literacy program in early learning stages · early learning stages 2016-2107 introduction...

Early Learning Stages 2016-2107

Literacy Program in Early Learning Stages

2016-2017


I’M NOT 28 YEARS OLD, I’M 18 + 10 YEARS OF EXPERIENCE.

HOW OLD ARE YOU?

ICE BREAK


• This program consists of three parts:

Literacy Development

(Reading & Writing)

Teacher Development

(Through Planning & self development)

Language Debates

(Speaking)


Aims of the Program • Spot strengths and weaknesses in schools.

• Create opportunities for exchanging experience among teachers from different schools.

• Enhance and emphasize group work within school teams.

• Compete schools work through students’ learning outcomes.

• Create opportunities for self development among teachers.


Aims of the Program • Focus on quality of learning through learning

outcomes.

• Reinforce and support verbally gifted children through debate competitions.

• Adopt Language Competitions for 2016-2017 academic year.


What do we mean by

(Literacy)?


Introduction


Introduction How exactly does language development happen?

Researchers have proposed several different theories to explain how and why language development occurs.

For example,

• The behaviorist theory (of B.F. Skinner) suggests that the appearance of language is the result of imitation and reinforcement.


Introduction • Cognitive theories (of Piaget's cognitive

development) focus on the development of mental

processes, skills, and abilities..

• Child-centered classrooms and "open education"

are direct applications of Piaget's views.

• language is dependent on knowledge and

understanding acquired through cognitive

development.


• All children with working auditory and oral systems, have the readiness to learn language. Unless they have a learning disability such as an auditory processing problem, they need support to learn it with ease and without instruction.


• Emphasis on learning outcomes is one of the

education goals set by UNESCO’s initiative

World Declaration on Education for All (WISE

report about Quality in Early Childhood

Education)


QUALITY OF EDUCATION

=

OUTCOMES OF LEARNING


Why This Program?


• One of the most important indicators for

education quality is the learning outcomes.

• It’s noticed that English isn’t treated as a skill

subject.

• The outcomes of Early Learning stages, in

learning English, need to be raised up.


Planning Development

By : Planning Committee


Why Do You Think Planning is an Essential Part in Any Project?


Why Planning?

• Unsatisfactory learning outcomes in ESL is mainly due to non-effective planning.

• During school visits and review of lesson plans, It was noticed that activities didn’t reflect objectives as well as there was a problem in applying higher thinking skills.


• Planning Committee is one of committees

formed along this academic year 2016-2017,

encompassing experienced coordinators and

teachers, under The Early Learning Specialist

Team - Ministry of Education supervision and

support. The main aim is to support and boost

Learning English Language outcomes.


• Efforts came up with lesson plan checklist that includes criteria for teachers to evaluate their own planning according to it.


Tips for Schools • Coordinators will share and administer group

planning at school to refine one chosen lesson plan according to the checklist.

• Planning committee will receive one lesson plan from each school before the 15th of October, December, March and May.

• Certain skill has been determined for each month as following:

October Reading

December Writing

March Speaking

May Listening.


• Planning committee will evaluate all received plans according to the approved criteria and name the best one for the 1st position.

• The winner plan will be uploaded on MOE website.

• Distinguished practices in planning will be sorted as well as weaknesses in detailed report every month.

• Feedback will be provided to schools and teachers in order to upgrade their work.



(Reading Skills) By : Reading Committee


“ What we want is to see the child

in pursuit of knowledge, and not

knowledge in pursuit of the child” George Bernard Shaw


Reading

• As they do with learning language, children tend to learn to read unless they have a disability like dyslexia.

• Early readers are known as self-taught learners.


From where to start?

• Phonemics is the study of phonemes, the smallest

units of sounds in a language. If you change a

phoneme in a word, the meaning changes. For

example, replacing the /l/ sound in 'lack' with /b/

changes it to 'back'. There are 44 phonemes in

English.


From where to start?

• Phonics is a teaching approach which focusses on

how letters make sounds, and how these sounds

make words. It is often used to teach children

how to read and spell.


How to Sequence My Objectives?


Tips For Teachers • Classrooms should have reading centers containing a wide

variety of materials.

• Each class should have (Fluency Chart).

• Reading assessment box is advised to be within each class,

containing leveled strips for reading.

• A monthly report should be written about each class to

show their achievements of target areas, including

numbers and names of students who have achieved

certain criterion.



(Writing Skills)

By : Writing Committee


The main objective is:

to promote students’ writing skills through reinforcing:

Handwriting Composition


How to Sequence My Objectives?


Tips For Teachers • Classrooms should have writing centers containing a wide

variety of materials.

• Writing support box is advised to be within each class,

containing leveled laminated strips for practicing writing.

• Always, use reading texts as models, to compose simple

sentences of 4-6 words.

• A monthly report should be written about each class to show

their achievements of target areas, including numbers and

names of students who have achieved certain criterion.


Points to be imbedded in reading and writing reports

• To be delivered in excel sheet including sequence of the score of students, listed by teachers.

Note: Find the chart below as a model:


Language Debates (Speaking)


What makes children acquire their

first language?


• There is no formal curriculum for teaching

children first language, they enter into

conversation with other children and with

adults. Then they derive rules through

examples. But the process is not random, it is

highly supported by adults.


Adults control their language interaction to

support children’s ability to use language

through:

• Repeating words and phrases.

• Altering sentence structure.

• Responding to what children say.


• As children produce more, caregivers produce

less within the conversation; but at the same

time expand children’s speech as to both

syntax and semantics(meaning).


Tips For Teachers

• Discover verbally gifted children, those who may remain relatively silent.

• Have in mind the network of knowledge to be acquired.

• Keep careful records of children’s progress.

• A monthly report should be written about each school to show their achievements of target areas, including numbers and names of students who have achieved certain criterion.


Stages of Speaking Development

• Use body language and facial expressions to show how they feel and halt their actions when someone says "No"

• Understand the names of many objects

• Say a few simple words

• Two-word stage; kids begin to use simple, two-word sentences.


Stages of Speaking Development

• Start to string together simple words in order to describe things or events.

• Use given words to describe things.

• Use two to three word sentences.

• Can describe what happened during the day.

• Asks questions about how, when, and why things happen.


Teacher Development


Do not underestimate your efforts,

You can challenge experts!!


Tips For Teachers

• Choose an effective website/ magazine/book/online workshop and summarize the benefits then deliver it to your colleagues.

• Send a complete report for early learning specialists to evaluate and choose the best for each month of the previous mentioned stages.

• Here is suggested online workshop for October:

https://www.futurelearn.com/courses/english-in-early-childhood?utm_campaign









Points to be imbedded in the PD report

• To be given as a descriptive report. ( word document)

• Brief description/ summary (subject of the PD)

• Benefits

• Reflection

• Impact of the PD on teachers. ( for coordinators)


Suggested Activities


Activity (1)

Each group has a box containing:

• Some random word cards.

• Some random pictures without words.

• Students will try to create simple stories.

• Some words with missed letters to be completed.

• This activity may be used to enhance writing as well

as speaking.


Activity (2)

Fluency Chart

• Create empty fluency chart and build it

gradually with everyday words.

Note: Teacher may use a symbol of numbered

ladder and stick student’s name according to

number of words he/she read in specific time.


Activity (3) Speaking Support:

• Divide students into teams.

• Determine a specific topic for the week.

• As home work, ask students to prepare questions about the

specified topic to ask other teams.

• Students who finish class activity earlier can move to debate

corner and start debating mates.

• Teacher may help in writing a list of questions (one per

student in your class) relating to chosen topic.


Activity (4)

Speaking Support:

Record and replay

• Encourage verbally gifted children to record their

talk and hear it again to be assessed according to

one criterion every week. (Go back to stages of

speaking)


Activity (5)

Speaking Support:

Watch videos

• Every week, supply children with names of short video

(stories, animals videos,….etc.) to watch.

• encourage verbally gifted children to talk about

chosen video.

• Suggested website:

http://www.teachingenglish.org.uk/article/kids-stories






Suggested References

• Literacy development &Verbal milestones

https://www.verywell.com/communication-milestones-2795110

• Teaching techniques & strategies

http://www.teachingenglish.org.uk/article/question-techniques-strategies














Thank You

literacy program in early learning stages · early learning stages 2016-2107 introduction...

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