Speak write (k 8)

DEVELOPING

SPEakING & WrItING
SkILLS

FOr YOuNG LEarNErS
(k-8)

Hanadi Mirza hanadym@hotmail.com

Language Skills

Receptive Skills

Productive Skills


Language Skills Development

L Listening

S Speaking

R Reading

W Writing

What Do Learners Need?

 Variety of Activities (5-10 min each)
 Movement
 Play / Games
 Breaks (4 Rs)
 Drama/ Imitation
 Songs
 Dance/ Follow patterns
 Positive Environment  Safe + Low Anxiety (Affective Filter)
 Listening & Speaking (Ease at acquiring Lang.)
 Literacy  Reading & Writing


1.1- Communicate with others observing rules
appropriate to own level NCERD

KG 1 (3 yr) KG 2 (4 yr) KG 3 (5 yr)
-Listen to what is Listen to what is Listen to what is
heard.-Apply some heard. Apply heard.-Follow
instructions given instructions given by instructions &interact
by others.-Express others. Express needs with the urgings of
needs with various with various methods. others -Express needs
methods.-Express Express what he/she with various methods.-
methods.
what he himself is or others are doing.- Express what he or
doing.-Take Apply rules of others are doing.-Appl
initiative in communication during rules of communicatio
speaking to dialog. Take initiative during dialog Take
others. in speaking initiative in speaking
and discussing with
others .

Speaking Skill

What do we say?
Why Speak?


Problems with Speaking
 KGs

 Cycle 1

 Cycle 2

 Cycle 3


Spoken Language
Monolog = lecture radio news,…
- Dialog = interpersonal or transactional

Fluency versus Accuracy

 Fluency: NOT speed
 ability to express one’s ideas logically

 Accuracy: worry about Grammar AND
Pronunciation mistakes

IMPORTANT

Pronunciation --- Speaking

Spelling --- Writing


Correcting Pronunciation

 Use Simplified Phonetics ]

people [pypəl] persons
Jordan [djordən] Country
Schedule [skedjouwəl Time table
]


Correcting Grammar Mistakes
 Revisit a point in grammar

Eg. He? She? Or It?

Ex 1: Use pictures of different people, animals, things,
places, ….:
Ex. 2: Tom is a little boy. _____ goes to school everyday,
and _____ likes to study with his friend Carl. His sister
plays the piano and _____likes to play with her little
dog. _____ is her favorite friend.
Ex. 3: Monolog or Dialog


Speaking Activities
Role Play, Presentation, Guessing Game, Project

 Familiarize SS with the evaluation criteria to lower their level of
anxiety and provide enough practice
 to improve fluency and
 to internalize grammatical rules and increase accuracy.

 Help SS to Develop Good Conversation Skills (be polite, take
turns, ,…)

 Improve SS pronunciation using simplified phonetics


Target of
Speaking Activities

Students’

Real Life Experience?

Imagination?

Here and Now?

Conversation Starters

 When are you or have been most afraid?
 What has been the happiest day of your life?
 If you could change one thing in the world, what would it be?
 If you could change one thing about yourself, what would you change?
 What does “being in love” mean?
 What is the most important thing in your life?
 What is the one thing you couldn’t live without?
 What is your favorite movie/book of all time? Why?
 What cartoon character would you most like to be?
 What is the hardest/best thing about being ___ years old?
 What job would you never want to have? Why?


Giving Clear Instructions

1- Attract Students’ Attention

2- Seating Arrangement

3- Tell Students’:
 What to do?
 What materials to use?
 How much time needed to complete Task?

4- Ask Students’ to rephrase Instruction


Input Needed for
AUTHENTIC Speaking Activities
 Listen to:
a. Story
b. Music
c. Sounds

 Use Sight:
a. Watch a Video
b. Look at Picture/Drawing
c. Read a Story


Vocab Box
Thematic Vocabulary:
Word
Definition
Synonym
Antonym
Picture
 Speaking
 Writing

Writing Skill

What do we write?
Why Write?


We Write…
 Letter
 Word 
 Sentence (vs. Non-Sentence) 
 Paragraph 
 Essay 
 Term Paper 
 Master Thesis 
 PhD Dissertation


Writing Develops in KGs
KG Classes  Sentence Pattern

A cat ran. / My dog ran. / I ran.

I see a dog. / I see a cat. / I see a man.

Max is in the box, / Max is under the box.


Sentence Structure

A cat ran.  Capital letter --- .
 Who / does what
 someone is doing something
 Naming part + Telling part
 Subject + Verb 
 Subject + Predicate

 Ex: Put the word cat in a sentence. (KG)

NCERD
Grades 1, 2, 3 Grade 4
- Student writes for a variety Write to express, discover, record, develop,
of audiences and purposes, reflect on ideas, and to problem solve
and in various forms - Write to influence such as to persuade, argue
- Write to record ideas and and request
reflections - Write to inform such as to explain, describe,
report, and narrate
- Write to discover, develop,
- Write to entertain such as to compose
and refine ideas humorous poems or short stories
- Write to communicate with - Exhibit an identifiable voice in personal
a variety of audiences narratives and in stories
- Write in different forms for - Choose the appropriate form for his/her own
different purposes including purpose for writing, including journals, letters,
list to record, letters to invite reviews, poems, narratives, instructions
and thank, and stories or
poems to entertain


Writing Process (Gr 4) NCERD
 Generate ideas and plans for writing by using such pre-writing strategies as
brainstorming, graphic organizers, notes and logs
 Develop draft by categorizing ideas, organizing them into paragraphs, and
blending paragraphs within larger units of texts
 Revise selected drafts by adding, elaborating, deleting, combining, and
rearranging text
 Revise draft for coherence, progression, and logical support of ideas
 Edit draft for specific purposes such as to ensure standard usage, varied
sentence structure, and appropriate word choice
 Use available technology to support aspects of creating, revising, editing,
and publishing text
 Refine selected pieces frequently to publish for general and specific
audiences
 Proofread his/her own writing and that of others
 Select and use reference materials and resources as needed for writing,
revising, and editing final drafts


Problems with Writing
1- Inadequate visual &/or Auditory Memory
2- Poor Motor Skills – Poor Vision
3- Draw instead of Write
4- Write from memory rather than Listen THEN Write
5- Develop Writing before Reading
6- Poor Spelling / Grammar / Sentence Structure
7- Write without using a Pre-writing technique (W= Product)
8- Translate from Arabic (VSO)
9- Memorize sentences rather than Create own sentences
10- Writing Process  Boring & Time Consuming


Handwriting & Dictation

 KGs Write in Sand Shape-like Letters
All Cycles  Handwriting Exercises

 Spelling Bee?
 Dictation? Auto-dictation?
 Dictogloss/Dictocom?


Improve Spelling & Writing
 1- Picture + 1 missing letter (beg. Letter THEN other letters)
 2- Picture + 2 missing letters (any two)
 3- Picture + scrambled letters
 4- Picture only
 5- Scrambled letters  Word Formation
 6- Find the word: Cross puzzle (+ pics)
 7- Dictation: Listen then Write word
 8- Unscramble words  Sentence Formation
  Write sentences
 9- Unscramble sentences  Make a Paragraph
  Write a paragraph
 10- Sequence paragraphs  make an Essay
  Write an essay
 11- Creative Writing


Correcting Written Mistakes
Mistake Type Correction Sentence

freind Spelling friend Tom is my
friend.

He mixs Simple mixes He mixes
present tea and
sugar.


Input Needed for
Authentic Writing Activities
 Listen to:
a. Story
b. Music
c. Sounds

 Use Sight:
a. Watch a Video
b. Look at a Picture/Drawing
c. Read a Story

Paragraph/Essay Writing
 Narrative
 Descriptive
 How-to
 Biography/Autobiography
 Persuasive
 Informative


Problems with Writing Tasks
 Poor Writing Topics

 Grammar NOT integrated INTO Writing

 Poor explanation of Spelling rules in Elem
 Memorizing visually the words

Dictation= NO Use of Listening  Writing


Teaching a Paragraph
I. Modeling Stage:
eg. Descriptive Paragraph
 1- Elements of Description : adjectives: color,
size, number…simile, seem, feel , etc…
 2- Elements of a Paragraph: Title, Indentation,
Topic Sentence, Supporting Details, and
Conclusion

II. Guided Stage
III. Independent Stage

Buttons

Buttons are fun to look at. They
can be blue, white, red, and green.
Most buttons are circles. Some look
like pumpkins, pencils, or stars. It’s
nice to have buttons because they help
hold our clothes together.


Camping Trip

On a camping trip, it’s important
to have certain things. First, you need a
tent. You also need some food and a
nice chest. Pack your sleeping bags
and some kind of light too. Don’t forget
your pillows and some rain gear. It’s
going to be a lovely trip.


How to Improve
Productive Skills?

 Practice Speaking

 Practice Writing

PRACTICE PRACICE PRACTICE


Remember…

 Developing Students’ Language Skills:

Listening = Piano
 Speaking = Violin
 Reading = Saxophone
 Writing = Drums


Thank You

Join “ATEL Lebanon”  Facebook
www.atel-lb.org


Speak write (k 8)

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (18)

Similaire à Speak write (k 8)

Similaire à Speak write (k 8) (20)

Plus de hanadym

Plus de hanadym (8)

Dernier

Dernier (20)

Speak write (k 8)