In a situation related to written production, the learners may be asked
to fill in a form with specific details using correct handwriting.
The tasks mentioned above should not exceed 5 minutes as the
objective behind is to motivate the learners and stimulate their
curiosity to learn and discover. The answers of the learners should be
recorded or kept in order to be used during the pauses to check the
learners’ progress towards the target competences.
Learning to Integrate
a. Learning to integrate in groups: The same tasks (related to the 4
domains) are set to check the learners‘ progress. The learners should
compare their present response with the previous one (the response
related to the initial situation).
b. Learning to integrate individually: Other tasks (related to the 4
domains) are set to check the learners‘ ability to integrate individually.
6. Situation of integration
A global situation (a set of different tasks) that is meant to serve the 04
target competences is set and dealt with individually. Other tasks are
set during the last pause (individual learning to integrate & integration)
to check progress and adjust learning through remediation and
standardization.
Assessment
Assessment is the ongoing process of gathering evidence of what
each student actually knows, understands, and can do to increase their
learning and development.
Diagnostic Assessment
Diagnostic assessment can help identify students‘ current knowledge
of a subject, their skill sets and capabilities, and to clarify
misconceptions before teaching takes place. Knowing students‘
strengths and weaknesses can help teachers plan what to teach and
how to teach it.
Formative Assessment:
It refers to a wide variety of tools that teachers use to conduct in-
process evaluations of students‘ learning progress during a lesson,
section, or unit. Formative assessment helps teachers identify
learners‘ strengths and weaknesses so that adjustments can be made.
Formative Assessment Tools When we think of assessment, we often
think about tests. But good assessment is much more than tests - it‘s a
chance to discover what our students understand so that we can help
them learn and grow.
Nonverbal Assessment: This type of assessment is very useful with the
young learners. It helps teachers to determine whether the individual
truly understands concepts by asking him to physically demonstrate
his understanding of words and text through physical demonstration
or the creation of a visual representation such as a drawing or a model.
Emoji self /peer Assessment: This technique involves the students to
assess themselves or their peers by showing the appropriate emoji
that reflects their performance in a given task.
K-W-L Chart The K-W-L chart: is a simple way to ask questions
concerning "who" and "what" questions. The K category asks the
learners to state what they knew before they began the course to check
their pre-requisites. The W section provides learners with the
opportunity to state what they want to know or gain from the
instruction provided. The L category provides students with an area to
state what they have learned in the class.
Think- Pair :– Share Students do the task individually (think). Then,
they pair up with a classmate and discuss their answers (pair).Finally,
they discuss their answers in groups (share).
Portfolio assessments Portfolios :are practical ways of assessing
student work throughout the entire year. With this method, you can
systematically collect descriptive records of a variety of student work
over time that reflects growth toward the achievement of the objectives
set before. Portfolios include information, sample work, and
evaluations that serve as indicators for student performance.

By documenting student performance over time, portfolios are a better
way to crosscheck student progress than just one measure alone.
Portfolios can include:
 Samples of students‘ handwriting.
 Re-ordered short stories images.
 Tasks sheets.
 Drawings representing student content knowledge.
 Teacher descriptions of student accomplishments, such as
performance on oral tasks.
 Checklists.
 Drafts related to the initial situation
Summative assessment takes place after the learning has been
completed and provides information and feedback that sums up the
teaching and learning process.
Typically, no more formal learning is taking place at this stage.
Learners usually receive a score or a mark from this kind of testing.
Source : Didactic Guide 2023

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