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Early Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]

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Take advantage of the language in the songs, rhymes, poems and stories your young learners have already enjoyed in earlier classes to get them reading and writing painlessly. Wendy will show you three strategies based on what the children can already say: Morning Message, the Language Experience Approach and class-created Big Books.

By the end of this webinar, teachers will be able to:
- Connect listening and speaking to beginning writing and reading.
- Decide when to begin writing and reading instruction.
- Learn the steps of writing morning messages and Language Experience Stories.
- State the advantages of shared writing and reading.
- Find out how Big Books enhance reading instruction.

This webinar for English Language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.


► About the speaker:

▪▪ Wendy Coulson is an English Language Fellow in Medellin, Colombia working at Centro Colombo Americano Medellin, a binational center, creating training workshops for teachers of young learners and those with learners with special needs. She also created leadership workshops for youth in CCA’s social programs. Wendy has been an education consultant for the past six years and founded her own consultancy, Peace & Development Education Consulting which develops education programs for development projects. She has a Masters of Education specializing in bilingual and special education and Masters of Arts in Applied Linguistics and TESOL.


► Find the webinar here: https://youtu.be/3nQ4QP2TUpQ

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Early Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]

  1. 1. Welcomes to RELO Andes Webinars
  2. 2. Reading and Writing for Young Learners Wendy Coulson English Language Programs May 23, 2018
  3. 3. Wendy Coulson is an English Language Fellow in Medellin, Colombia working at Centro Colombo Americano Medellin, a binational center, creating training workshops for teachers of young learners and those with learners with special needs. She also created leadership workshops for youth in CCA’s social programs. Wendy has been an education consultant for the past six years and founded her own consultancy, Peace & Development Education Consulting which develops education programs for development projects. She has a Masters of Education specializing in bilingual and special education and Masters of Arts in Applied Linguistics and TESOL. Biography
  4. 4. Poll #1 When do you begin to teach writing in English? A.In Kindergarten B.First grade C.Second grade D.Third grade E.Fourth grade F.Other (please specify in chat)
  5. 5. Recommendation Begin reading and writing instruction in English only after the children have a strong foundation in Spanish.
  6. 6. Play
  7. 7. Principle for Beginning Writing If you can say it, you can write it. And if you can write it, you can read it.
  8. 8. Definition of LEA The Language Experience Approach (LEA) is a method of using the students’ own words to write a story based on a shared experience.
  9. 9. Language Experiences Classroom/School Field Trips Personal Common Knowledge -Songs -Poems -Stories -Festivals -Special day -Cooking -Zoo -Museum -Ruins -Walk around the block (Fall Walk) -Personal information -Pen Pal Letter -Description of the class -Morning Message: a new baby in the family, a birthday -Local news -Facts about your school/city/country -Science facts -Steps to complete a task
  10. 10. Steps for LEA 1. Share an experience. 2. Talk about it. 3. Generate text with learners with teacher as scribe. 4. Read and revise it. 5. Read repeatedly. 6. Copy the text. 7. Focus on text for: -further writing -phonics study -grammar study.
  11. 11. The Three Little Pigs I’ll huff and I’ll puff and I’ll blow your house down.
  12. 12. The Three Little Pigs The first pig made a house from straw. The second pig made a stick house. The third pig made a brick house. The Wolf came and said, “Little pigs, little pigs, let me in.” The pigs answered, “Not by the hair of my chinny chin chin.” “Then I’ll huff and I’ll puff and I’ll blow your house down,” said the Wolf. He blew the stick and hay houses down, but he could not blow down the brick house. So, the pigs lived happily ever after in their little brick house.
  13. 13. Examples of LES
  14. 14. More Examples Poem Read-aloud
  15. 15. Benefits of LEA • Motivating • Familiar format • Little materials prep • Authentic Reading • Comprehension not an issue • Integrated skills practice • Bank of shared experiences
  16. 16. Poll #2 How often do you tell stories, play games, sing songs? A: Every day B: Every other day C: Once a week D: Almost never E: Never
  17. 17. Big Books Big Books are books with enlarged print used in shared reading activities to promote emerging literacy. Books are typically chosen because of their predictability, rhythm, rhyme, and repetition.
  18. 18. Morning Message A written message that the teacher either prepares beforehand or creates with the students with specific objectives in mind.
  19. 19. Poll #3 Which method of shared reading or writing do you think you will try? A.The Language Experience Approach B.Class-created Big Books C.Morning or Daily Message D.None of the above
  20. 20. Thank You! Wendy Coulson Englishfellow@colomboworld.com Facebook: Medellin English Language Fellow
  21. 21. Thanks for joining us! Check us out next month ▫ Presenter: Sara Hendricks ▫ Location: San Jose Chiapa, Mexico ▫ Topic: Encouraging Speaking in Low Level Learners ▫ Date: June 20, 2018 ▫ Time: 1500-1600
  22. 22. fellow@elprograms.org @ELPrograms For more information

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