The document discusses using gender comics to teach English. It explains that comics can motivate students to read in English by gently exposing cultural differences. Comics address students' interests and development levels. Images in comics aid understanding and teach vocabulary. The document also discusses how comics can be used to teach genres, grammar, and informal language.
Exploring students language and cultureImsoreal Ja
The document discusses a teacher's experience working with a Spanish-speaking student from Mexico to explore his language and culture. The teacher learned that the student's primary exposure is to Spanish at home through television, books, and communication with his family. Through assessments of the student's spelling and writing, the teacher determined he is at an emergent developmental stage. The teacher plans to use strategies like modeling, discussions, and technology to help the student progress in both English and Spanish literacy.
The document discusses the design process for a flyer promoting the Portland Finnish School. It describes adjusting the image, text, colors, alignment and other elements to best convey the goals of community and fun while learning Finnish. The designer aimed to find an image representing traditional Finnish appearance alongside the message. Through iterations, they ultimately returned to the original image but with accent colors drawing attention to the word "finished" in the title.
The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral diagnostic role play task at a restaurant. The summary identifies several grammatical errors made by Alexa, including incorrect word order when using a modal verb, misuse of prepositions, lack of subject-verb agreement, and improper use of articles. The profile provides examples of Alexa's errors and explains how they could be corrected to demonstrate more proficient English grammar.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
Learners and Learning: Section Four: Text as a context for learningSaide OER Africa
This section will explore the relationship between learners, text, and the world. We will find out how textbooks are written, how learners read, and how teachers can assist learners to read critically. What role do texts and literacy (reading and writing) play in learning, and how can teachers scaffold learning through text
The student understands and gives personal information with classmates and teachers in oral and written ways in conversations. The student will recognize “Verb TO BE”, simple present and present continuous structures completing sentences in a worksheet about verb tenses including present continuous and simple present. The worksheet contains 12 sentences for the student to complete using verb to be structures.
The document provides a language learner profile for a student named Nelson Gutiérrez. It includes background on Nelson, an analysis of his oral English abilities based on a diagnostic test, and a proposed lesson plan to teach him strategies to improve his oral performance. The lesson plan focuses on teaching two metacognitive strategies - using language to talk about language by asking clarifying questions, and using pantomime when unsure of a word. The goal is to help Nelson communicate more effectively in English and feel more confident speaking.
Exploring students language and cultureImsoreal Ja
The document discusses a teacher's experience working with a Spanish-speaking student from Mexico to explore his language and culture. The teacher learned that the student's primary exposure is to Spanish at home through television, books, and communication with his family. Through assessments of the student's spelling and writing, the teacher determined he is at an emergent developmental stage. The teacher plans to use strategies like modeling, discussions, and technology to help the student progress in both English and Spanish literacy.
The document discusses the design process for a flyer promoting the Portland Finnish School. It describes adjusting the image, text, colors, alignment and other elements to best convey the goals of community and fun while learning Finnish. The designer aimed to find an image representing traditional Finnish appearance alongside the message. Through iterations, they ultimately returned to the original image but with accent colors drawing attention to the word "finished" in the title.
The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral diagnostic role play task at a restaurant. The summary identifies several grammatical errors made by Alexa, including incorrect word order when using a modal verb, misuse of prepositions, lack of subject-verb agreement, and improper use of articles. The profile provides examples of Alexa's errors and explains how they could be corrected to demonstrate more proficient English grammar.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
Learners and Learning: Section Four: Text as a context for learningSaide OER Africa
This section will explore the relationship between learners, text, and the world. We will find out how textbooks are written, how learners read, and how teachers can assist learners to read critically. What role do texts and literacy (reading and writing) play in learning, and how can teachers scaffold learning through text
The student understands and gives personal information with classmates and teachers in oral and written ways in conversations. The student will recognize “Verb TO BE”, simple present and present continuous structures completing sentences in a worksheet about verb tenses including present continuous and simple present. The worksheet contains 12 sentences for the student to complete using verb to be structures.
The document provides a language learner profile for a student named Nelson Gutiérrez. It includes background on Nelson, an analysis of his oral English abilities based on a diagnostic test, and a proposed lesson plan to teach him strategies to improve his oral performance. The lesson plan focuses on teaching two metacognitive strategies - using language to talk about language by asking clarifying questions, and using pantomime when unsure of a word. The goal is to help Nelson communicate more effectively in English and feel more confident speaking.
This document profiles an English language learner named Melanie Torres. It analyzes various aspects of her English abilities, including an interview transcription, analysis of her phonetic, grammatical and lexical skills, and a lesson plan designed to address weaknesses in her vocabulary. The analysis found Melanie has generally good pronunciation for her level, but makes some vowel and consonant mistakes typical of Spanish speakers. Her grammar shows inaccurate verb tense usage and omission of words like articles and pronouns. She also answered some questions with responses that were contextually inappropriate. The lesson plan aims to teach food and tradition vocabulary using grouping strategies to help learn meanings.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
The document provides a language learner profile for a 21-year-old culinary arts student in Chile. It details his background in English education starting in primary school and continuing use of English through music. The profile examines an interview conducted in English with the student, analyzing aspects of his grammar, pronunciation, and vocabulary use. It finds issues with tense usage, omission of prepositions, parallel structure, and word order in grammar. In pronunciation, it notes his stress and intonation are generally good but he overuses fillers. It also analyzes vocabulary mistakes around omission of connectors and use of cognates.
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
The document provides information about the verb "to be" in English, which is commonly one of the first grammar points taught to English language learners. It discusses typical errors made by English language learners related to "to be", such as "I have hungry now." It then provides instruction on the present and past forms of "to be", subject-verb agreement, question formation, contractions, Portuguese interference that can cause errors, and provides a sample lesson plan for teaching "to be" that focuses on using it to ask and tell about places people are from.
My english language learner profile.docx 1 copiaTnovoa
Tania Contreras Novoa is an 18-year-old Chilean student who is studying at university. She provides details about her background, family, education and levels of English proficiency based on tests. She outlines strategies for improving her English skills, including reading strategies, use of resources, and a strategic study plan. Tania analyzes her strengths and weaknesses in English and what language skills are most important for her future goals of traveling, teaching English, and pursuing her university degree.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
This document provides a list of "Ready to Go" classroom activities for English as a Second Language (ESL) classes that require little to no preparation time from teachers. It includes listening, speaking, reading and writing activities focused on vocabulary, role playing famous people, drawing pictures to facilitate conversation, surveys to learn about students, and arithmetic and guessing games. Most activities can be easily implemented and adapted for ESL students of varying proficiency levels.
The document provides definitions, principles, and activities for four language skills: reading, writing, speaking, and listening. For reading, it defines reading as a complex skill involving various component operations. It emphasizes giving students time for extensive and sustained silent reading. For writing, it notes that writing involves putting letters together to form words, phrases, and sentences. It recommends sharing writing with other students to add authenticity. For speaking, it defines speaking as constructing and delivering understandable messages using correct pronunciation and intonation. It stresses including techniques to help students perceive and use language blocks. For listening, it defines listening as understanding not just words but also speaker's meanings, and as a reciprocal skill. It recommends using authentic tasks so students see
Using Poetry to Build Fluency and Reading ComprehensionKari Hoffman
This document provides background information on using poetry to improve reading fluency and comprehension for students with dyslexia. It discusses research showing that poetry can improve phonemic awareness, decoding, and fluency, which are important for comprehension. The document then analyzes several poems that will be used in a lesson plan for a small group of first grade students with dyslexia. The poems vary in difficulty but include decodable words and sight words appropriate for the students' reading level. The lesson aims to help students build skills like rhyming, predicting words, and committing words to memory to improve fluency and comprehension.
The document is a report on students at Bridgeport High School that includes feedback on assignments submitted by four students - Daniel Bradford, Hui Ching Chen, and Tennille Walker - on the book The Boy in the Striped Pyjamas by John Boyne. For each student, the report analyzes challenges they face, annotations of their work, and recommendations to strengthen their literacy. For Daniel, who has intellectual impairments, recommendations include one-on-one reading tutoring using the Pause, Prompt, Praise technique. For Hui Ching, an EAL/D student, recommendations include vocabulary development activities. For all students, the report emphasizes the importance of engaging instruction tailored to their needs and abilities
The document provides examples of different types of advertising and communication mediums, describing the shorthand communication techniques used in each. Shorthand techniques discussed include color schemes, universal symbols, typeface, mise-en-scene using props and settings, and anchoring. Specific examples analyzed include newspaper front pages, magazine covers, CD and DVD covers, book covers, instruction manuals, billboards, and websites. Across mediums, the consistent use of shorthand techniques like prominent images, limited colors, and clear layouts helps attract audiences and effectively convey information.
The student gave a speech outlining their senior project which was to create a bilingual children's book in French and English. They conducted research on the benefits of bilingualism in children. They worked with a French teacher as their project facilitator and an illustrator to develop the story and illustrations. Finding a publisher was challenging but they ultimately worked with a local bookstore. While translating between the languages was difficult, the process helped the student learn about themselves as an organized yet anxious worker. In the future, the student plans to study nursing while continuing French as a hobby.
The document discusses language barriers and how to overcome them. It begins by defining language barriers as the inability to communicate due to differences in the languages spoken. It then lists some common causes of language barriers, such as differences in language, regional accents and dialects, lack of clear speech, use of jargon and slang, word choice, literacy and linguistic ability, and grammar and spelling. Finally, it provides 10 strategies for overcoming language barriers, such as planning ahead, using translation apps, learning essential phrases, finding a tutor, using simple terms, enunciating clearly, communicating visually, paying attention to body language, and using an interpreter.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
This document provides information and tips on improving one's vocabulary through simple and proven methods. It discusses reading quality materials, browsing the internet, talking with others, using vocabulary books, and repeating words to strengthen memory as effective ways to build vocabulary with minimal effort. The document also explains how to use dictionaries and thesauruses effectively as resources, and recommends learning obscure words, root words, prefixes/suffixes, and using context clues to continue advancing one's vocabulary knowledge.
This document discusses using poetry to teach English. It provides background on poetry and poetic language. Poetry can be an effective way to teach language as it improves students' speaking, listening, reading and writing skills. Poems help expand students' imagination through vivid imagery. Well-chosen poems that convey clear messages can teach values and manners in an engaging way. The document also explains how poetry and linguistics are closely connected, as poetry relies heavily on linguistic elements and features of language.
Effective vocabulary instruction involves active learning strategies rather than passive memorization. Multiple exposures to new words are needed for students to learn them well. Direct instruction should be used to teach high-frequency "Tier 2" words critical for understanding different subject areas. Active learning strategies like word games, discussions, and writing can help students engage with new vocabulary in meaningful ways.
This article discusses the pedagogical value of using cartoons in language learning. It argues that cartoons can provide modified language input that is comprehensible for low-level learners. The article reviews previous research that found cartoons help increase learner motivation and confidence by creating a low-anxiety environment. Cartoons appeal to both visual and auditory senses, helping learners understand concepts. When used appropriately, cartoons can enhance learning atmospheres and promote discussion.
This document discusses the pedagogical value of using cartoons in language learning. It begins by noting that cartoons can provide authentic audiovisual input that increases learner motivation. The paper then highlights several ways that cartoons are beneficial for low-level language learners, as they provide modified input that is still comprehensible and exposes learners to new language aspects. Several studies are cited showing cartoons improve oral production, confidence, and memory when learning a new language. The document concludes that cartoons create a low-anxiety environment that enhances language learning when used appropriately in the classroom.
This document profiles an English language learner named Melanie Torres. It analyzes various aspects of her English abilities, including an interview transcription, analysis of her phonetic, grammatical and lexical skills, and a lesson plan designed to address weaknesses in her vocabulary. The analysis found Melanie has generally good pronunciation for her level, but makes some vowel and consonant mistakes typical of Spanish speakers. Her grammar shows inaccurate verb tense usage and omission of words like articles and pronouns. She also answered some questions with responses that were contextually inappropriate. The lesson plan aims to teach food and tradition vocabulary using grouping strategies to help learn meanings.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
The document provides a language learner profile for a 21-year-old culinary arts student in Chile. It details his background in English education starting in primary school and continuing use of English through music. The profile examines an interview conducted in English with the student, analyzing aspects of his grammar, pronunciation, and vocabulary use. It finds issues with tense usage, omission of prepositions, parallel structure, and word order in grammar. In pronunciation, it notes his stress and intonation are generally good but he overuses fillers. It also analyzes vocabulary mistakes around omission of connectors and use of cognates.
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
The document provides information about the verb "to be" in English, which is commonly one of the first grammar points taught to English language learners. It discusses typical errors made by English language learners related to "to be", such as "I have hungry now." It then provides instruction on the present and past forms of "to be", subject-verb agreement, question formation, contractions, Portuguese interference that can cause errors, and provides a sample lesson plan for teaching "to be" that focuses on using it to ask and tell about places people are from.
My english language learner profile.docx 1 copiaTnovoa
Tania Contreras Novoa is an 18-year-old Chilean student who is studying at university. She provides details about her background, family, education and levels of English proficiency based on tests. She outlines strategies for improving her English skills, including reading strategies, use of resources, and a strategic study plan. Tania analyzes her strengths and weaknesses in English and what language skills are most important for her future goals of traveling, teaching English, and pursuing her university degree.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
This document provides a list of "Ready to Go" classroom activities for English as a Second Language (ESL) classes that require little to no preparation time from teachers. It includes listening, speaking, reading and writing activities focused on vocabulary, role playing famous people, drawing pictures to facilitate conversation, surveys to learn about students, and arithmetic and guessing games. Most activities can be easily implemented and adapted for ESL students of varying proficiency levels.
The document provides definitions, principles, and activities for four language skills: reading, writing, speaking, and listening. For reading, it defines reading as a complex skill involving various component operations. It emphasizes giving students time for extensive and sustained silent reading. For writing, it notes that writing involves putting letters together to form words, phrases, and sentences. It recommends sharing writing with other students to add authenticity. For speaking, it defines speaking as constructing and delivering understandable messages using correct pronunciation and intonation. It stresses including techniques to help students perceive and use language blocks. For listening, it defines listening as understanding not just words but also speaker's meanings, and as a reciprocal skill. It recommends using authentic tasks so students see
Using Poetry to Build Fluency and Reading ComprehensionKari Hoffman
This document provides background information on using poetry to improve reading fluency and comprehension for students with dyslexia. It discusses research showing that poetry can improve phonemic awareness, decoding, and fluency, which are important for comprehension. The document then analyzes several poems that will be used in a lesson plan for a small group of first grade students with dyslexia. The poems vary in difficulty but include decodable words and sight words appropriate for the students' reading level. The lesson aims to help students build skills like rhyming, predicting words, and committing words to memory to improve fluency and comprehension.
The document is a report on students at Bridgeport High School that includes feedback on assignments submitted by four students - Daniel Bradford, Hui Ching Chen, and Tennille Walker - on the book The Boy in the Striped Pyjamas by John Boyne. For each student, the report analyzes challenges they face, annotations of their work, and recommendations to strengthen their literacy. For Daniel, who has intellectual impairments, recommendations include one-on-one reading tutoring using the Pause, Prompt, Praise technique. For Hui Ching, an EAL/D student, recommendations include vocabulary development activities. For all students, the report emphasizes the importance of engaging instruction tailored to their needs and abilities
The document provides examples of different types of advertising and communication mediums, describing the shorthand communication techniques used in each. Shorthand techniques discussed include color schemes, universal symbols, typeface, mise-en-scene using props and settings, and anchoring. Specific examples analyzed include newspaper front pages, magazine covers, CD and DVD covers, book covers, instruction manuals, billboards, and websites. Across mediums, the consistent use of shorthand techniques like prominent images, limited colors, and clear layouts helps attract audiences and effectively convey information.
The student gave a speech outlining their senior project which was to create a bilingual children's book in French and English. They conducted research on the benefits of bilingualism in children. They worked with a French teacher as their project facilitator and an illustrator to develop the story and illustrations. Finding a publisher was challenging but they ultimately worked with a local bookstore. While translating between the languages was difficult, the process helped the student learn about themselves as an organized yet anxious worker. In the future, the student plans to study nursing while continuing French as a hobby.
The document discusses language barriers and how to overcome them. It begins by defining language barriers as the inability to communicate due to differences in the languages spoken. It then lists some common causes of language barriers, such as differences in language, regional accents and dialects, lack of clear speech, use of jargon and slang, word choice, literacy and linguistic ability, and grammar and spelling. Finally, it provides 10 strategies for overcoming language barriers, such as planning ahead, using translation apps, learning essential phrases, finding a tutor, using simple terms, enunciating clearly, communicating visually, paying attention to body language, and using an interpreter.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
This document provides information and tips on improving one's vocabulary through simple and proven methods. It discusses reading quality materials, browsing the internet, talking with others, using vocabulary books, and repeating words to strengthen memory as effective ways to build vocabulary with minimal effort. The document also explains how to use dictionaries and thesauruses effectively as resources, and recommends learning obscure words, root words, prefixes/suffixes, and using context clues to continue advancing one's vocabulary knowledge.
This document discusses using poetry to teach English. It provides background on poetry and poetic language. Poetry can be an effective way to teach language as it improves students' speaking, listening, reading and writing skills. Poems help expand students' imagination through vivid imagery. Well-chosen poems that convey clear messages can teach values and manners in an engaging way. The document also explains how poetry and linguistics are closely connected, as poetry relies heavily on linguistic elements and features of language.
Effective vocabulary instruction involves active learning strategies rather than passive memorization. Multiple exposures to new words are needed for students to learn them well. Direct instruction should be used to teach high-frequency "Tier 2" words critical for understanding different subject areas. Active learning strategies like word games, discussions, and writing can help students engage with new vocabulary in meaningful ways.
This article discusses the pedagogical value of using cartoons in language learning. It argues that cartoons can provide modified language input that is comprehensible for low-level learners. The article reviews previous research that found cartoons help increase learner motivation and confidence by creating a low-anxiety environment. Cartoons appeal to both visual and auditory senses, helping learners understand concepts. When used appropriately, cartoons can enhance learning atmospheres and promote discussion.
This document discusses the pedagogical value of using cartoons in language learning. It begins by noting that cartoons can provide authentic audiovisual input that increases learner motivation. The paper then highlights several ways that cartoons are beneficial for low-level language learners, as they provide modified input that is still comprehensible and exposes learners to new language aspects. Several studies are cited showing cartoons improve oral production, confidence, and memory when learning a new language. The document concludes that cartoons create a low-anxiety environment that enhances language learning when used appropriately in the classroom.
Cartoons can be effective pedagogical tools for language learning. They provide modified authentic language input that is comprehensible even for low-level learners. Cartoons help increase learner motivation and reduce anxiety by creating a low-stress atmosphere. Research shows that exposure to cartoons improves learner confidence and ability to participate in class discussions. Cartoons appeal to both visual and auditory senses, breaking up monotony. They allow learners to respond personally and develop higher-order thinking skills. When used appropriately, cartoons have been shown to enhance the learning process and environment.
This is a presentation I created for my Queen's University Masters Course (PME 841 Critical Foundations of Literacy) all about Phonemic Awareness, Phonetic Awareness and Reading Engagement.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
002 week 4 identity, investment and language learning copylisyaseloni
This document contains the agenda and discussion topics for an English class on identity, investment, and language learning. The class will discuss key concepts from readings by Norton, Hall, and Holliday. Students will share ideas and questions from the readings. There will also be a discussion of social identity with Bonny Norton and of language and culture projects. The document outlines the agenda, provides summaries of student comments on the readings, and highlights ideas from Norton's research on how relations of power and identity affect second language acquisition.
Chapter 1 introduces storytelling as an ancient art form that has been an integral part of human society. Chapter 2 discusses how storytelling can help children develop oral language skills and improve vocabulary, comprehension, and ability to analyze stories. Chapter 3 explains how teachers can effectively deliver storytelling to engage children and help them develop language mastery, critical thinking skills, and emotional intelligence. Teachers should choose age-appropriate stories, memorize them, use expression and gestures, include questions and pauses, use illustrations and props, maintain eye contact with children, and practice delivery.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docxinfantkimber
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
This document discusses the importance of avoiding incorrect stereotyping in intercultural communication. It notes that as communication across different countries increases due to technology, learning English is important but not enough - intercultural communication skills must also be developed. The document presents an activity where students are asked to make assumptions about people's occupations based on photos alone, which likely reinforces stereotypes. It then defines stereotyping and discusses how stereotypes can negatively impact communication between different groups and lead to prejudice. Students are asked to discuss greetings in different countries in pairs.
This document discusses using puns to teach English. It begins by explaining how understanding jokes is part of language acquisition and how puns can help lower students' anxiety and increase metalinguistic awareness. It then describes four categories of English puns: 1) soundalike or homophone puns, 2) lookalike or polysemous word puns, 3) close-sounding word puns, and 4) texting puns using alphabetic, numeric, or simplified spelling. Examples of each category are provided. The document explains how understanding puns requires recognizing multiple meanings of words in context. It suggests puns can be incorporated into lessons and provides references for finding classroom-appropriate pun examples.
This document provides an overview of sociolinguistics and discusses key concepts from seminal researchers in the field. It summarizes Basil Bernstein's theory of restricted and elaborated codes, explaining how working-class children may be disadvantaged by their habitual use of restricted code. It also summarizes Shirley Brice Heath's research comparing literacy practices and bedtime stories in three American communities, finding that middle-class children were better prepared for school due to experiences that mirrored classroom activities. The document concludes that the work of Bernstein and Heath suggests social class is fundamentally important in education, as schooling privileges certain literacy practices and types of knowledge associated with middle-class communities.
A visual literacy unit for students in years 7 and 8lpanozza
This document outlines a visual literacy unit for students in years 7 and 8 that teaches skills in analyzing and creating visual texts. The unit explores various visual genres like photographs, comics, picture books, television advertising and films. Students learn frameworks for "reading" different visual texts by considering elements like objects, settings, color, body language and more. Activities include analyzing photographs, sequencing comic panels, writing stories to accompany picture books and more. The goal is for students to critically analyze socio-cultural contexts and production of visual information.
This document discusses function words and content words. It defines function words as words like auxiliary verbs, prepositions, articles, and conjunctions that help connect important information but add little meaning on their own. Content words are defined as nouns, verbs, adjectives, and adverbs that provide the important information needed for understanding. Examples of content words like "house" and "beautiful" are provided. The document also discusses pronouns as a type of function word that refers to other nouns and how they are important for understanding texts. Synonyms are also covered, defined as words with almost the same meaning, and how recognizing synonyms can help with comprehension.
Clerici catering for MI VAK and other students of EFLCarolaClerici
This article relies on Howard Gardner’s theory of multiple intelligences. Gardner stated that intelligence is not a singular phenomenon but rather a collection of seven distinct intelligences within every individual: linguistic, logical-mathematical, spatial, bodily kinaesthetic, interpersonal, intrapersonal and musical (Gardner, 1983). Besides, Visual/Auditory/Kinaesthetic model for learning preferences complements the understanding of Garner’s theory. NLP presuppositions are found along this work, as well.
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2. 2. LEARNING TO READ IN ENGLISH WITH COMICS
2.2 Motivation to read in English
Who is currently in full on the practice of teaching foreign language
knows the difficulty in motivating students to read something that is not in their
mother tongue. Even the Portuguese teachers complain about the lack of
interest in reading, whether classical or contemporary literature. Awaken the
sympathy of the students in reading in a foreign language has not been an easy
task, but this is the most requested skills by PCNs (Parametros curriculares
nacionais) and more necessary in the process of communication in the social
context in general.
The first step we must take so that this problem can be solved is to
motivate our students. According to Fernandez (2009, p.64) the latest study in
the field of motivation are the linguist Dörnyei, in which he combines linguistic
theories, the psychological and social class. The author divides the process into
three levels of motivation: the level of language, the student's level and the level
of learning situation.
The level of language is the most comprehensive and reflects the image
that the student has the communities where the language is spoken, admiration
or not the culture of the country of the target language, the prestige of the target
language in the social context and the usefulness of language for these
students.
The student's level refers to the characteristics of individual students as
the desire for perfection and self-confidence. The desire for perfection awakens
in students the need to succeed in running activities, while the self-esteem
involves them.
And the last level of the learning situation, refers to the components of
formal learning as: content, teaching materials, teaching methods, how the
teacher is needed in the classroom and how they are developed in the work
3. group. All these are factors that can increase or decrease the interest of
students by language that is being taught.
In order to motivate students to read, we look in the comics the starting
point for the development of this motivation. Once you have chosen a story
produced in Brazil cultural differences are gently exposed, not causing much
disgust or lack of understanding foreign customs. We do not want our students
become admirers in countries that speak English, but we want them to learn to
respect differences while allowing the idea that one culture is better than
another.
We can see an example in the figure below two typical situations of
foreign culture, but that is easily understood by students:
fig.1
Figure 1: the notes from Monica are exposed not as numbers, but with
letters, we don’t find this method of evaluation in Brazil, but it is clear to them
that there is a connection between the notes numerical Brazilian educational
system with the letters displayed here. Let's look now to Figure 2:
4. fig.2
In Figure 2 we have a moment of relaxation and fun in the class. In Brazil
hardly would find a group of kids playing baseball in the street, this is also a
situation in which we find traces of foreign culture. This is a way of motivating in
terms of language, English language learners adapt to the customs without
denigrating or exalting one culture or another.
The story motivates students in appropriate level of perfection and
confidence. In the case of the high school where teenage boys and girls found
in the formation of personality, certain matters discussed in the stories can
encourage reading and develop an interest in reading in a foreign language.
Issues such as friendships, relationships, school, decisions, among others, will
collide directly with their reality and it reflects the theories of Holden (2009,
p.71) argues that when the reading has to be done with pleasure. Know that the
5. dilemmas for which they are passing it also happens with other young people
stimulate your self-confidence and consequently to generate interest in history
his desire for perfection will be developed simultaneously. Sequenced or not the
comics arouse more and more like reading from the student, and this is an
excellent bridge for learning a foreign language. The level of learning is directly
linked to teacher performance in the classroom. For this reason we aside a
specific topic for this step.
2.2 The teacher and the use of comics
2.2.1 The aid of images
The comics can contribute greatly to the success of foreign language
teaching in many respects, but the biggest advantage is the teacher can explore
the variety of images that contains the comic, and how these communicate.
Rossi (2009, p.9) defines the image as something that "seduces by its very
presence, as the word implies a linearity in their reading. The word evokes
something that is absent, the image is already present, here and now. "
If the word and the image have both important functions in the cognitive
process can be concluded that the two together will do a more thorough job
when it comes to foreign language teaching.
Beger (apud Rossi 2009, p.10) believes that "the view comes before
words. The child sees before speaking." Whether they are images that move
the modern world we can not exclude them from the process of learning and
teaching only code written. However, Nation and O'Toole (apud Procopio 2010,
p.93) suggests:
(..) need for careful selection of visual elements, because, for him, all
forms of expressing meaning involve changing an idea in a way
observable, therefore, indirect, and liable to be misinterpreted and can
not give exact concept of the word .
6. Along with the foreign language classes can promote visual literacy of
students, since we are working with comics. Examine, for example, the texts
that are read as images may aid in understanding the context of the story.
Eisner (1989, p.10) argues that "the lettering treated graphically and service
history is an extension of the image." In Eisner image below shows an example
where the way the letters are displayed the title of the story can elicit ideas on
your reading while not in their mother tongue.
Fig. 3
The letters on the stone tablet make a reference to the Ten
Commandments given to Moses by God. The position of the character makes
reference to a position of prayer. The word contract is a word cognate.
Associating then words connate, inferences graphic image title we can easily
arouse our students to discover the meaning of the title as much as what it is
about this story.
In the stories of Monica's gang is more common to find this kind of
images literate. Consider:
7. Fig. 4 Fig.5
In picture 4 we see the title of the story linking the word son and a baby
into letter O. So they can realize that the baby has the characteristics of Jimmy
Five, explaining that the word son means a kinship between the baby and the
character highlighted.
In Figure 5 makes this word giving the impression of movement,
functions as a reference to its significance. Exploring the well-spelled words or
drawn around the meaning we can enrich the vocabulary of the students without
being constantly resorting to the dictionary to discover the meaning of words or
even phrases.
Another way to explore the meaning of words through images is through
onomatopoeia. These associated images can awaken the power of discovery of
learners of foreign language, especially in English because it is full of words that
make reference to the sound of actions that they reproduce. Observe the
following figures:
8. Fig.6 Fig.7
In Figure 6 we find Jimmy Five shutting the door and the word slam
which means something close to violence. In the same story, in Figure 7 we
found the baby ripping Jimmy’s comics and the noise as rip, rip, rip it means
tearing.
Fig.8 Fig 9
In Figures 8 and 9 when we found the attack of Jimmy Five in Junior and
when Junior retaliates by attacking with a shove, the word used to associate the
sound with the action is thump, that means aggression. If we found the same
story four words that reflect their meaning through images, we can work
constantly this strategy and soon we will have students with a rich vocabulary,
and when faced with a text that does not have any image, they will know the
meanings simply by memorizing these words by pictures.
The features of the characters and how the balloon is exposed or their
absence in the story also conveys important information for understanding the
context. In figure 10 the features of J-Five and Monica reflects the nervousness
9. of one and tentative to calm another. In addition to the features of the character
in bold font and shape of the balloon reflects the desperation of the character,
thus facilitating understanding of the context of the overall framework.
The images undoubtedly have much more to offer, however, we limit
ourselves to the above information. It is up to each teacher to seek the best way
to work the images and explore the vocabulary and meaning of the general
context of the story so engaging and effective for learning the target language.
2.2.2 Genre and comics
Just as we can use the images to find out the context, we can also use
the context to introduce a lesson on text genres and their representations in
society. According Marcuschi (2008, p.155):
(...) texts embodied in communicative situations recurring. The textual
genres are the texts we encounter in our daily life and who are defined
by characteristic patterns socio communicative functional
compositions, styles and goals enunciative concretely realized in the
integration of historical forces, social, institutional and technical. (...)
Are empirical entities in communicative situations and express
themselves in various assignments constituting in principle open lists.
By working with the teaching of a foreign language is very important
that we emphasize the textual genres targeted education, since they are
constantly used in communicative situations.
10. The comics of teen Monica daily episodes portrays a group of teenager
who goes to school, have fun, use the modern means of communication, finally,
we can find various kinds of texts embedded in the top stories.
The report Monica's shown in Figure 1 can be an opportunity to display
the name of the school subjects and their abbreviations for the newsletter. Calls
phone messages can be a bridge for the teaching of virtual language, where the
word you, for example, stops being written as you and just happens to be
written as u because the phoneme is the pronoun cited.
A letter explaining the
next figure 11 can be a model to
illustrate how to pay someone a
letter, submit the degree of
intimacy that reflects each word
in the foreign language.
We also address some
issues grammar through text
genres. For example, if we look
at Figure 12, which shows the
sign of a comic book store, so we
can work the genre marquee
commercial establishment like
the possessive case.
Fig 11
Fig. 12
11. However the conveniences of teaching grammar through comics
beyond the work associated with textual genres. Then present some techniques
of how to exploit the grammar through daily situations in comics.
2.3 Functional Grammar in comics
Although the textbooks now come under the criteria of PCNs, as
teachers, we still find it difficult to work with the grammar in its functionality.
Usually the texts are worked according to the grammatical rules to be learned in
that quarter or semester.
We propose that the use of comic books can do the opposite, seeking
during the context of the narrative and to explain how the models are used
grammatical, or even through the recurrence of these models in various
contexts students can discover the same use and functionality of these rules.
With the comics this technique becomes viable because, as we have seen
above, we have several text genres and everyday situations that contribute to
the understanding of language in their general context.
According Tomitch (2009, p. 193) we should focus on reading
comprehension as the main objective to be attained in foreign language
classes. And he reinforces saying:
From this perspective, the teaching of reading strategies and / or the
teaching of grammar and / or teaching vocabulary are seen as "tools"
or "means" to achieve the ultimate goal and not as "ends" in itself.
Teaching through the simple past by means of memories that the
character Monica, for example, has a day at the beach with J-Five is more likely
to pique the interest of young learners of the English language than any other
text, for a teenager. Gradually they realize they have previously learned verbs
are modified, and the recurrence of the late ed and the use of did in
interrogative and negative sentences, they began to understand better, with the
12. help of the teacher, that these are the specific construction of the simple past in
English.
The use of scenarios that refer to their daily lives, as J-Five using the
modal verb can to ask for the car keys from his father can make the grammar is
better understood than when simply explain their rules and examples expose
loose on the board to be followed in the exercise.
One point that we consider very important in learning a second language
and that often is ignored by textbooks, are slang and abbreviations used in oral
speech. Teach only the formal language is a mistake we made in the teaching
of foreign language and sometimes even the teaching of the mother tongue. It is
important that the students learn the language as it is conveyed in modern
society. If we analyze an advertisement realize that the language used is that
the consumer will understand, otherwise the product will not be sold.
Likewise we need to work with these words in foreign language. The
media in times of globalization not only displays the formal language, then we
must be updated so that we will not train students who can not associate
abbreviations or slang to what was learned in the classroom.
In the stories produced for young people find a great variety of this
language. In Figures 13 and 14 we find two clear examples, see:
Fig.13 Fig. 14
13. In a dialogue between J-Five and Smuge after Smudge proof uses the
phrase I dunno referring to the phrase I do not know. We found that expression
constantly being used in movies or television shows and even music. This type
of expression must be worked in a comparative, always making a parallel
between the language and the language conveyed educated among young
native speakers of English.
As in the case of the word wanna, when used by Monica J-Five
questions with the phrase: But you wanna know what? We can not neglect
these situations when teaching English.
Anyway, there are different perspectives on how to work with English
language comics, this research only awaken readers to some of these
possibilities. It is now up to each teacher to analyze his class of students and
choose the best way to work this kind of reading so rich in teaching strategies.
14. References
EISNER, Will. Quadrinhos e Arte Seqüencial (tradução: Luís Carlos Borges)
– 3o ed. – São Paulo: Martins Fontes, 1999.
FERNANDEZ,G.E;CALLEGARI,M.V. Estratégias motivacionais para aulas
de espanhol. São Paulo, Companhia Editora Nacional, 2009.
HOLDEN, Susan. O Ensino da Língua Inglesa nos Dias Atuais. São Paulo,
Special Book Services Livraria, 2009.
MARCUSCHI, Luiz Antônio. Produção textual, análise de gêneros e
compreensão. São Paulo: Parábola Editorial, 2008.
PROCÓPIO, R.B.; SOUSA,P.N. Letramento visual no ensino-aprendizagem
de vocabulário em língua estrangeira. In The especialista, v3, nº1(93-118)
2010.
ROSSI, Maria Helena Wagner. Imagens que falam: leitura da arte na escola.
Porto Alegre, Editora Mediação,2009.
SOUZA, Mauricio de. Na eventful day!. Revista Monica teen. Nº3. Panini
comics, 2012.
______.The love of an Angel. Revista Monica teen. Nº5. Panini comics, 2012.
______.Count on me! Revista Monica teen. Nº2. Panini comics, 2012.
______.Everyday adventures. Revista Monica teen. Nº1. Panini comics, 2012.
______.Take of him, he’s your son. Revista Monicas’s gang. Nº21. Panini
comics, 2011.
TOMITCH, Leda Maria Braga. Aquisição de leitura em língua inglesa. In
Ensino e aprendizagens de língua inglesa. São Paulo, Parábola Editora,2009.