Cyprus: Teaching writing

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Teaching tools for
understanding-
producing oral speech
and writing
Learning value and dynamics

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 «pedagogical tricks» (aplications, strategies, mediations,
interventions) that the teacher uses, in a targeted and flexible
way, in his/her teaching, in order to actively involve the
student in his own learning process.
 The teaching tools used for understanding a text, are, in a
few words, the various strategies we use, in order to process
a text.
Teaching tools for understanding
and producing

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Strategies and tools:
Strengthen the intake and storage of
information.
Strengthen the understanding of texts.
The existence of multiple linguistic
opportunities – activities generally
leads to the creation of a class
environment that promotes lingual
development.

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Teaching tools for understanding and
producing
Teaching tools for understanding and
producing
“I still cannot see anything in the
horizon, there is nobody there,
everything is the same”.

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PART A
Teaching tools for understanding and
producing oral speech

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1. Brainstorming
The children express their ideas in questions, and, in this way, they
can express their opinion.
2. The star
A student expresses his/her question (a “star” that needs lightening)
and then chooses from whom he/she wants to get the “light”.
3. Notes
The students listen to a text and write down notes.
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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4. Mental diagrams– conceptual maps:
They are given to students, during a listening activity, in order to be
completed, according to a specific goal (e.g. pros and cons, finding 3
different opinions) and, also, in order to produce oral speech.
5. Map of narration
6. Circle of narration:
The students sit in a circle and, in turns, continue each other’s
story
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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7. Stations of narration:
 The beginning (re-narration)
 The focus (Complete what the previous speaker said)
 The reflection (Choose a point and starting from there)
 The summary (Repeat what you have heard)
 The expansion (Add your own comments)
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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After reading a text, we provide the children, in a
random and playful manner, with the cards.
What could be done?What could be done?
The reflection:
Choose a point of the story
and start the story from
there.
The reflection:
Choose a point of the story
and start the story from
there.
The expansion:
Add your own comments,
reactions, critical remarks to
the text.
The expansion:
Add your own comments,
reactions, critical remarks to
the text.
The beginning:
Start re-narrating the text.
The beginning:
Start re-narrating the text.
2.The focus:
Add more details to what the
previous speaker said.
2.The focus:
Add more details to what the
previous speaker said.
The summary:
Summarize and repeat what
has already been said
The summary:
Summarize and repeat what
has already been said

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8. Multi/dimensional questions of understanding after a
narration
Types of questions for understanding a text
Literal questions:
The students obtain information that is clearly stated in the text.
Inferential questions:
Understanding and interpretation of the text is required. The students make use
of previous knowledge, which they correlate to the text information and
make conclusions.
Evaluative – Critical questions:
These questions lead the students to expressing their concerns and making
critical evaluations of the context, the structure and the language of the text.
Whenever they believe it’s necessary, they express personal opinions and
present new ideas.
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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Examples of questions:
•
Level 1: Literal questions
• Who is Akis?
Who are the main characters of the story?
• What does Akis do, when he studies his homework?
• How does the Little Red Riding Hood cheat Akis?
• Why is grandma’s noes so big?
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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Level 2: Inferential
questions:
• What kind of text is the one we have read?
• What kind of “illness” did grandma have?
• What kind of Akis’s secrets did the Little Red Riding Hood
reveal?
• What are the dangerous monsters that overwhelm the
house?
• What does the hunter in the story represent?
• What is the purpose of the story?
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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•
Level 3: Evaluative – Critical questions:
• Are there Little Red Riding Hoods in real life?
• What kind of dangers exist while surfing the Internet?
• Are all our cyber friends real friends in our real lives?
• Can you describe the features of a real friend?
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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9. Working in couples
Think – Cooperate – Announce
The couples of students are asked to cooperate and
share their opinions, in order to fulfill a task.
10. Method 1 – 2 – 4
I work individually.
We work in pairs.
We work in quadrants
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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11. Debate
While examining a topic, the students are involved in a debate.
12. Jigsaw puzzle
Each student focuses on a specific aspect of a topic. At a
second stage, students with the same focus meet and
exchange information.
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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13. The “hot chair”
A student, sitting on the “hot chair” impersonates a role and the rest
of the students ask him/her questions (evaluative and critical
questions).
14. Ankles of opinion
The classroom is divided in four parts: the “I agree” part, the “I don’t
agree” part, the “I don’t know” part and the “I’m still thinking” part.
They take position on a topic under discussion.
15. The telephone
The teachers starts narrating a story. Three students, that remain
outside the classroom, enter the class in turns and transfer the
story from one to another.
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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16. Changing point of view
The students re-narrate the story, by changing the point of view,
e.g. another character tells the story.
17. Word wall
Vocabulary, that supports the discussion of the unit, is presented
on the classroom board.
Teaching tools for understanding and
producing oral speech
Teaching tools for understanding and
producing oral speech

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Teaching tools for understanding and
producing written speech
PART B

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1. Predictions
Taking advantage of information, in order to predict the context
Prediction –Justifying the prediction – Confirmation –
Contradiction
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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2. I’m guessing the story
•The students are making guesses on what can happen in the
story.
•This is a practice that increases the interest of students in
reading, as they anticipate learning whether their guesses are
right or wrong.
•Prediction of context (I’m guessing the story)
•Given only the title of the story
•The title and a sentence
•The pictures with or without captioning (small classes)
•With or without the title and 10 key words, in chronological order
•With or without the title and phrases from the text
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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What can we do afterwards?
 Reading of the students’ predictions and justification of
their choices (argumentation).
 Reading of the prototype and comparison to the
students’ predictions.
 Who was closest to the real plot?

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3. What do I know? What do I want to learn? What
have I learned?
Know-Want-Learn
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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What do you know ? What do you want to
know?
What have you
learned?
Διδακτικό Εργαλείο Κατανόησης Κειμένου Know-Want-Learn

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4. Discovering the language or the structure of the text
(using tenses of verbs,
adjectives, phrases etc.)
5. Placing the text in context (thematic, communication)
The students recognize the source (writer) and the social and
economic background. They critically search the ideas expressed or
the communicational circumstances.
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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6. Notes The
students write down notes in the text, such as:
? Question ! I like this X Key point
! = I like this Χ = key point
? = question
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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7. I have – I haven’t understood this:
They write down what they have or haven’t understood during a
first reading and, after the analysis of the text, they change
their notes.
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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8. Targeted reading, using multiple techniques
e.g. Fast reading, in order to find out the main idea, detailed
reading, in order to find out the writer’s point of view on an
issue, guided reading, which the teacher interrupts, in order to
ask open-typed questions.
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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Page 30
Stragedy 3, 2, 1
33 key points I
located in the text
22points I findpoints I find
interestinginteresting
11 question thatquestion that
still bothers mestill bothers me
33 differencesdifferences
between this… andbetween this… and
thisthis …
22similaritiessimilarities
between thembetween them
11issue that needs
more examination

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Page 31
10. Venn Diagram – Locating similarities and differences
articlearticle
Real factsReal facts
fotographsfotographs
Fairy taleFairy tale
ImaginaryImaginary
eventsevents
titletitle
Teaching tools for understanding and
producing written speech

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Teaching tools for understanding and producing
written speech
Teaching tools for understanding and producing
written speech
Horrible
life , mean
sister
Horrible
life , mean
sister
Invitation
to the ball,
making of
clothes
Invitation
to the ball,
making of
clothes
Dance
with the
prince
Dance
with the
prince
She has to
leave the ball.
She has to
leave the ball.
Return to the horrible
life, not as horrible as
before, since she had
an unforgettable
experience
Return to the horrible
life, not as horrible as
before, since she had
an unforgettable
experience
The prince finds her
and her life is nothing
like before.
The prince finds her
and her life is nothing
like before.
e.g.
Cinderella
Individually or group work
11. Story Line
Placing the events on a diagram

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Story -Time LineStory -Time Line
e.g., the two friends

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Page 34
Visual representations:
Organizers
Description
Types of graphic organizers, according to the type of
the text
Sequence Cause - result
Comparison –
Contrast

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12. Story mountain
Schematic representation (picture or diagram) of the
developmental plot of the narrative text (e.g. the
development of the narrative text can be
correlated to the emotional development / the
development of the emotional condition of the
main character of the story)
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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Venn Diagram – The Mountain of PlotVenn Diagram – The Mountain of Plot
Turning pointTurning point
increasing actionincreasing action
locationlocation
smoothingsmoothing
conclusionconclusion

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Venn Diagram – The Mountain of PlotVenn Diagram – The Mountain of Plot
Increasing
action
Increasing
action
Turning pointTurning point
smoothingsmoothing
conclusionconclusionlocationlocation

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12. Story grammar
Filling a table with the answering wh – questions
13. Options line
Two different options.. E.g how technology influence
people’s lives (good-bad)
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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14. Creating a new story-making changes
15. Draw something, in order to interpret it
Teaching tools for understanding and
producing written speech
Teaching tools for understanding and
producing written speech

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16. Text Graffiti
With this specific tool, children are asked to
read a story, discuss it with their partners,
make conclusions about the meaning and
context. Then answer extendable questions.
After that children change partners, follow the
same procedure for the other stories and they
make comments.
Teaching tools for understanding and producing
written speech
Teaching tools for understanding and producing
written speech

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Creative graffiti
activity 1:
Write the story in your own words.
activity 2:
Write your own opinion
activity 3:
Write your own title
activity 4:
Compose a poem according the theme of text

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Δημιουργικό Γκράφιτι (Παραλλαγή)

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Thanks
Loukia Mylona