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Teaching Reading And Writing

Full presentation on reading and writing methodology. Get more on EFL Classroom. https://community.eflclassroom.com

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Teaching Reading And Writing

  1. 1. TeachingTeaching Reading and WritingReading and Writing D. Deubelbeiss http://eflclassroom.com/david
  2. 2. Icebreaker: LastonestandingIcebreaker: Lastonestanding
  3. 3. ASK MEASK ME….….
  4. 4. Today’s Agenda  What’s it like for your students?  Teaching reading and writing -- some background / some theory  Activities / Resources that work!
  5. 5. Transl8it!Transl8it! rEDN & writiN R purpose fiLD activitEs.rEDN & writiN R purpose fiLD activitEs. We rED & wrte 4 a rEsN & dat rEsN shudWe rED & wrte 4 a rEsN & dat rEsN shud b mo thN 2 fiL ^ claS tym.b mo thN 2 fiL ^ claS tym. DzIN tasks so dat dDzIN tasks so dat d students fEl a real purpose 2 thR rEDN & wstudents fEl a real purpose 2 thR rEDN & w ritiN– dey shud rED 2 sumbody, wrte 2ritiN– dey shud rED 2 sumbody, wrte 2 sumbody. We rED & wrte 4 a purpose.sumbody. We rED & wrte 4 a purpose. TTherher shud b continual sharing & publishing of rEDNshud b continual sharing & publishing of rEDN & writiN production.& writiN production. How to teach writing – Jeremy Harmer
  6. 6. Transl8it.comTransl8it.com  Digital Natives / ImmigrantsDigital Natives / Immigrants  Residents / TouristsResidents / Tourists
  7. 7. Reading and Writing “Like writing, reading is an act of composition. When we write, we compose thoughts on paper. When we read, we compose meaning in our minds. Thoughtful active readers use the text to stimulate their own thinking and to engage with the mind of the writer.” Stephanie Harvey, Strategies That Work, 2000, 14.
  8. 8. What are “reading” and “writing”? Reading is the process of acquiring information from the text. It is social (conventional) and learned. Writing is the process of putting information into text. It is social (conventional) and learned.
  9. 9. If you can read this thank a teacher.
  10. 10. COW
  11. 11. Try being a studentTry being a student First fo all, eht nole qushes its sharqFirst fo all, eht nole qushes its sharq mose niot eht soil ot test it. To quassmose niot eht soil ot test it. To quass eht test, eht sild nist de loose os ehteht test, eht sild nist de loose os eht nole cam big niot easily. Ih T harbnole cam big niot easily. Ih T harb working nole them shoves eht birt otworking nole them shoves eht birt ot ome sibe with its dig forfeet. Them itome sibe with its dig forfeet. Them it qushes it’s doby agaimst eht sibe andqushes it’s doby agaimst eht sibe and roof.roof.
  12. 12. Not easy, it is?Not easy, it is? First of all, the mole pushes its sharpFirst of all, the mole pushes its sharp nose into the soil to test it. To passnose into the soil to test it. To pass the test, the soil must be loose so thethe test, the soil must be loose so the mole can dig into easily. Then the hardmole can dig into easily. Then the hard working mole then shoves the dirt toworking mole then shoves the dirt to one side with its big forefeet. Then itone side with its big forefeet. Then it pushes its body against the side andpushes its body against the side and roof.roof.
  13. 13. Read naturally. What do yourRead naturally. What do your mistakes mean?mistakes mean? The boys arrows were nearly gone so they sat downThe boys arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edgeon the grass and stopped hunting. Over at the edge of the wood they saw Henry making a bow to a smallof the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears ingirl who was coming down the road. She had tears in her dress and also tears in her eyes. She gaveher dress and also tears in her eyes. She gave Henry a note which he brought over to the group ofHenry a note which he brought over to the group of young hunters. Read to the boys, it caued greatyoung hunters. Read to the boys, it caued great excitement. After a minute but rapid examination ofexcitement. After a minute but rapid examination of their weapons, they ran down to the valley. Doestheir weapons, they ran down to the valley. Does were standing at the edge of the river.were standing at the edge of the river.
  14. 14. Better Way of Improving EnglishBetter Way of Improving English Dear Editor,Dear Editor, I’m writing in response to a January 22 KoreaI’m writing in response to a January 22 Korea Times article “Speaking to Get More Weight inTimes article “Speaking to Get More Weight in English Class”. I believe Korea is making a veryEnglish Class”. I believe Korea is making a very serious mistake in emphasizing speaking inserious mistake in emphasizing speaking in English class.English class. Research done over the last 3 decades hasResearch done over the last 3 decades has shown that we acquire language byshown that we acquire language by understanding what we hear and read. Theunderstanding what we hear and read. The ability to produce language is the result ofability to produce language is the result of language acquisition, not the cause.language acquisition, not the cause.
  15. 15. Better Way of Improving EnglishBetter Way of Improving English The best way to improve speaking is thereforeThe best way to improve speaking is therefore to increase the amount of comprehensibleto increase the amount of comprehensible listening and reading that students do, and thelistening and reading that students do, and the easiest and most cost effective way to makeeasiest and most cost effective way to make this happen is to develop libraries of interestingthis happen is to develop libraries of interesting and comprehensible English books andand comprehensible English books and recordings to supplement English class.recordings to supplement English class. Setting up libraries would be far more efficientSetting up libraries would be far more efficient than bringing in expensive foreign teachers andthan bringing in expensive foreign teachers and setting up English camps.setting up English camps.
  16. 16. Better Way of Improving EnglishBetter Way of Improving English I hope policymakers will consult the extensiveI hope policymakers will consult the extensive research on second language acquisition,research on second language acquisition, some done by Korean scholars, and considersome done by Korean scholars, and consider easier, better and less costly ways of improvingeasier, better and less costly ways of improving English in Korea.English in Korea. Stephen KrashenStephen Krashen Professor emeritusProfessor emeritus U of Southern Calf.U of Southern Calf. skrashen@yahoo.comskrashen@yahoo.com
  17. 17. Discuss  What do you think about Krashen’s approach and view that reading and reading alone can dramatically improve the acquistion of a second language?  What are the pluses / minuses of an extensive reading program?
  18. 18. A few examples of EFL studentA few examples of EFL student writingwriting  These students were asked to writeThese students were asked to write and introduce themselves and sayand introduce themselves and say something about Korea.something about Korea.  What “grade” would you give them?What “grade” would you give them?  What else can you say about theirWhat else can you say about their writing?writing?
  19. 19. EvaluationEvaluation  Let’s also think of how we mightLet’s also think of how we might complete a rubric to grade thecomplete a rubric to grade the student writing.student writing.  What criteria should we use? WhatWhat criteria should we use? What modifiers should we use?modifiers should we use?  What weight should we use giveWhat weight should we use give each?each?   
  20. 20.  CriteriaCriteria 11 22 33 4    4    FLUENCY Word Choice Voice IDEAS Organization BASIC LOW ADV.HIGH NONE A LITTLE MUCH ALL NONE A LITTLE MUCH COMPLETE POOR FAIR GOOD EXCELLENT POOR FAIR GOOD ADV.
  21. 21. EVALUATIONEVALUATION EVALUATE READING BASED ONEVALUATE READING BASED ON ENJOYMENT AND UNDERSTANDINGENJOYMENT AND UNDERSTANDING ANDAND NOTNOT JUST PHONEMICJUST PHONEMIC AWARENESSAWARENESS USE A BASIC RUBRIC TO GUIDEUSE A BASIC RUBRIC TO GUIDE THE EVALUATION PROCESS.THE EVALUATION PROCESS.
  22. 22. AnAn OverviewOverview  ReadingReading StrategiesStrategies Writing Traits
  23. 23. All strategiesand traits areused before, during, and after reading or writing.
  24. 24. Accessing Prior Knowledge Questioning Predicting Clarifying Summarizing Retelling Identifying Text Structure Scanning / Skimming Prioritize Visualize
  25. 25. •Ideas •Voice •Word Choice •Organization •Sentence Fluency •Conventions
  26. 26. •Prewriting - brainstorming •First Draft •Final Draft • Revision •Publication
  27. 27. StudentStudent interestsinterests StudentStudent involvementinvolvement
  28. 28. Student NOT Teacher Centered
  29. 29. Reading / Writing DevelopmentReading / Writing Development Literacy Stage Building Stage BEGINNING STAGE Vocabulary growth – testing hypothesis. Experimental spelling. *Students may get stuck at this level Phonemic awareness – Letter to sound connection. Physical writing skills. Unconscious reading / writing acquired. Knowledge of genre / schema.
  30. 30. Luposlipophobia:Luposlipophobia: The fear of beingThe fear of being pursued bypursued by timber wolvestimber wolves around a kitchenaround a kitchen table whiletable while wearing socks onwearing socks on a newly waxeda newly waxed floor.floor.
  31. 31. How many words / collocations / chunks? What is a word?
  32. 32. What happens to our learning? Use it or lose it!What happens to our learning? Use it or lose it! time knowledge The Forgetting Curve
  33. 33. 11stst grade Dolch Sightgrade Dolch Sight BoardBoard
  34. 34. The Top 100 Words OF TO AND A IN IS IT YOU THAT HE WAS FOR ON ARE WITH AS I HIS THEY BE AT ONE HAVE THIS FROM OR HAD BY HOT WORD BUT WHAT SOME WE CAN OUT OTHER WERE ALL THERE WHEN UP USE YOUR HOW SAID AN EACH SHE WHICH DO THEIR TIME IF WILL WAY ABOUT MANY THEN THEM WRITE WOULD LIKE SO THESE HER LONG MAKE THING SEE HIM TWO HAS LOOK MORE DAY COULD GO COME DID NUMBER SOUND NO MOST PEOPLE MY OVER KNOW WATER THAN CALL FIRST WHO MAY DOWN SIDE BEEN NOW FIND THE
  35. 35. Pg. 91
  36. 36. Grammar PoemsGrammar Poems
  37. 37. Pre Reading Activities / IdeasPre Reading Activities / Ideas  Brainstorming, Graphic OrganizersBrainstorming, Graphic Organizers  Word Games, decoding exercisesWord Games, decoding exercises  Scanning and SkimmingScanning and Skimming  Picture Prompts, VideosPicture Prompts, Videos  Powerpoints / FlashcardsPowerpoints / Flashcards
  38. 38. Graphic OrganizersGraphic Organizers
  39. 39. MIND MAPS /MIND MAPS / BrainstormingBrainstorming
  40. 40. COMPARINGCOMPARING
  41. 41. K – W - LK – W - L
  42. 42. WordWord GamesGames
  43. 43. WHAT’S THE FIRST WORDWHAT’S THE FIRST WORD YOU THINK OF WHEN IYOU THINK OF WHEN I SAYSAY _____________________?_____________________? WordchainWordchain  APPAPPLEARNLEARNOLDEOLDESTORSTORMAYBEMAYBEGINGIN TONICELYOGHURTERRIBLENDETONICELYOGHURTERRIBLENDE REMEMBERRIESUMMERRYCHRIREMEMBERRIESUMMERRYCHRI STMASSAGELESSUREND.STMASSAGELESSUREND.
  44. 44. Pictures as PromptsPictures as Prompts Pictures scaffold learning Today’s learners are “imageators”
  45. 45. Construction worker Blue collar worker
  46. 46. www.transl8it.com
  47. 47. Production Activities / IdeasProduction Activities / Ideas  Oral Reading, Finish it offOral Reading, Finish it off  Story Frames, SlideshowsStory Frames, Slideshows  Karaoke, ebooks, SSRKaraoke, ebooks, SSR  Running Dictation, Jigsaws, SentenceRunning Dictation, Jigsaws, Sentence stripsstrips  Guided Reading and WritingGuided Reading and Writing  Free writing, Story tagFree writing, Story tag
  48. 48. A Good Story!A Good Story!
  49. 49. Guided writing / readingGuided writing / reading
  50. 50. Pg. 45
  51. 51. Presonalizing Activities / IdeasPresonalizing Activities / Ideas  Storybook making, comicsStorybook making, comics  Reading; groups, circles, responseReading; groups, circles, response  Text to Speech, chat rooms, SNText to Speech, chat rooms, SN  Journals, Diaries, PortfoliosJournals, Diaries, Portfolios  D.E.A.R. , Reading buddiesD.E.A.R. , Reading buddies  Authentic materials, presentationsAuthentic materials, presentations  Library time, Reading rewardsLibrary time, Reading rewards  Word walls, Graffiti, Text MessagingWord walls, Graffiti, Text Messaging
  52. 52. Mr. _______’s DayMr. _______’s Day SLEEP GET UP SHOWER GET DRESSED
  53. 53. BREAKFAST LEAVEARRIVE READ
  54. 54. PLAYS DINNER GO TO BED
  55. 55. Ereader / AspireReaderEreader / AspireReader  http://http://www.aequustechnologies.com/trial/getitnowwww.aequustechnologies.com/trial/getitnow
  56. 56. BEST WebsitesBEST Websites
  57. 57. Share your writing/readingShare your writing/reading
  58. 58. Class and StudentClass and Student PortfoliosPortfolios
  59. 59. WORD WALLSWORD WALLS
  60. 60. TheEnd
  61. 61. RecommendedRecommended Online Sites / ResourcesOnline Sites / Resources COLORIN COLORADOCOLORIN COLORADO PAUL NATION / ROBERT WARINGPAUL NATION / ROBERT WARING LEARNING ARCADELEARNING ARCADE GAMES FOR LANGUAGE LEARNINGGAMES FOR LANGUAGE LEARNING HOT FOR WORDSHOT FOR WORDS BUZZ WORDSBUZZ WORDS VOCABULARY RELATED RESOURCESVOCABULARY RELATED RESOURCES BEEBO’S ZOO TARHEEL READERBEEBO’S ZOO TARHEEL READER

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