8
Learning to
Read in the L1 & L2
What do children
already know about reading?
1. When children learn to read
successfully in their L1, they develop different forms of awareness and
knowledge
1. Awareness and knowledge about print: the realization that print represents speech
2. Graphophonic knowledge: (ses üretimi) how certain sounds occur together.
Phonological awareness refers to an awareness of syllables, onset and rimes.
3. Lexical knowledge: that certain words are very
common, collocate or to go together. (gramer ile ilgili)
4. Syntactic knowledge: helps children to chunk phrases and
predict what might come next in a sentence
5. Semantic knowledge: (dilin çevresiyle ilgili) knowledge of the world and
experience of the life and culture helps pupils to have expectations about
literacy events.
Learning to
Read in English: the initial stages
2. Developing good levels of literacy
in the L1 and good oral skills in the L2 are the most important objectives. (L1
de okur yazarlık L2 de konuşma becerilerinin geliştirilmesi)
Which teaching methods
are in used?
3.
The most effective way of teaching reading means using a balanced approach with several methods. (bütün
yaklaşımları kullanmak)
4.
Phonics working out sound/letter correspondences to
develop word attack skills.
5. It highlights the recognition of
individual sounds and sound blends or combinations so tat the words can be sounded out. (öğrenciye sesleri
çıkarması öğretiliyor)
6. Most teacher use a balance of activities that focus on sounds,
letters and words.
6.
Looking and Say : is based on encouraging sight recognition of the most common words
such as the, he, she, is, are
7. Language Experience: is used with young children and
tries to make print meaningful by encouraging personal events to become part of
a simple text.
2.
The
foreign language teacher will need to consider the difference between “sounding
out” and “reading with understanding”.
Developing print
awareness
7. Decorate the class with functional
print such as alphabet friezes, flashcards, posters, words of songs, or signs,
using published material or materials you make yourself.
8. Other examples include environmental
print, examples of written English available in the local environment, e.g.
t-shirts, food labels or advertisements
Supporting reading in
the initial stages
1. It is important to introduce reading
after the pupils have some basic knowledge of the spoken language so that it
quickly becomes meaning based and not simply decoding.
2. Generally the teacher should support
pupils’ association of letters, words and pictures through songs, visual aids,
games and so on.
3. Pupils enjoy listening to simple
dialogues and stories which are well illustrated and have an interesting story
line.
1. As pupils become more confident in
reading their own language, they use reading to learn.
2. Pupils are often introduced to and
learn new vocabulary or grammar through reading.
3. They may be learning how to learn
through their reading.
Reading strategies
1. Research has shown that actively encouraging
learners to use comprehension strategies helps them understand both spoken
and written passages more effectively.
2. A learning-centered approach to
reading uses activities in three-stage model: pre-while-post-reading
3. Activities using visuals such
as charts provide an intermediate stage in reading development and also provide
a frame work to support children’s listening and speaking skill.
4.
Reading activities
1. Traditionally, pupils are asked to
complete gap-filling activities or comprehension questions after reading a
text.
2.
3. DARTS include reconstruction activities and analysis
activities.
Reconstruction
activities
1. The text has been modified by the
teacher in the some way so that the pupils can match parts of sentences or
“speech bubbles” to characters, filling gaps in sentences or text, sequence
parts of a sentence or a text.
Analysis activities
2. Pupils hunt for specific information
to organize it in some way. This is more difficult and at primary level the
pupils can underline specific parts of a text, perhaps in different colors, to
show different things.
Reading awareness activities
3. Language awareness activities can be
encouraged by asking pupils to notice similarities and differences between
alphabets.
4. Older pupils can be introduced to
the names of different types of text; such as greetings cards, menu, comic, and
brochure.
5. Make sure you try and have a wide
range of text types around the classroom which are described or labeled in
English.
Reading activities for both stages
1. The learning to read activities
include developing phonemic skills or sight recognition of key vocabulary,
while those based on reading to learn are often integrated with other skills –
speaking, listening or writing.
2. The reading to learn activities
emphasize reading for meaning and may also develop concepts, study skills,
thinking skills such as problem solving and a greater awareness of text and
discourse.
Learning to write in L1 & L2
1. Learning to write, where pupils are
involved mostly in tightly guided copying which focus on surface features, such as handwriting, spelling, punctuation and
using the correct words and grammar.
2. In writing to learn, there may be
less tightly controlled writing activities, moving to much freer or even
creative writing where there are higher cognitive demands and a greater focus
on meaning and personal expression as well as form.
3. The demands of activities and tasks
for productive skills (speaking, writing) can be divided chiefly into two
1. The first is connected with choosing the
right language while the second is concerned with thinking and having
ideas, such as remembering, choosing, selecting, ordering, prioritizing and
interpreting visual clues using a picture or graphic organizer.
4. In learning to write, the focus on
words or sentence level writing only. Pencil control and hand-eye coordination
can still be a difficulty for young children, as will forming letters of the
Roman alphabet for those not used to it.
5. In writing to learn, the students
now include choosing the right vocabulary, grammar, sentence patterns, spelling
and layout, having ideas and joining them, thinking of writing as communication
and focusing on the message and the reader.
6. Kroll and Wells have identified stages through
which English native- speaker children appear to progress, both in terms of
their writing skills and their attitudes to writing.
1. The preparatory stage: is when the child acquires the
basic mechanisms of handwriting and spelling, which become automatic for most
children by the age of seven.
2. The consolidation stage: where writing is personal,
colloquial, situational and context bound.(from the age of around seven years
or older)
3. Between seven and nine years of age
many native-speaker children are becoming fluent story writers.
4.
Graves suggest that by the age of nine children are
more aware of the notion of audience.
5. The differentiation stage: at around nine & ten years of
age shows evidence of writing structures becoming more distinct. The structure
of a story, for example, becomes more shaped and organized and sentence
structure becomes more formal and less colloquial. (dil daha resmi hale geliyor. )
7. The STRIMS project (by Malmberg), a longitudinal
study of pupils’ language development carried out in Sweden found that there
were large individual differences in pupils’ writing ability which appeared to
be closely linked to their writing performance in their L1. (L1 de iyi
yazan L2 de de iyi
yazıyor.)
When should children learn to write in the foreign language?
8. Children learning English may not
write very much in the first year or two.
9. Teachers need, therefore, to be
especially sensitive to the different demands and purposes of written tasks
they impose on their pupils and to be aware of a variety of ways of supporting
their writing.
The initial stages
1.
In the early stages of learning to write in an L2 young pupils may still
be consolidating their concept of print.
2. Copying at this level provides
opportunities to practice handwriting, learn consolidate their understanding of
new vocabulary, develop an awareness of and confidence in English spelling and
practice a range of simple sentence patterns they have learned to use in
speaking.
3. Children should not be asked to
write something that they cannot say. (Öğrenciden bilmediği şeyleri
yazması istenmemeli)
4. Using the correct order, using the
grammatical structures accurately and linking sentences together with simple
conjunctions. (Basit kelime, gramer, ve yapılarla öğrenciye cümle
kurmayı öğretmeliyiz.)
5. Children enjoy personal writing, so
it is a good idea to personalize writing tasks, where possible.
6. Yazdığı yazının birileri tarafından okunacağını bilmesi, öğrencinin yazarken daha dikkatli olmasını sağlar.
English spelling
7. English spelling is illogical and
difficult and is not easy for young children to learn.
8. According to Palmer, there are four main ways in which children learn the
spelling of words.
1. Visual style: learners respond to the shapes of
words and the patterns of letter strings within them
2. Auditory style: it is better for learners to sound
the word out as they can recognize the relationship between sounds and letters
or groups of letters.
3. Kinesthetic style: spelling is a graphic-motor skill
and the writer lets the hand remember the kind of movements and shapes made
when producing words. (kelimenin yazılışını el alışkanlığından
hatırlamak)
4. The linguistic style: is one some
children might draw on as they grow older and develop skills in seeing
relationships between words based on grammar, meaning, and so on.
9. Multi-sensory approach is probably
best for all young learners. (tüm duyguları beraber kullanarak
öğrenmek)
10. There are many spelling games. Two
of them;
1. Hide and seek: encourages children to look at
groups of words and to use the “look, say, cover, write, check” approach. (tahtaya
asılan kelimelerden birini çıkarıp soruyorsun hangisi yok gb.)
2. Noughts and crosses: aims to
practice personal spelling lists using the look, say, cover, write, check”
approach. (SOS oyunu
gb.)
Guidelines
for a supportive writing classroom
1. Reinforce the connection between
writing and speaking English and reading and writing in English.
2. Try to develop an awareness of environmental print. (bunu dışardan temin etmek gerek)
3. Make sure your class has many example of English writing, functional prints. (sınıfın panosunda karikatür gibi veya kitap evlerinin hazırladığı İng. duvar afişleri gb.)
4. Develop the concept of English
letters with the letter cards, magnetic or plasticine letters and alphabet
games.
5. Have special “letter days”. Bugün
“S” günü herkes örnek bir şeyler üretsin, yazsın.
6. Clap for each word spoken to develop
a concept of word. (ödüllendirmek)
7. Reinforce the concept of words and
letters with alphabet songs, jingles and games.
8. Create a post office and made
stamps, letters or have a shop corner with lots of written labels, such as shop
open/close, board price.
9. Organize resources so that there are
word banks cards placed around the room which pupils can refer to.
Writing in
the later stages
1. After two years of English, many
pupils will have mastered some of the more basic skills in writing and should
be encouraged to produce writing for a specific context and audience which goes
beyond the practice stages.
2. Pupils can also produce some of the
activities outlined earlier, such as word search or grap-filling, for other
pupils to complete.
3. If the children asked to write
riddles, for example, they must be able to produce their ideas in spoken
English before they are asked to write sentences.
4. Even with older children, writing
tasks should always be prepared for by specific activities, including the
technique of modeling, which provides for the rehearsal of key vocabulary and
structures.
5. Dictogloss is a creative way of using
gap-filling and dictation that has been able to use with bilingual pupils of
ten- and eleven- year-olds in the
1. Prepare pupils with a range of
pre-listening activities to listen to a story. Give the pupils a list of key
words.
2. Read the story ones not too fast.
And asked them to find the key words while reading. A second time they tick off
the words from the list. Then pupils complete the gap-filling activities.
3. Pupils re-tell the story orally in
pairs, using the gap-filling and pictures
4. Pupils re-tell the story in writing
5. A variation is that pupils try to create a different ending.(öğrenciden hikayenin sonunu istemek.
6. Guided activities at sentence level
and above for older pupils may include putting words in the correct order,
matching sentence halves and copying, gap-filling using visual or words,
writing captions for pictures, writing speech bubbles or dialogues, creating
sentences from a tick charts and sequencing sentences.
7. Writing to communication is also an
important aspect of the writing process.
8. To develop a greater awareness of different text types is needed. (öğrenci yazı çeşitleri hakkında bilgi sahibi olmalı)
9. Öğrencinin
başarısı genel amaç olmalı.
10. The teacher should also be aware of
the language demands and thinking demands.
11. Öğretmen bütün taleplerin farkında olmalı.
Responding to writing
1. Surface features: such as handwriting or spelling
2. Language form: such as new vocabulary and
sentence patterns, and the activity is based on very tightly controlled
copying, you are more likely to insist upon accuracy
3. Teacher must encourage the pupils
with some sentence at the end of their writings such as “I enjoyed your story”
“ I like your ending” “ good job”
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