The Nuances of Teaching English

Ms.Anuradha RaiVice PrincipalAmbience Public School, Delhi

Three domainsDomain 1: Teachers SkillsGrowth Mindset, Learning and motivation, class managementDomain 2: Horizontal Skills Selection of textbooksTest taking, AssessmentDimension 3: Core SkillsLanguage acquisitionTeaching Comprehension,Enjoying Literature Writing

Growth MindsetWith progress in teaching methods our

approach needs to change. From teacher centric to student centric Teachers need to

- Learn- Unlearn - Relearn A term that is used to describe this is ‘

Growth Mindset’ as opposed to Fixed Mindset.

Growth vs Fixed

Examining our beliefsOur beliefs affect our teaching practices even if not articulatedUnless we recognise our beliefs and challenge them no change happens

A Willingness To ChangeSchools transformative not just for kids, but for teachers as wellDo not teach the way you were taught. Use technology/ Research

How children learn ?

explore and discover answers

Learn best when having fun

Learn through experimenting/

make fruitful mistakes

Academic learning

happens in positive social

context of daily routines

Develop A Class CultureCulture can be described as the way we do thingsCan be witnessed in the common behaviors and thought processesImportance- children learn best in an environment that is caring and safeA positive culture promotes learning and people consider and care for and treat one other with respect

Features

Trust, Openness, and AcceptanceResponsibility and OwnershipControl versus choice

Way to go….Establish protocols & Expectancies Build wide instructional strategiesEncourage innovationAccept diversitySupport and Model risk takingScaffold learning through mentoringProvide FeedbackShare and communicate the philosophy to all stake holders

Understanding how children learn best

Guiding principlesLearning should be active- 70/30 principleInteractiveAppropriately challengingPurposefulRelevant-connect with interestAllow some autonomy and control

Mode of Learning

Ensuring Meaningful Learning

Three domains

Effective managemen

t

Engaging academics

Positive and supportive

environment

Get to know your students Immediate family People they are close to Interests Fears Favourite activities Strengths and areas to be worked on

Emotions and LearningEmotions and thoughts shape each otherNegative emotions like fear and anxiety have a detrimental effect on learningPositive emotions help in learningWe learn best when having fun and when we love the teacher

Teacher language that supports I have noticed that-- I see that you are getting-- It seems you are having difficulty--. How can we

work around it? Thank you for sharing your thinking I am glad you asked that question What’s another way we can say this I never thought of that. Tell me more. That’s a good idea. How about if we say it like that

Textbook selectionView critically to avoid biased writingStereotypingImbalances and selectivityUnrealityFragmentation and isolationInaccuraciesLinguistic biasDealing with controversies- teacher’s role

Strategies for Promoting a Positive Learning environment

 

Language TeachingNot same as other subjects- more to itStudents must know why they are learning, awareness about standards and learning objectivesSecond language acquisition a gradual process, built on students knowledge and skill of native language

Theories of language acquisitionBehavioral approach- learning consists of new behaviors, reinforced responses result in learning: mastery learning is an example, most students can master a skill if given right instructions for the sub-skills

Cognitive theory-humans active participants, reinforcements important as give feedback, student centered approach

Theories of Language Acquisition

Piaget’s constructivism believes children construct own meaning/ understanding

Social cognitive views of learning- learning happens in a social setting. Vygotsky thought learning happens both from direct experience and social interaction. Stressed on importance of interaction with adults and of scaffolding

ImplicationsImplications- hands on experiences, cater to individual differencesSelect developmentally appropriate activitiesRich verbal guidance to foster learningModelling strategies for improving comprehension, using context cluesFormulate own beliefs to set goals and choose instructional techniques

Role and development of languageLanguage required in order to read and comprehend and make senseLanguage consists of phonology, morphology, syntax, semantics, prosody and pragmaticsLanguage learnt through reinforcementChildren have language acquisition device that predisposes them to learn and generate structures activated by verbal inputs

Language and thinkingLanguage not just for communicating but for thinking and problem solvingPrivate speech, inner speech, verbal thinkingLearning second language easier than first

Reading a Complex TaskProficient readers make connections- self, texts previously readCreate visual images and modelsAsk why questions- why did an event occur, why did the author include certain informationReason- analyse character traits, situation, behaviour, language and draw conclusions, form concepts, evaluate credibility of informationBackground knowledge very important in drawing inferencesComprehension is focussed attention, connection and integration to create mental representation of ideas in the text

What good readers do

Comprehension Strategies

Preparational Organisational Elaboration Metacognitive

Previewing comprehend main idea drawing inferences regulatimg

Activating prior know

determine & org. important details

imaging-analogyvisualising checking

setting purpose,goal

sequencing follow direction

generating questions repairing

Predicting summarising evaluating- critical reading

Strategy InstructionIntroduce strategy- inferring, summarising, predictingDemonstrate and modelGuided practiceIndependent practiceAssessment and reteachingReinforcement and implementationExplain model- I do you watch, Initial guided practice- I do you help, Later guided practice- You do I help, Independence- You do I watch

Preparational Strategies

Activating prior knowledge- questioningSetting purpose and goal- for pleasure, to gain information, study for a testPreviewing-surveying title, heading, illustrations- helps create a mental modelPredicting- supporting with evidence, how illustration helps both in fiction and non fiction

Prediction ChartPrediction Clues changes in prediction

Organisational SkillsComprehending main idea- summary statement that includes other details, it may not the most important idea but is the gist of the pieceConcept of main idea should start as early as possibleInitially MCQ choicesDetermining main idea is classification skillGive students practise to classify objects and words and relate it to concept of inclusive sentence,topical sentence

Deciding Main IdeaUse heading or first sentence to make a hypothesisRead each sentence whether it supports the hypothesis, else reviseSee what most sentences have in commonIntroduce strategy, model, guided practice,independent practiceAssessment and reteachingReinforcement- cut out headlines and ask students to match with articles, have students classify list of items

Determining relative importance of information

Very important to sift important from trivialText structure, relational terms and reputation of words or concepts determine importanceMost important of all, the three main reasonsBased on structure of a piece- problem and solution important but example can be ignoredMinor details are signalled by also

Organisational skillsSequencing- some details to be comprehended and remembered in an orderUse activities like puzzles, sequencing sentences , timelines, following directionsSummarising- retellingUse both narrative and expository texts

Elaboration techniques

Making inferences using prior knowledge

Read out story and analyse one or two important ideas

For each of the ideas create a previous experience question that they have had

Create a prediction question for each

Students read and check their predictions

Discuss predictions and inferential questions

ex- Even adults can be afraid of things, share something you know an adult is afraid of,In this story Arun is afraid of something, what is it?

Using QAR For students who find it difficult to find answers that can’t be found in the text or those who use their previous experience instead of textQuestion- answer relationship:Are they right here- single sentence, does it need to be put together, on my own or writer and me

Making inferences using evidence

Question Evidence from text Own experience Inference

How did Rita feel at lunch

Her stomach was growling

Sometimes when I have bee

So I think—

ImagingStart with single sentences followed by longer pieces. Students read the text and create a mental image which they can draw

Serves three purposes- fosters understanding, helps retain information and monitor for meaning

Images will differ depending on background and prior experience. Do not alter images but ask students to reread or expand images through questioning

Analysing a narrative text

Various story grammars but each has certain essentials- setting, characters, plot.

Plot is divided into problem/ main character’s goal, principal episodes and resolution

Story maybe action oriented, character consciousness

Story structure can be guided through questions

QuestioningWhen and where does the story take placeWho are the charactersWhat problem does the main character faceWhat does main character do/ what happens to main characterHow is the problem resolvedUsing retelling to assess student’s understanding and prompt them to analyse. Important to be aware of student’s culture

Story mapSetting- where and whenCharactersProblemGoalPlotOutcome

Expository textsEnumeration- description without giving cause and effectTime sequenceExplanation processCompare and contrastProblem- solutionCause and effect

Teaching expository text structure

Use CORE Model- connect,organise, reflect, extendConnect- teacher helps build by connecting what students know to what the text investigatesOrganise- teacher helps students to see how the information is organisedReflect- asking students how it can be depicted in a diagramExtend-gathering additional information to add to the web

Exploring the textsIntroduce text patterns one at a timeStart with well organised, single paragraphs that focus on text structure being taughtHelp students identify signal words and sense of piece to help rearrange a piece chronologicallySignal words- because, therefore,since, thus, cause, effect, result of, consequently, first, second,next, finally datesGradually move to larger passages

Some post reading activities

Graphic organisers- text structures and time sequenceUsing questions to make connectionsWriting for oganisation- asking students to compose pieces that employ compare and contrast, use of venn diagramsUsing narrative and expository text for mutual support if reading a story which has discrimination or child labour as its theme reading article about discrimination or child labour

Role of questions in comprehension

Can be used to develop concepts, build background, clarify reasoning, lead to higher order thinking, foster understanding and retentionPlanning questions to establish main elements, main points, help see relationships of ideas, relate new information to their background experience

Placement of questions

Before reading activate schema and set purpose so as to seek relevant information

During reading questions help to clarify confusing elements,process text,maintain ongoing summary-these are especially relevant in primary grades

Post reading help organise and summarise

Types of QuestionsComprehending- literal level- list, name, indicate dates, time , placeOrganise- identifying main idea, classifying, noting sequence and summarisingElaborating- making connections between information and prior knowledge, making inferences, creating images, analogies, evaluating

Types of QuestionsElaborating- how do you know, Picture the characterMonitoring-being aware whether a selection makes sense and knowing what steps to take e.g Did you find any parts confusing?

Using wait timeDo not rush when immediate answer not forthcoming, wait 5 seconds, maintain eye contact and don’t turn away, do not rush to ask another studentSet a class culture of inquiry and exploration- be warm and accepting so students can speculate, involve all students

Techniques for asking questions

FELS -Taba recommended asking focussing questions to direct student’s attention Extending questions to seek elaboration and clarificationsLifting the discussion to higher levelSubstantiating questions which asks evidence to support their assumption or conclusion

Framework for fostering comprehension

Guided reading- stepsIntroducing the text- through discussions, videoExperiential background or conceptsCritical vocabularyReading strategiesPurpose of readingInterest or connection

Steps continuedReadingDiscussionRevisitingExtending

Critical ReadingSet a spirit of inquiry where students feel free to challenge statements support controversial ideas, offer divergent view pointsSome skills are identifying use of words, persuasive language, distinguishing between facts and fiction,identifying words that signal opinions, identifying author’s opinion,verifying factual statements, identifying bias, supporting conclusion

Vocabulary Instruction TechniquesGraphic organisersSemantic maps, pictorial maps, web, venn diagramCreating memorable eventsDetermining shades of meaningExploring word historiesPredict o gramStory impressions

Word Roots

Closing vocabulary gap

SIX WORD KNOWLEDGE TASKS TO EXPAND VOCABULARYLearning to read known words- sight words, using phonics and syllabication to sound wordsLearning new meaning for known words- map, fix, hit, Learning new words for known concepts- plagiarism, irate, melancholyLearning new words for new concepts- most difficult- figurative, ThesaurusClarifying and enriching meaning of known words-lethargic, incoherentMoving words from passive to active vocabulary

SEVEN PRINCIPLES OF DEVELOPING VOCABULARY

Building experiential background- orchard supermarket, zoo museum, fossilRelating vocabulary to background- compliment, beacon as a warning sign, eavesdropBuilding relationships- how new words are related to each other- biography, accomplishment, obstaclesDeveloping depth of meaning- persistent rain, persistent cold, persistent pain

EvaluationObservation card- Self selects book, only picture reads, shares with partnerLiteracy observation checklistSelf check list

Literacy Observation ChecklistUses variety of comprehension strategiesExpresses interest in readingApplies word recognition skillsExpresses ideas coherentlyMakes reasonable predictionsEnjoys listening to stories

Asks sensible questionsSelf corrects errorsShows willingness to take risksUses visual clues to help in comprehensionThese can be done thrice in the year to monitor progress

Literacy Observation Checklist

Self checklist- 3,2,1I understand what I readI can find the main idea of a paragraphI think about what I readI can read between linesI think about what I already know about the subjectI can figure out new words by sounding them

Celebrate writingLet kids see you struggleRaise expectationsWhat makes writing interestingInclude something funnyTell feelingsMake it easy to readUse interesting wordsMake sure it makes sense

Turn kids into writersTeach writing the way real writers do- think aloudBe explicit- let children see you writeExpand personal writing- what we worry about, our favorite places, the best thing we ever did, secrets of nine gradersMake enjoyment central to writingFind your own voiceLet kids see you struggle

Writing essentialsWrite for a specific reader and purposeDetermine an appropriate topicPresent ideas clearly with a logical, well organised flowElaborate on ideasEmbrace languageCreate engaging leadsCraft authentic voice

Writing essentialsReread, rethink and revise while composingApply conventions and formRead widely and deeply- with writer’s perspectiveTake responsibility for producing effective writingPrewriting, planning, composing, revisingediting, publishing

Shared writingChoose a topic collaboratively Discuss why you are writing and who the audience isBrainstorm for what content to includeAsk for beginning sentenceSay the words as you writeShape student languageAccept everything, revise laterInclude all students

Teaching writing genresFind out what they know about different genresGather examples and share with studentsDiscuss what makes a good exampleWrite in the genre togetherConfer with students and teach what is neededPublish and share

Writing guideWrite a topic sentence that states the main idea of your paragraphWrite three details that support your main idea. Conclusion- write a closing sentence that sums up the main idea

StandardsStudents will write letters, directions, explanations, reports, opinions, narratives and responses to literatureWrite narratives with complex plotsUse varied sentence patternsFollow rules of grammarUse figurative language and stylistic devicesShow sense of audienceUse a rubric to evaluate their work

Make Assessment countPoetry writing rubricTitle grabs attentionBeginning interests the readerHas put feelings in the poemPlay with text, wordsCreative word choiceEnding wraps up so reader isn’t left wonderingLine breaks, conventions followed

Writing RubricAble to write rough draft that reflects thought and organisationWillingly takes suggestionsGives helpful feedback to peersAttempts to use interesting languageDemonstrates awareness of audience and purposeProofreads and efficiently editsCompletes on time

ConclusionProvide opportunity to think, speak, communicate, express point of view in non threatening environmentTeach key vocabulary and grammar in contextConnect reading to students backgroundConnect reading and writingTeach explicitlyBuild a plan to celebrate students’ success

The limits of my language are the limits of my world.‒Ludwig Wittgenstein

AcknowledgementsGunning G Thomas, creating literacy instruction for all students, 7 EditionAthans, S. K. & Devine, D. A. (2008), Quality comprehension: A strategic model of reading instruction using reading guides 3-6, Newark, DE: International Reading AssociationNational reading Panel (2000) Chapter 4, Part II. National Reading Panel report

Bibliography Routman Regie, Writing Essentials; Raising Expectations and Results while Simplifying Teaching, Heineman

Kellough. Carjuzza, Teaching in the Middl;e and Secondary Schools, Pearson

Thank you