young learners by myrtis mixon introductions do you know each other? how many of you are teachers?...
TRANSCRIPT
Young LearnersYoung Learners
By Myrtis MixonBy Myrtis Mixon
INTRODUCTIONSINTRODUCTIONS
Do you know each other?Do you know each other?
How many of you are teachers?How many of you are teachers?
Who am I?Who am I?
PARDON MEPARDON ME
WITH RESPECT:WITH RESPECT:
I am going to treat you like students:I am going to treat you like students:
WHY?WHY?
YOU LEARN MORE BY DOING!YOU LEARN MORE BY DOING!
Warm UpWarm Up
Count offCount off
Form groupsForm groups
Telling a story with Telling a story with
objects,objects,
toys ortoys or
picturespictures
TOYS TODAYTOYS TODAY
Each group has a group of toys/objectsEach group has a group of toys/objects Create a story including all your toys.Create a story including all your toys. Write it down or be prepared to tell it Write it down or be prepared to tell it
verbally.verbally. Each person must say something.Each person must say something. You will show the toys when you tell your You will show the toys when you tell your
story to the others.story to the others.
Warm up?Warm up?
Or is it a major activity?Or is it a major activity? What do you learn from this?What do you learn from this? Skills? Listen, speak, read, write?Skills? Listen, speak, read, write?
Also…Also…
Learning StylesLearning Styles
Verbal (speak, listen, read, write)Verbal (speak, listen, read, write)
Auditory (listen, sing, rhythm & melody)Auditory (listen, sing, rhythm & melody)
Tactile (drawing, visualizing, touching)Tactile (drawing, visualizing, touching)
Kinesthetic (move, hands-on, role play, actKinesthetic (move, hands-on, role play, act
Useful?Useful?
Can you?Can you? Could you?Could you? Would you?Would you?
Use this storytelling technique?Use this storytelling technique?
Talk in your group.Talk in your group.
ReadyReady
Are you ready for more hard work?Are you ready for more hard work?
How to write an acrosticHow to write an acrostic Choose any word: your name, or anything Choose any word: your name, or anything
you want to describe, like the sun poem. you want to describe, like the sun poem. Choose any word:Choose any word:
Use the letters in the topic word to begin Use the letters in the topic word to begin each line.each line.
All lines of the poem must relate to or All lines of the poem must relate to or describe the topic word.describe the topic word.
Using a nameUsing a name
I want to be…I want to be…SSilent when others are talkingilent when others are talking
AAbsolutely active in my lifebsolutely active in my life
LLove is what I hope for allove is what I hope for all
AAlways looking to helplways looking to help
MMagnetic in my dealing with others.agnetic in my dealing with others.
Story Theater?Story Theater?
What is this?What is this?
Most fun/learning-packed activity of all!Most fun/learning-packed activity of all!
Use almost any story. Folktales are great.Use almost any story. Folktales are great.
RecipeRecipe
1. Each group has a section of the story.1. Each group has a section of the story. 2. Prepare your part of the story; use 2. Prepare your part of the story; use
dialog, don’t just read. Don’t tell; show it.dialog, don’t just read. Don’t tell; show it. Adapt description into dialog. Choose any Adapt description into dialog. Choose any
props on hand.props on hand.
3. Line up to tell the story.3. Line up to tell the story.
TUG OF WARTUG OF WAR
TortoiseTortoise
The hippo (hippopotamus)The hippo (hippopotamus) The elephantThe elephant
Tell it to students?Tell it to students? Or get them to “present it”?Or get them to “present it”?
Types of Questions?Types of Questions?
About Tug of War: look at handout.About Tug of War: look at handout. KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation
Learning Styles AgainLearning Styles Again
In your group,In your group, Talk about what kind of learning styles Talk about what kind of learning styles
does this activity address?does this activity address? VerbalVerbal AuditoryAuditory TactileTactile KinestheticKinesthetic
Your storytelling textsYour storytelling texts
Can you adapt your books to story Can you adapt your books to story theater?theater?
How?How?
Sentence Structure Sentence Structure PracticePractice
Use small booksUse small books
Use BIG BOOKSUse BIG BOOKS
Error CorrectionError Correction
At this age, use very little verbal At this age, use very little verbal correction. correction.
Promote fluency first.Promote fluency first.
Hold back or some will turn silent.Hold back or some will turn silent. Example: German sentenceExample: German sentence
SongsSongs
Which ones do you use?Which ones do you use? Make up simple songs with the stories in Make up simple songs with the stories in
your book.your book. e.g. I will go; you will go; we will go today.e.g. I will go; you will go; we will go today. TPR songs: Look to the left, etc.TPR songs: Look to the left, etc. Hokey Pokey is many skills: singing, Hokey Pokey is many skills: singing,
movement, listening, and can be reading movement, listening, and can be reading too.too.
ORAL SKILLSORAL SKILLS
Speaking and ListeningSpeaking and Listening
ChunkingChunking
As in poetry:As in poetry:
OhOh, he walked along the river, he walked along the river On his four fur feet,On his four fur feet, His four fur feet,His four fur feet, His four fur feet.His four fur feet. He walked along the riverHe walked along the river On his four fur feetOn his four fur feet And heard the boats go tootAnd heard the boats go toot
O.O.
T P RT P R
Total Physical ResponseTotal Physical Response
More than commandsMore than commands
Using TPRUsing TPR
Use TPR to teach prepositionsUse TPR to teach prepositions Combine with realia for prepositions..toyCombine with realia for prepositions..toy
Use TPR with mime… and let them guessUse TPR with mime… and let them guess Simple (I walk across…Simple (I walk across… Sequences: getting ready to leave;Sequences: getting ready to leave; Baking a cake, setting a tableBaking a cake, setting a table Cleaning houseCleaning house Use short dramas that you directUse short dramas that you direct
TPRTPR
Frogs jump -> caterpillars hump worms wiggle -> bugs jiggle rabbits hop -> Horses clop Snakes slide -> Sea gulls glide Mice creep -> Deer Leap Puppies bounce -> Kittens pounce Lions stalk but…I walk(Evelyn Beyer)
Do the Hokey Pokey
CHANTSCHANTS
Brown Bear, Brown Bear by Bill Martin, Jr.Brown Bear, Brown Bear by Bill Martin, Jr. Brown Bear, Brown Bear, what do you see?Brown Bear, Brown Bear, what do you see? I see a red bird looking at me.I see a red bird looking at me. Red bird, red bird looking at meRed bird, red bird looking at me I see a Yellow Duck,I see a Yellow Duck, Blue HorseBlue Horse Green FrogGreen Frog Purple CatPurple Cat White DogWhite Dog Black sheepBlack sheep Gold FishGold Fish TeacherTeacher Children Children We see brown bear, yellow duck, blue horse etc.We see brown bear, yellow duck, blue horse etc.
Looking at us.Looking at us. Pairs: HOW COULD YOU CHANGE IT & RE-USE IT? Let’s wait Pairs: HOW COULD YOU CHANGE IT & RE-USE IT? Let’s wait
til structure drillstil structure drills
Other Chanting BooksOther Chanting Books
LOOK ONLINELOOK ONLINE Polar Bear, Polar Bear, What do you hear?Polar Bear, Polar Bear, What do you hear? (Lion roaring) Hippo snorting Flamingo fluting(Lion roaring) Hippo snorting Flamingo fluting Zebra brayingZebra braying Boa Constrictor hissingBoa Constrictor hissing Elephant trumpetingElephant trumpetingLeopards snarlingLeopards snarling Peacocks yelping etc. until the zoo keeper whistles Peacocks yelping etc. until the zoo keeper whistles Zoo keeper hear children hears lions roaring, hippo Zoo keeper hear children hears lions roaring, hippo
snorting, flamingos fluting etc.snorting, flamingos fluting etc.
Children can be creative and in writing, make up their own Children can be creative and in writing, make up their own animals or their sounds to hear. Use all the senses.animals or their sounds to hear. Use all the senses.
SpeakingSpeaking
WE started speaking already, didn’t we?WE started speaking already, didn’t we?
Creating stories using:Creating stories using:everyday objects (teacher in Albania)everyday objects (teacher in Albania)
toystoys PicturesPictures
These activities can include writing.These activities can include writing.
CombinationsCombinations
Skills are usually not isolatedSkills are usually not isolated Many speaking activities are also listening Many speaking activities are also listening
activitiesactivities Many reading activities are also speaking, Many reading activities are also speaking,
listening and writing activities.listening and writing activities. Skills don’t exist in isolation.Skills don’t exist in isolation. Different activities usually stress one but Different activities usually stress one but
include severalinclude several
Reading SkillsReading Skills
Reading SkillsReading Skills
Choral ReadingChoral Reading Group ReadingGroup Reading
How to check for comprehension?How to check for comprehension? Of course, these are combined skills Of course, these are combined skills
activitiesactivities
USING STORIESUSING STORIES
Hundreds of ways to use a story:Hundreds of ways to use a story:
Teacher/student tellingTeacher/student telling OR retellingOR retelling Choral readingChoral reading Story boarding (chart the storyline)Story boarding (chart the storyline) Role PlayRole Play TPRTPR Choose to change the endingChoose to change the ending
Little BooksLittle Books
In your group, work with the little book you In your group, work with the little book you have… how can you use this book to have… how can you use this book to teachteach
Listening?Listening? Speaking?Speaking? Reading?Reading? Writing?Writing?
Test your listeningTest your listening
Truth and Story or Truth and Story or
The Stonecutter orThe Stonecutter or
The Lion and the MouseThe Lion and the Mouse
(Pair up) Take turns retelling it to your (Pair up) Take turns retelling it to your partner.partner.
Improve IntonationImprove Intonationand Stress Patternsand Stress Patterns
One, Two, Buckle my One, Two, Buckle my shoe.shoe.
Three, Four, shut the Three, Four, shut the door.door.
Five, Six, pick up Five, Six, pick up sticks.sticks.
Seven, Eight, lay Seven, Eight, lay them straight.them straight.
Nine, Ten, a good fat Nine, Ten, a good fat hen. hen.
Humpty Dumpty Sat Humpty Dumpty Sat on a Wallon a Wall
Humpty Dumpty had Humpty Dumpty had a great fall;a great fall;
All the King’s horses All the King’s horses and all the King’s Menand all the King’s Men
Could not put Humpty Could not put Humpty together again.together again.
ShadowingShadowing
Use Shadowing with rhymes.Use Shadowing with rhymes.
Shadowing is repeating under your breath Shadowing is repeating under your breath or in a whisperor in a whisper
After each of my phrases, repeat under After each of my phrases, repeat under your breath, or whisper - Know that you your breath, or whisper - Know that you will have to retell the storywill have to retell the story
Some ideas?Some ideas?
Reading?Reading?
Writing?Writing?
Listening?Listening?
Speaking?Speaking?
Combining SkillsCombining Skills
Use Stone CutterUse Stone Cutter Write questions for each paragraph of the Write questions for each paragraph of the
storystory
Role Play (not a summary this time!)Role Play (not a summary this time!)
Brown Bear, Brown BearBrown Bear, Brown Bear
OTHERS: OTHERS: Polar Bear, Baby Bear, Polar Bear, Baby Bear, Chicka Chicka 123.Chicka Chicka 123.
By Bill Martin Jr. & Eric CarleBy Bill Martin Jr. & Eric Carle
The Very Hungry CaterpillarThe Very Hungry Caterpillar
By Eric CarleBy Eric Carle
HOW COULD YOU USE THE SMALL HOW COULD YOU USE THE SMALL BOOK?BOOK?
WHAT IF YOU HAD LOTS OF SMALL WHAT IF YOU HAD LOTS OF SMALL BOOKSBOOKS
SHARESHARE
English Language ForumEnglish Language Forum
Young Learners Issues (search online)Young Learners Issues (search online)
Vol. 44, #2, 2006:Vol. 44, #2, 2006:
““First Road to Learning”First Road to Learning”
By Myrtis Mixon and Philomena TemuBy Myrtis Mixon and Philomena Temu
Goal SettingGoal Setting
What is your idea of what you will What is your idea of what you will accomplish today?accomplish today?
Write down two goalsWrite down two goals
My Goals for You AreMy Goals for You Are
At least ten new ideas or ‘re-treads’At least ten new ideas or ‘re-treads’
Ten pieces of usable materialsTen pieces of usable materials As interactively as possibleAs interactively as possible not a lazy daynot a lazy day
Your HomeworkYour Homework
Find your homework.Find your homework. After count/off, form into groups of 3s.After count/off, form into groups of 3s. Share your ideas about teaching different skills Share your ideas about teaching different skills
with your trio.with your trio.
Anyone want to share with all of us?Anyone want to share with all of us?
Hand in the Homework to me, name not Hand in the Homework to me, name not necessarynecessary
ListeningListening
The Hardest,The Hardest,
The most NEGLECTED SkillThe most NEGLECTED Skill
Tug of WarTug of War
I (teacher) tell it)I (teacher) tell it)
Now in a pair, you choose strategies to Now in a pair, you choose strategies to use with this story.use with this story.
Include two strategies for each of the four Include two strategies for each of the four skills.skills.
SHARE…SHARE…
Story CardsStory Cards
Use:Use: Hard PaperHard Paper Index CardsIndex Cards
Use the story cards for:Use the story cards for: FablesFables Short BiographiesShort Biographies Student created cardsStudent created cards
FEEDBACKFEEDBACK
1. Look at the two main handouts.1. Look at the two main handouts. 2. List some of the activities that you can 2. List some of the activities that you can
use or how you will change them.use or how you will change them. 3. What area in Teaching Young Learners 3. What area in Teaching Young Learners
do you need to learn about the most?do you need to learn about the most? 4. What else can you say about our time 4. What else can you say about our time
together?together?
Choral ReadingChoral Reading
Use with rhymesUse with rhymes
Does not have to be rhythmicDoes not have to be rhythmic
Use with stories that they have in front of Use with stories that they have in front of them (we will do that with a story)them (we will do that with a story)
