judykirsh@aol.com 1 Aim to develop an initial understanding of the - - PowerPoint PPT Presentation

Judy y Kirsh ESOL specialist & teacher-educator judykirsh@aol.com

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Aim

 to develop an initial understanding of the links

between the theory and practice of teaching and learning reading and writing at a basic level to adult ESOL learners Ob Objectives ctives Par artic ticipan ipants ts will:

 analyse the reading process and discuss the issues

that arise for beginner adult ESOL readers

 demonstrate understanding of reading

development and make links to teaching approaches, including ‘Language Experience’

 Observe a teacher and learner using the Language

Experience approach (video)

 analyse skills involved in copying and examine a

range of strategies to help learners with handwriting

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Talk to a partner about a learner you have taught who struggled to read and/or write. Can you agree a definition of ‘basic literacy’ in ESOL?

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A ‘basic literacy’ learner is … someone who has not yet reached Entry 1 Reading and Writing, and

➢ is learning the sub-skills or mechanics of

reading and writing

➢ struggles to read and write a small number

• f key words, a very simple sentence and

very simple text independently

Adult ESOL Core Curriculum https://www.excellencegateway.org.uk/content/etf1194

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Literacy eracy in first/ot t/othe her r lan angua uages ges Literacy eracy in English ish Level vel of spoke

• ken

n co communicati mmunication

• n

No Yes No No From beginners to advanced From beginners to advanced

The greep dawked forily prip the

• blortican. It snaughted preg the

melidock trippicant ……… shrolled nong the cretidges. Pronubcaily, ……. greep caught up with all the other

• dogs. They ……. found a fresh

murchil burrow and were sprool……. and muting round it.

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The greep dawked forily prip the

• blortican. It snaughted preg the

melidock trippicant and shrolled nong the cretidges. Pronubcaily, the greep caught up with all the other

• dogs. They had found a fresh

murchil burrow and were sprooling and muting round it.

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 What kind of text is this, e.g. news

article, email, letter, advert, story ….. How did you know?

 How did you work out the missing

words? What skills were you using?

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➢ Sc

Schema a act ctiv ivatio ation

➢ Clu

lues s of meaning ning and context xt cues (sema manti ntic)

➢ Cl

Clues s of word rd ord rder r and gr grammar mar (synt yntac actic tic)

➢ Vi

Visual l recogn gnit ition ion – recogn gnis isin ing g le letter patter erns ns such ch as -ig ight (gr graphi phic) c)

➢ Phonem

nemic ic awarene eness ss and phoni nics cs – sound nding ing out le letters s (phono

• nolog

logic ical al)

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Good readers … ➢understand and interact with what they read ➢regress and re-read ➢recognise a large variety of common words and parts of words ➢use the sound system to make out unfamiliar words ➢use context to monitor meaning

What are the implications of this for beginner ESOL readers?

Based on this theory, there are three stages in the acquisition of literacy:

➢ Logographic: based on crude, visual

shapes and features

➢ Alphabetic: based on phoneme and

grapheme awareness

➢ Orthographic: based on visual analysis

(whole word grapheme sequences) – independent of sound – use of internal semantic lexicon

(Frith, U. 1985; 1986)

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 Top-down

wn model els: The focus is on the

whole text - predicting meaning based on clues from the text and the reader’s background knowledge.

 In bottom-up

up model els, the emphasis is on

extracting information from the text, particularly that letters and sounds form words, words form phrases and sentences; it is also concerned with how sound is represented in print.

➢ Watch

tch the vi video eo clip ip - wh what at are e the e stages ages the e teacher cher works ks through? rough?

➢ What

at does es the process

• cess involv

volve? e?

➢ What

at is s the aim m of

• f langu

nguage age exper erie ience nce work? k?

➢ What

at mat ateria erials ls does es the e teacher cher use? e?

➢ Ho

How w cou

• uld

ld yo you use e this is app pproach roach in yo your r teaching ching and nd/or /or a gr group up situa tuation? tion?

https:// //ww www.yo youtub utube.com com/w /watch? atch?v=gr v=gri-Or9g Or9gDrY DrY

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3

3

Discuss in small groups:

➢ How did it feel? ➢ What skills were you using / did you

need?

➢ What strategies did you use? ➢ What are the implications for the

classroom?

What’s involved in (hand)writing?

➢ Fine motor control of pen – holding the

pen/pencil

➢ Relationship to paper, position, pen ➢ Direction of letters – forming the letters ➢ Size of letters, ascenders, descenders ➢ Spacing

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Use the students’ words to create texts that are mean anin ingf gful l to them; em; then en, , use e these se for pract ctisi ising g and d developi veloping g readin ding g and d writin ing g skill lls, , e.g. ➢ Matchi tching sentence ntence again ainst t text ➢ Sen entenc ence e against ainst illu lustratio tration (wh where ere appli licable) ble) ➢ Word d again ainst te text ➢ Ordering ering senten ntence ces ➢ Ordering ering words ds to make e senten ntences ces ➢ As a context ntext fo for te teachin aching pho honics ics (choo hoose se sounds unds th that at

• ccur in the

e text) t) ➢ Gap-fi fill ll (wit ith h or witho thout t providin viding g the miss ssin ing g wor

• rds

ds) ➢ Copyin pying and/ d/or wor

• rd-proc

processin sing g text ➢ Cho hoosi

• sing words

ds to learn arn to spell ll ➢ Inser sert t missing ssing pun unctu tuati ation

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Text Level vel

Langu anguage ge exper erie ience nce Simple mple texts ts Writin ing g name ame and d address ess

Senten ence/Wor ce/Word d Lev evel el

Handw ndwrit itin ing g Pho honic ics Spell ellin ing g Punct nctuati uation Sent enten ence e str truc ucture ure

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

Learners ‘New to ESOL’ – resources for teachers of ‘beginner’ ESOL learners and those with basic literacy needs https://esol.excellencegateway.org.uk/learners-new-esol



Engli glish sh My Way – website with resources for teachers of low level ESOL learners, including those with basic literacy needs (includes video clips) http://englishmyway.co.uk/topics



Scotla tland nd ESOL Lite tera racies cies materials – resources for teachers of ‘beginner’ ESOL learners with basic literacy needs http://www.sqa.org.uk/sqa/33697.html



ESOL Nexus us beginners – website with resources for ESOL learners, including those with basic literacy needs http://esol.britishcouncil.org/beginners



ESOL Resources flashcards http://www.esolresources.co.uk/#!flashcards/c1a9w



Adult ESOL Core Curriculum http://webarchive.nationalarchives.gov.uk/20060215185924/http://www. dfes.gov.uk/curriculum_esol (on-line version separates E1 Reading & Writing for basic lit.)



Handwriting practice – letters and numbers (designed for children) http://www.enchantedlearning.com/letters/



Learning Unlimited ESOL literacy readers http://www.learningunlimited.co/resources/publications/acereaders

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