Presentation Transcript
Slide 1:CONNECTING LANGUAGE LEARNING
TO THE ELEMENTARY SCHOOL CURRICULUM
A Good Story!Interpretive Listening and Reading :A Good Story!Interpretive Listening and Reading
Pictures as Prompts :Pictures as Prompts Pictures scaffold learning
Today’s learners are “imageators”
Check that the story is…. :Check that the story is…. age and culturally appropriate. (familiar)
Is repetitive or highly predictable
Can be dramatized or (not abstract)
Lends itself to the use of visuals TPR / Comprehension before production / Oller’s Episode Hypothesis / Folktales / Learning Centers /
A Narrative Framework :A Narrative Framework Identify importance
Find binary opposites
Organize the content in story form
Conclusion
Evaluation
The language experience chart approach :The language experience chart approach Teacher provides target input
Teacher checks comprehension
Students retell with teacher help
Students copy version into their notebooks
Permanent record is used in other activities
Co-operative Learning :Co-operative Learning Assign roles
Decide on –
Target Vocabulary
The End Product
Scaffolding (How?)
Student evaluation
Follow up and Extension
Group dynamics
Learning Through Culture :Learning Through Culture
Possible Approaches…. :Possible Approaches…. Cultural products (folktales, legends, artists, celebrities, songs…..)
Use of realia, real things.
Cultural Practices / Customs (greetings, school/home life, families, holidays) *** Using the students’ own cultural knowledge to facilitate learning is also a valid approach and highly motivating for young learners.
Contextualized Performance Assessment :Contextualized Performance Assessment It’s all about PERFORMANCE!
Use formative assessment instruments
- rubrics, checklists, peer/self forms
Possible “end products”
-- storybooks and summaries, posters, booklets, presentations, plays, short compositions
Assessment should be focused not just on the end product but the whole process. SOPA / ELLOPA / IPA
THE END :THE END