TELS 1 AND 2:WEEK 11

Schedule

EIF framework review

Games & Incorporating games into EIF

Sample EIF lesson

workshop

Word Wall Get feedback Word Wall teaching

activity Paired Presentations

Go to library The Power of Reading Word Wall Party

TELS 1 TELS 2

Semester Schedule TELS1

WEEK Plan Lesson Planning

Week 10 Speaking Activities Sample Lesson PlanWeek 11 Speaking Activities and

Games Sample Lesson Plan

Week 12 Games and Activities Teacher Conferencing Week 13 EIF Due Week 14 Microteaching and

practicum preparationWeek 15 EIF Microteaching Week 16 PDP Microteaching

Scattergories

Each player fills out a category list 'with answers that begin with the same letter.'

If no other player matches your answers, you score points.

The game is played in rounds. After 3 rounds a winner is declared, and

a new game can be begun.

Memory Madness Each player starts with 10 points. The game features cards with questions/topics The first player draws a card and answers the

question or says an item in that category. Then the second player answers the same question.

When a player gives an incorrect, duplicate, or unacceptable answer, that player loses one point.

The second player draws a card and a new round starts. If a player has lost all his/her 10 points, the game ends.

The player with the most points left, wins the game.

Backwards Planning

SLO & Final Activity

Second to last activity

First practiceactivity

Warm-UpIntroduction

Creates more effective lessonsSaves planning time

Backwards Planning

Ask yourself these questions:

What do my Ss need to be able to do in order to do _____?

What activity will help prepare my Ss to _____?

Your First Lesson Plan

Draw an triangle on a piece of paper.

List the steps to teach an activity on your paper.

Put the first step at the top of the triangle and the last step at the bottom

First

Last

Step Activity

1 E Introduce the Lesson

2 E Inductively introduce the Target Language

3 I Check that students individually know TL

4 I Controlled speaking task

5 I Lesson Controlled speaking task

6 F Do a “fluency” activity where the students must communicate using the target language without any TL support

Step Activity

1 E Ask students, “Where are we?”

2 E Ask students to find location words while watching video http://www.youtube.com/watch?v=hx8i-Wq_jtc

3 E/I Check target language with Tiger. Ss practice with partner.

4 I

5 I

6 F Information gap. Students have two different pictures of a bedroom. Ss ask & answer Qs and draw the missing items in their picture.A: Where is the ______?B: The _____ is on the ______?

Homework

Brainstorm and make a rough draft of your EIF Lesson Plan

TELS 2

Semester Syllabus TELS2

WEEK Plan

Week 10 Power of Reading + Graded Readers Week 11 Power of Reading + Graded Readers (SS3)Week 12 Making Mini Books + Bookstore Scavenger Hunt

DiscussionWeek 13 Making Tri-o-ramas Week 14 Teaching Poetry Route Map + Paired Presentations (SS4)Week 15 EIF Microteaching Week 16 PDP Microteaching

Kinds ofFree Voluntary Reading (FVR) Sustained silent reading – both T and Ss

engage in free reading for a short time each day

Self-selected reading – Ss choose books, read them and have regular conferences with T to discuss what they read

Extensive Reading – a minimal amount of accountability is required, e.g., a one sentence summary.

Your Ideas

If you were to use FVR in your language program which kind of FVR would you use?

For a FVR program to work, what kind of resources and administrative support would you need?

Before we look at the research Why should language programs seriously

consider creating an FVR or Extensive reading program? What are the benefits?

Elley (1991) Findings

One group were better spellers, but with another group there was no significant difference

Outperformed traditionally taught Ss on tests of reading comprehension, vocab, grammar, etc…

Traditionally taught Ss never did better than the Ss who engaged in FVR

Elley 1998

Her studies in South Africa found that all the children who were encouraged to read for pleasure outperformed traditionally taught children

South African children would be considered EFL learners because their home language is not English

Mason and Krashen (1997) findings Japanese Ss made larger gains in their

reading ability than the traditionally taught Ss.

FVR also contributed to a more positive attitude toward the study of English

Subsequent studies, however, show that FVR needs a least an academic year for it to be effective. (More is better than less)

Shin (2000) findings

Ss gained five months on the Altos test of reading comprehension in just a six week period.

The reading in Shin’s six week program was significantly more intensive than Mason’s in Japan; which says that language improvement depends on how much reading Ss do and not how long they have to read

Kim (2003)

In this study the positive affect of FVR was quantified

Kim showed that there was a .03 standard deviation gain associated with each FVR book read

Gain is small, but it is both consistent and cumulative, therefore supporting the claim that more is better than less

Initial Conclusion

The relationship between FVR and reading development is small but consistent

Discuss In your opinion: Do these findings

provide enough evidence for FVR programs? Why or why not?

Clockwork Orange Study

This study discovered that readers can acquire a great deal of new vocabulary knowledge if unknown words are repeated enough in the text for them to guess/infer the meaning of words from the context.

What does this mean for you Ss?

Reading and Spelling

Fact: Our spelling improves the more we see correctly spelt words

Fact: Our spelling becomes worse the more we see incorrectly spelt words

Perhaps my spelling is bad because of all the student papers I have to read ;)

Direct Instruction

Skill building to consciously learn something and then make it automatic through output practice

Error Correction to guide Ss to notice and correct their errors

Problems with Direct Instruction Language is too big, complex, and

context specific to be taught/learned one rule, word, or expression at a time

Literacy development often occurs without formal instruction

The measurable impact of direct instruction is small and often disappears over time

Richard Wright: A Testimonial “I wanted to write and I didn’t know the

English language. I bought English grammars but I found them dull. I felt I was getting a better sense of the language from novels not grammars.”

Malcolm X describes a similar process.

Positive effects of Pleasurable activities Reading as Flow Flow is the state people reach when they

are deeply and effortlessly involved in a activity, the concerns of everyday life and one’s sense of self disappear

Reading is the most mentioned flow activity in the world

Reading and Cognitive Development No direct measures of affect, but plenty

of indirect measures Readers do better on all kinds of tests Readers are described as better thinkers

and more creative Readers are better writers

Summary of Basic Findings

Even though some studies found no difference between FVR and traditional students, a finding of no difference means it is as good as traditional methods

Thus confirming that FVR results in literacy growth and language improvement

The longer the period of time of the study of FVR, the more likely it was to achieve positive results

Part 2: The Cure

Reluctant-readers described themselves as growing up in print-poor environment

Enthusiastic-readers described themselves as growing up in a print-rich environment

Personal observations: reluctant-readers have experienced failure when reading at school; Enthusiastic-readers have experienced success

Access to Books

All the enthusiastic readers and the research describe that having assess to books is essential for developing enthusiastic readers

Have you been to your local library? What’s it like? How many books does it have in both Korean and English?

Library Fieldtrips

Research shows that taking Ss to the library has a positive effect on the amount of reading they do and their attitude towards reading if the library is well-supplied and close to school

Reading Environment

Where is your favorite place to read? What is it like? How does this match with the research

findings?

Reading Aloud to Children

Especially important at home with parents, but also effective in class

Hearing stories like reading stories helps with many aspects of literary development

For example, what affect did Kofiko have on children in Israel? Would something similar happen in Korea? Why or why not?

Promoting Reading

Reading Experience Models Providing time to Read Direct Encouragement Discussion and Literary Circles Peer Pressure Book Display Paperbacks What is it?

Would it work in Korea?

Comic Books & Sweet Valley High How are comic books helpful to literacy

and reading development?

What might be the benefits of a Sweet Valley High Reading club in Korea?

AN ENCOUNTER WITH GRADED READERS

I have a box of graded readers! Let’s check them out!

First, sort the readers by publisher and series

Observations

How many series do we have? What are the publishers? What are the series? What are the age/level appropriateness of these

different books? How are they similar? How are they different? What do you like/dislike about the layout,

graphics and content? Are there suggested activities in the books? If so

what are they? What kinds of activities could you do with these

books?

In Pairs, Choose one Graded Reader Series

Take them back to your desk Who is the publisher? What is the graded reader series called? How are the graded readers organized?

Is there a level system? Is it based on keywords?

What kind of content do the books teach about?

Do you think this would be enjoyable for your students? Why or why not?

WORD WALL PARTY

Word walls

Myself and two other professors will grade your word walls next week.

Do you need to make improvements to your Word Wall?