strategies to help children with english language

Strategies to help Strategies to help Children with English Children with English

LanguageLanguage

Workshop for Parents of P1/P2 Workshop for Parents of P1/P2 Pupils 2011Pupils 2011

Outline of WorkshopOutline of Workshop

►Developing Reading SkillsDeveloping Reading Skills►Developing Writing SkillsDeveloping Writing Skills►Use of ICT for enhancing Reading and Use of ICT for enhancing Reading and

Writing SkillsWriting Skills►Q & AQ & A

Developing Reading SkillsDeveloping Reading Skills

►What is reading?What is reading?►What to read?What to read?►Developing Reading Skills - StoriesDeveloping Reading Skills - Stories►Developing Reading Skills – Comparing Developing Reading Skills – Comparing

TextsTexts►Developing Reading Comprehension Developing Reading Comprehension

SkillsSkills►Developing Reading Skills - NewspapersDeveloping Reading Skills - Newspapers

What is Reading?What is Reading?

Ni shi wo de hao peng youNi shi wo de hao peng you ► Reading is not about pronouncing the Reading is not about pronouncing the

words in a book or being able to look at a words in a book or being able to look at a word and say the wordword and say the word

► Reading is understanding the textReading is understanding the text► For beginning readers lots of help must For beginning readers lots of help must

be given if they are to understand the be given if they are to understand the texttext

What to Read? What to Read?

► storiesstories► newspapersnewspapers► brochuresbrochures► advertisements advertisements ► post cards post cards ► letters letters ► emailsemails► recipesrecipes► cataloguecatalogue► telephone directoriestelephone directories► mapsmaps

Developing Reading - StoriesDeveloping Reading - Stories

1)Sharing a story with child1)Sharing a story with child

2)Buddy Reading2)Buddy Reading

- getting a sibling to read to the - getting a sibling to read to the childchild

Teaching Reading - StoriesTeaching Reading - Stories

3)Whisper Reading3)Whisper Reading - child reads story with parent- child reads story with parent - parent sits slightly behind- parent sits slightly behind - reads directly into child’s ear- reads directly into child’s ear - reads slightly faster than child- reads slightly faster than child - not to worry if child reads some of the words - not to worry if child reads some of the words

incorrectly or replacesincorrectly or replaces - if help is sought, say the word instead of - if help is sought, say the word instead of

sounding it outsounding it out


4)Story Detectives 4)Story Detectives - use of predictions handout- use of predictions handout - browses through the story- browses through the story - makes predictions based on chapter titles and - makes predictions based on chapter titles and

picturespictures

5)KWL5)KWL - what we already - what we already kknow now - what we - what we wwant to knowant to know - what we have - what we have llearnedearned - use of KWL handout- use of KWL handout


6) Questions Galore6) Questions GaloreA)Knowledge A)Knowledge - Where and when does the story take place?- Where and when does the story take place? - What is the problem in the story?- What is the problem in the story? - How does the story end?- How does the story end?B)ComprehensionB)Comprehension - Explain why the story has such a title.- Explain why the story has such a title. -How did the main character feel at the -How did the main character feel at the

beginning and at the of the story?beginning and at the of the story?- How was the problem in the story solved?- How was the problem in the story solved?


6)Questions Galore6)Questions GaloreC)AnalysisC)Analysis

- What do you do that is just like what the character in the - What do you do that is just like what the character in the story did?story did?

- What part of the story was the funniest? saddest? most - What part of the story was the funniest? saddest? most exciting?exciting?

D)ApplicationD)Application

- If you had to cook a meal for the main character, what - If you had to cook a meal for the main character, what would you cook?would you cook?

- What would you do if you could go where the story takes - What would you do if you could go where the story takes place?place?


6) Questions Galore6) Questions GaloreE)Synthesis E)Synthesis

- Retell the story from another character’s point of view- Retell the story from another character’s point of view

- How else could the story have ended?- How else could the story have ended?

F)EvaluationF)Evaluation

- Compare two of the characters- Compare two of the characters

- Would you recommend this book to a friend? Why? Why - Would you recommend this book to a friend? Why? Why not?not?

- Was the main character in the story good or bad?- Was the main character in the story good or bad?


7)Visual Organisers7)Visual Organisers

- story maps- story maps

- character maps- character maps

8)Reading Response Journal8)Reading Response Journal

9)Use of Four Resources’ 9)Use of Four Resources’ ModelModel

(Freebody & Luke, 1990)(Freebody & Luke, 1990)Code BreakerCode Breaker Coding competenceCoding competence

Meaning MakerMeaning Maker Semantic Semantic competencecompetence

Text UserText User Pragmatic Pragmatic competencecompetence

Text CriticText Critic Critical competence Critical competence

Some questions:-Some questions:-

1. What colours can you see on the page? 2. Why do you think it is green?3. What can you see from the background? 4. Why do you think the word 'Budgie' is bigger than

'Grandma's'? Why?

1) CODING COMPETENCE1) CODING COMPETENCE recognise and identify visual recognise and identify visual

codes in a textcodes in a text

Narrative Text:Narrative Text: Grandma’s Budgie

Semantic literal:-Semantic literal:- Who is the main character? What happened to the main character?

Semantic Inferential:-Semantic Inferential:- Why do you think the word 'Budgie' is bigger than

'Grandma's'?

2. Semantic Competence2. Semantic Competence

Interpret and predict literal and inferential Interpret and predict literal and inferential meanings from illustrationsmeanings from illustrations

Understand that information text has particular structure and features

Predict the purpose of the text

1. What do you think this text is about? What makes you think

so?

2. Why do you think there are numbers in the text?

3. Why are some information numbered and some are boxed up?

3. Pragmatic Competence3. Pragmatic Competence

4. Critical Competence4. Critical Competence

What do you notice about the kind of What do you notice about the kind of information presented by the author in this information presented by the author in this text? Why do you think he/she did this? text? Why do you think he/she did this?

Questions are targeted at ensuring that Questions are targeted at ensuring that students understand that texts are not neutralstudents understand that texts are not neutral

Developing Reading Skills - Developing Reading Skills - NewspapersNewspapers

► Have young children search for different Have young children search for different letters of the alphabet. letters of the alphabet. Throughout the Throughout the various sections of the newspaper various sections of the newspaper children will find type written in children will find type written in different sizes, colors, fonts (type different sizes, colors, fonts (type faces), and styles (bold, italic, etc.). faces), and styles (bold, italic, etc.). When they cut out letters of the alphabet, When they cut out letters of the alphabet, they discover the many ways that a letter they discover the many ways that a letter can be written and still be that letter. These can be written and still be that letter. These letters can be glued to paper to make an ABC letters can be glued to paper to make an ABC poster or stapled together to make a book.poster or stapled together to make a book.


►Introduce children to some simple Introduce children to some simple concepts related to newspapers: concepts related to newspapers: headlines and articles. Show them headlines and articles. Show them that the headline is like the title of a that the headline is like the title of a book: it is written in larger type and book: it is written in larger type and tells what the article is about. Cut out tells what the article is about. Cut out and laminate articles; separate the and laminate articles; separate the headline from each article. Have the headline from each article. Have the child sort the "pieces" into two piles: child sort the "pieces" into two piles: headlines and articles.headlines and articles.


► Introduce children to the differences Introduce children to the differences between articles and advertisements. between articles and advertisements. Show them both and have the children Show them both and have the children generate the characteristics of each. Point generate the characteristics of each. Point out the drawings, prices (with dollar sign), out the drawings, prices (with dollar sign), and borders that often surround ads. Talk and borders that often surround ads. Talk about the purposes of newspaper articles about the purposes of newspaper articles and ads: articles are intended to inform and ads: articles are intended to inform while advertisements are intended to while advertisements are intended to influence us to buy something.influence us to buy something.


►Introduce the children to comic Introduce the children to comic strips.strips. Show them that the people in Show them that the people in comic strips are characters and the comic strips are characters and the words the characters say are written in words the characters say are written in the "bubbles." This introduces the the "bubbles." This introduces the concept of dialogue.concept of dialogue.


►Help children discover the various Help children discover the various sections of a newspaper: sections of a newspaper: news, news, editorial, lifestyle, sports, classified editorial, lifestyle, sports, classified ads, etc. Discuss the characteristics of ads, etc. Discuss the characteristics of each and have children identify the each and have children identify the sections in different newspapers. Cut sections in different newspapers. Cut out and laminate examples of items out and laminate examples of items from these sections. Have the children from these sections. Have the children sort them into these categories. sort them into these categories.

Developing Writing SkillDeveloping Writing Skill

►What to write?What to write?►Teaching of Narrative WritingTeaching of Narrative Writing

What to write ?What to write ?

►LettersLetters►PostcardsPostcards►MessagesMessages►PoemsPoems►EmailsEmails►RecipesRecipes►Diaries/JournalsDiaries/Journals

Developing Narrative Writing Developing Narrative Writing SkillsSkills

►Process-based ApproachProcess-based Approach

Identification of 3 StagesIdentification of 3 Stages

a)Planning Stagea)Planning Stage

b)Writing the Draft Stageb)Writing the Draft Stage

c)Proofreading Stagec)Proofreading Stage

Planning StagePlanning Stage

►Generation of Ideas (use of graphic Generation of Ideas (use of graphic organisers)organisers)

►Structure of Narratives (beginning, Structure of Narratives (beginning, body, ending)body, ending)

Writing StageWriting Stage

► Structure of Composition (Paragraph Structure of Composition (Paragraph Writing)Writing)

a) beginninga) beginning b) bodyb) body c) endingc) ending

► Focus on structure of a sentenceFocus on structure of a sentence► Subject Verb AgreementSubject Verb Agreement► Correct use of TensesCorrect use of Tenses

Proofreading StageProofreading Stage

►Proofreading Strategies Proofreading Strategies

a) Sentences begin with capital lettersa) Sentences begin with capital letters

b) Sentences end with correct b) Sentences end with correct punctuationpunctuation

c) Paragraphs are indentedc) Paragraphs are indented

d) Quotation marks are used correctlyd) Quotation marks are used correctly

Using ICT to teach Reading and Using ICT to teach Reading and WritingWriting

1) Use of 1) Use of Microsoft Word ProcessorMicrosoft Word Processor - helps the process of revision and editing- helps the process of revision and editing - writing simple sentences, rearranging - writing simple sentences, rearranging

lines in a poem, arranging a string of ten lines in a poem, arranging a string of ten items from a shopping list into a items from a shopping list into a horizontal list, typing speech into a horizontal list, typing speech into a speech bubble or deleting words to break speech bubble or deleting words to break up longer sentencesup longer sentences

- Children can produce a picture book by - Children can produce a picture book by writing text to go with the pictures to tell writing text to go with the pictures to tell the story.the story.

2)Using 2)Using PowerPointPowerPoint for for presentations.presentations.

3)The use of 3)The use of electronic mail electronic mail (emails)(emails), which has become a , which has become a daily form of written daily form of written communication for millions of communication for millions of people. Writing becomes an people. Writing becomes an interactive activityinteractive activity

► 3) Use of 3) Use of electronic dictionarieselectronic dictionaries for all levels for all levels of learnersof learners

► 4)Use of w4)Use of writing programmes, such as Storybook Weaver and Story Starters for the promotion of creative writing. Such programmes allow pupils to create text with the help of background pictures. Some of them read aloud the text pupils have created, while others allow the pupil the opportunity to read out their text and listen to their own voice.

►Storybook Weaver Storybook Weaver

http://www.youtube.com/watch?v=DHhttp://www.youtube.com/watch?v=DHFlIHhKIEQFlIHhKIEQ

►http://teacher.scholastic.com/activitieshttp://teacher.scholastic.com/activities/storystarters/storystarter1.htm/storystarters/storystarter1.htm

5) Online Story, Animated Story Books5) Online Story, Animated Story Books

6) Interactive Story Books6) Interactive Story Books

http://www.woodlands-junior.kent.sch.http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htmuk/interactive/onlinestory.htm

In Conclusion:In Conclusion:

http://www.youtube.com/watch?v=0zkJqhttp://www.youtube.com/watch?v=0zkJqC78b_w&NR=1&feature=fvwpC78b_w&NR=1&feature=fvwp

strategies to help children with english language

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