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TELS 1 and 2: Week 11

TELS 1 and 2: Week 11. Schedule. TELS 1. TELS 2. 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.

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TELS 1 and 2: Week 11

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  1. TELS 1 and 2:Week 11

  2. Schedule TELS 1 TELS 2 • 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

  3. Semester Schedule TELS1

  4. 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.

  5. 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.

  6. Backwards Planning SLO & Final Activity Second to last activity First practice activity Warm-Up Introduction Creates more effective lessons Saves planning time

  7. 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 _____?

  8. Your First Lesson Plan First  Last  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

  9. Homework • Brainstorm and make a rough draft of your EIF Lesson Plan

  10. Tels 2

  11. Semester Syllabus TELS2

  12. 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.

  13. 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?

  14. Before we look at the research • Why should language programs seriously consider creating an FVR or Extensive reading program? What are the benefits?

  15. 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

  16. 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

  17. 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)

  18. 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

  19. 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

  20. 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?

  21. 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?

  22. 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 ;)

  23. 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

  24. 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

  25. 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.

  26. 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

  27. 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

  28. 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

  29. 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

  30. 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?

  31. 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

  32. Reading Environment • Where is your favorite place to read? • What is it like? • How does this match with the research findings?

  33. 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?

  34. 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?

  35. 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?

  36. 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

  37. 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?

  38. 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?

  39. Word wall party

  40. Word walls • Myself and two other professors will grade your word walls next week. • Do you need to make improvements to your Word Wall?

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