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Teaching tools to help sts with SEN

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Tools to work with vocabulary, grammar, reading and writing

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Teaching tools to help sts with SEN

  1. 1. Teaching tools for helping students with special educational needs Lic. Silvia Rovegno MSD 7, Dickens Institute
  2. 2. Agenda √ General accommodations √ Teaching vocabulary √ Teaching grammar √ Teaching reading √ Teaching writing √ Q and A
  3. 3. Before we start….
  4. 4. General Accommodations  give more time  give short, concise, linear instructions, one task at a time  give handout of whiteboard work  materials should be well-structured / clear / linear with logical, predictable progression  involve a minimum of jumping about (eg backwards and forwards, from box A to box B etc)
  5. 5.  have sentences on single lines where possible  keep new language to a minimum  provide review and consolidation  avoid too much contrastive word input (eg their / there / they’re )  avoid tasks designed to ‘catch out’ or ‘test’  be multi-sensory and multi-media where possible  have larger, dyslexic-friendly font / larger spacing / darker background: dyslexiefont.com
  6. 6. Dyslexie Font sample
  7. 7. Teaching Vocabulary
  8. 8. Basic principles of teaching vocabulary  Limit amount of new items per lesson (5 to 8)  Contextualised teaching: vocab in text and topic  Multisensory presentation and practice: hear, see, touch  Extensive practice  Frequent revision: 3 consecutive lessons, fornightly revision and integration  Words that sound the same introduced separately
  9. 9. Colour coding Blue words (people) Red words (actions) Pilot Firefighter Fly Doctor heal pilot doctor firefighter fly heal A pilot flies a plane
  10. 10. Vocabulary box
  11. 11. Rhymes
  12. 12. Word formation games
  13. 13. Choose the odd one out
  14. 14. Wordsearch green pink yellow red blue
  15. 15. Teaching Grammar
  16. 16. Principles for teaching grammar  Grammar in context: text and topic  From presentation to practice  Clear and concise explanations  Avoid terminology  Colour coding  From controlled to freer oral practice  Avoid tasks that imply choosing  Use grammar games
  17. 17. PPP with a twist  Lead-in/warm-up  Presentation (contextualization)  Highlighting  Controlled practice (manipulative practice)  Semi controlled practice  Freer practice  Recycling
  18. 18. Practising language ■ Orally first, then in writing if necessary ■ Manipulative practice: drills, find somene who, dominoes, sort out sentences (for syntax and structures), bingos (prepositions) ■Semi controlled practice: role plays, surveys ■Freer practice: problem-solving, personalization tasks
  19. 19. Grammar games ■http://www.eslgamesworld.com/ ■http://www.funenglishgames.com/ ■http://www.english-online.org.uk/games ■http://www.funbrain.com/grammar/
  20. 20. Teaching Reading
  21. 21. Teaching Reading  Give practice on word recognition  From sentence to paragraph  From paragraph to text  Break text down into smaller units  Pre-reading phase essential  Text should contain few unfamiliar words  Don’t ask sts to read aloud
  22. 22. Pre Reading activities KWL chart
  23. 23. Other pre-reading activities ■ Mind mapping ■ Word splash ■ Picture splash
  24. 24. Text design and layout
  25. 25. Teaching Writing
  26. 26. Principles for teaching writing  Pre writing phase: key for content (brainstorming) and organisation (outline)  The need to work with model texts, colourcoding different features  Revision of key vocabulary and structures for each particular text type
  27. 27. Article: Bullying today
  28. 28. Task
  29. 29. Generating ideas What do you remember about our discussion of the issue of bullying? Make notes on the ideas you remember. Now, do you have all the necessary information to write a fully informed article? You can use the following file to order your ideas: https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk- SXCDtVk1gnU/edit (Remember to make a copy in your drive, change its name when you open it) On the next slide you will find links to explore the topic more thoroughly and complete your notes. Remember you need to include: what bullying is, its characteristics and consequences. Explore the links freely. Making a good and clear article requires the use of precise vocabulary. Include the key terms you encounter in the shared glossary below: https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQW P2oNOu2yY35TizA/edit#gid=0
  30. 30. Check this out
  31. 31. Or you may want to explore this General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying Long-term of effects of bullying: http://www.bbc.com/news/health-27063715
  32. 32. You can also get information from these infographics:
  33. 33. Colour coding
  34. 34. Important to remember ■ Preparation activities are essential to cope with listening and Reading texts ■ Frequent and varied practice and periodic revision help learners anchor language items ■ Multisensory techniques (color coding, drawing, acting) aid learning ■ Accommodations are essential to help sts succeed in learning the language
  35. 35. Want big impact? Use big image. Q and A
  36. 36. Thank you for your attention! Silvia

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