Reading and Writing

1. Reading and Writing Through Task-Based Group Work

2. Useful things to Know • Four stages of language acquisition

3. Stages of Language Acquisition

4. Consider • Classrooms have a range • Address each level of learning • Consider moment of learning and where you want individual students to be in the future.

5. Cooperative Learning • Cooperative groups and pair groups maximize language production time. • Allow students to learn from each. • Provide teacher with freedom and flexibility to focus on students with greatest need.

6. Best Strategy • Create Base Groups • Pairs and partners work best for many reading and writing activities. • Groups of four work well for mini-discussions

7. Skills Sets • Reading activities are receptive skills • Writing activities are productive skills

8. Receptive and Productive • Receptive • With receptive lessons move from general to specific information • Productive • In productive lessons allow more time for students to speak or work to express through the language

9. Instructional Strategies For Reading and Writing

10. Instructional Strategies • Combine the areas of required English practice: Speaking, listening, reading, writing • Can be designed to focus on specific areas • Utilize student strengths by allowing students to work as a group

11. Skills • While reading and writing are important in the classroom the primary focus of language for communication should not be ignored. • A silent class is a dead class.

12. Think Pair Share • ALICE was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?" • So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid) whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

13. Think Pair Share • Begin with a general question have students read. • Ask students to look for something specific, vocabulary words, and answer. • Read a final time looking for reading comprehension type questions

14. Think Pair Share in Writing • Start with a general brainstorm • Revise the brainstorm into an organizational layout. • Continue several times • Write a rough draft. • Write a final draft.

15. Reading Dictation • Provide one student with a copy of a reading text. • One students is a reader or readers take turns. • Other students listen and write. • Finish with reading exercises moving from general to specific

18. I Say You Write • Teacher begins with larger group questions • Students work in pairs. One speaks the other writes. Speaker checks for correctness • Teacher continues asking questions in a manner that creates a complete, organized writing piece.

19. Running Dictation • Divide students into two roles, Runner and Writer • Runners read the text and tell writers • Writers listen and write the text, asking questions about spelling and meaning as appropriate • Runners watch and correct mistakes orally, but do not write

20. Jobs Running

21. Chain Stories • Have students work in groups. One student writes the first sentence. • The sentence is passed to the next student in the group. • Students continue to add sentences, each student adding a least three sentences. • Final stories are edited and written individually by each student in notebooks.

22. Reading Map • Students read a story. The story may be presented as a reading dictation • Students map the events of the story using a webbing or reading map. • Students use pictures, etc, to link significant information from the story into a visual presentation.

23. Writing Prompts • Teacher provide a general structure for the writing • Students are given visual prompts • As a group students work together to create a written piece following the structure of the prompts

24. For More Information • Questions? • This presentation is available for download, along with over 30 task based learning pieces from my classroom. • www.saradavila.com • teacher@saradavila.com