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Cartes-fiches
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
Postmodern PB
-work against a linear story-telling
- experiment with new ways of mocking traditional PB design and characteristics
-provide playful and insightful opportunities
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characteristics of modern PB
nonlinearity
self-referential
a sacastic or mocking tone
anti-authoritarian stance
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characterisitics of modern PB
nonlinearity
not follow traditional sequential structure of a stroy
multiple narrative
characters telling different stories at the same time
readers are torn between which piecce to read first
multiple genre
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characterisitics of modern PB
self-referential
text and images depict the book itself being off the page, jum out and reveals fictionallity
characters creating their own story that seems to take a new turn on each page
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characterisitics of modern PB
a sacarstic or mocking tone
playful, not negative
not followed by a linear pattern
f.e. new adaption of Snow White
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characterisitics of modern PB
anti-authoritarian stance
refers to the reader
author and text not being as straightforward as the reader expects
reader supports storyline by infusing personal emotions and experiences
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
General content
-tells about her experiences with a 5 grade
-how she makes them more motivated to create an own PB
-in the end children present their PB
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
5 components to be a successful reader
Skills
Interest
Attitude
Motivation
Engagement
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
Strategies
1. engaging students through reading aloud (Circle Time strategies; alone maybe to hard to understand; builds community by working it out together)
2. choice in the guided reading program ( let them have an own choice)
3. modeled entusiam for books and provided resouces ( everday 20 minutes on their own silent reading, can fall into the book)
4. Every student is an authoer ( teacher has to teach children become an author, not to write)
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
4 characterisitics of modern PB
10 stage olan the works - the writing process ( frank)
You don´t always have to use all of hem - process is the most important phase - do not skip the romance, but do not overdo it either
Romance Stages
The MOtivation (engagement, offering challenging directions)
Collecting impressions (not a plan for writing)
Draft Stages
Organizing (what fits togethter=
The Rough Draft (involve children write, thinking about spelling etc.)
Respone-Revise Stages
Authors Review - Does it make sense?
Sharing for Response - share writing with teacher to see reaction; receive feedback
Editing and Revising - make adjustments
The Mechanics check - check the draft for spelling, grammar, errors
Back to Romance Stage
Polishing - complete a final copy
Presenting - ensure there is an intendend puprose to writing
Publishing for an audience
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
semiotic system
used to this to analyze books with children
1. linguistic - vocabulary, grammar or language
2. visual - color, vector, viewpont of still and moving images
3. audio - volume, pitch, rhyhthm of music
4. gestural - movement speed and stillneess of facial expression
5. spatial - direction, position of layout
Typography
Typography is the art and technique of arranging type to make written language legible, readable, and appealing when displayed.
The arrangement of type involves selecting typefaces, point size, line length, line-spacing (leading), letter-spacing (tracking), and adjusting the space within letters pairs (kerning[1]).
The term typography is also applied to the style, arrangement, and appearance of the letters, numbers, and symbols created by the process.
Booker- Using PB to Empower Reader in the Upper Primary Classroom (5th grade)
Conclusion
-strategies arent new to teeachers
remind them how powerful they are
-through the use of modern PB we can excite children about reading, writing process
-helpful to link reading and writing process
Relation text and picture
symmetry: equal
complementary: each element proveds information
enhancement: each extends to meaning of the other
counterpont: both tell different story
contraditcion: assert the opposite of each other
Why use authentic material?
-provide examples of the real language, bring real world into the classroom
-illustration a very high standard
Brewster
types of storybooks
traditional tales, fairy tales
rhyming stories
cumulative stories with predictable endings
humorours stories
everyday stories
fantasy stories
animal stories
Brewster
How to read aloud as a teacher
begin with short sessions if they are unfamlílar with PB
have them sit on the floow
they have to see you and illustrations
read slowly and clearly
repeat vocabulary etc
make comments about illustrations
make gestures
carry pace, tone and volume of voice
pause where it is necessary
make sound effect
make eye contact
dont be afratid to repeat
Brewster
How to teach with PB
-adapt stories if they are too difficult
-extra language practice
1. identify linguistic object: which language points do pupils need to learn?
2. provide a context for the story and introduce the main characters: invole pupils, link experiences, identify with characters, elicit key vocabulary and phrases, let them predict
3. explain context, key words, ides in L1 if necessary
4. provide visual support
5. relate to other subject areas, cross-curricular
6. decide how long you will spend with to story
7. decide when you will read story
8. decide in which order you are going to introduce/revise language necessary for understanding
9. if necessary: modify story to make it more accessible and easier
10. find out about songs rhymes,.. to reinforce language
11. decide on follow-up activities that provide opportunities to produce language from different context
Brewster
4 ways in which stories can add to a whole school program
1. cross curriculum links
2.learning to learn
develop awareness of learning strategies such as planning, self-assessment
develop specific strategies for learning english
developing study skills
3. conceptual reinformand - colour, size, shape, time cause
4. citizenship and mulitcultral education
connection between topic
raise awareness of diverstiy
-first time (diversity explicit though the story content SOMETHING ELSE=
-first type (diversity focus is implicit as it van be imported and linked to the story content=
Brewater
before teaching
check
content
genre and literary devices
language
illustrative style and layeout
settings
Brewster:
Story telling techniques
audio cassette
read aloud
evaluationg your storytelling techniques
organizing a book corner in class ( display with cover showing, plants etc.)
Bleyhl: Fremdsprachen in der Grundschule
general
english signals not comparable to those in mother tongue
vocabularies not that neccessary, as they can learn via pictures
children pay attention to gesture, variation of the voice and mime
safe understanding: puppetsm realities
the more a story is reead aloud the more they listen and are able to write creatively
multi-sensorial telling
Bleyhl
Ellie research
Importance of enhancing pupils awareness of the possibilities for out of school conteact with English by incorpatating tasks
Parents should be involved
Important that task are designed to take the at school experience into the home to share them with the family, such as book-or dictionary making projects or games
Give parents plenty of prior notive so they can organize themselves – children can be involved in making invitations for them
Blehyl
setting the stage
talk to the children about incidents and events in their experiences and your own (“This morning I …”) – it is possible to do such an introduction to every topic
write words on the board, use pictures, mime, gesture etc to introduce main characters and things/events à support inner imaginations through pictures
appeal to different competences of pupils
the news words need to be connected to inner pictures/imagination if the story should be understood
Bleyhl
Planning a lesson
pre-listening: what visual helps do i have?, What vobabulary do I want to teach?
follow-up acitivities: drawing pictures, world bundele, rhymes, songs, tenses
story library: read before school starts, connection to everday life
Bleyhl
aims of teaching
life-long joy in reading
develop structures
need 80 times to use vocabulary
chilren do not read that often with children, thus we have to motivate them
Bleyhl
history
-last 20 years a revolution in primary school
-traditional learning linguistic structures and grammar rules
-now:
children orient themselbes in content and sitations
use of communicative materials (often dialogues useless, rather adults topics)
-> pracitce for every day life of children
children have own needs and wishes
content oriented
Bleyhl
Immersion-program
bilingual teaching
use of L2 as a medium, not as a subject to teach anymore
Bleyhl
Krashen National Approach
ability of children to acquire L2 without any hard efforts
speaking is acquired, not learned
language will be absorbed by learner naturally without learning rules, but internatisation of input
pupils acquire L2 in contact with L2 (immersion) -> foreign language competence
research: children are highly motivated after 2 years they can communicate, have a good amound of vocab and listening skills is highly developed
Bleyhl
general
it is about the content and use of it, not linguisitic skills
accept errors, acknowledge them for further learning
replace general learning strategies wirh new concepts like PB
Bleyhl
examples of topics
My body, eating and drinking, my family, at home, garden flat, house, clothes, toys, at school, my friends, animals, seasons and festivals, telling the time, the weather, in the town, holidays, contact with people from different backgrounds,..
Bleyhl
advice for PB
cross-learning with other subjects
learning in cycles: always come back to former topics /contents and widen them
tolerance for errors
Ellis, Brewster: Tell it Again. The Story telling Handbook for Primary English Language Teachers
curriculum /syllabus
Syllabus: concerned with selection and grading of content
Various factors considered: age, conceptual level of learners, needs and interests
Brewster/Ellis: Tell it again
Adaption of PB
some books are sometimes too difficult
vocabulary and general meaning
grammar
organisation of ideas
story length
features to look for in story book (have a clear storyline? feature thyme and rhthym, suspence, excercise imagination; encourages children to learn, address universal themes)
Brewster /Ellis: Tell it again
Classroom management
Organising Storytelling
-relaxed atmodpehere
using audio-visual aid
visual support
audio support
use learning technqoligies (animated stories, rhymes and songs)
preparing group work
organizing book corner
Brewster / Ellis: telli it again
IC and Picture Book
broader perspective or world view
increase their cultural knowledge
provides opportunities to develop aspects of citizenship
integration can maximise the limited time often fiven to foreign language
storybooks reflects the environment and culture of their authors and illustrators
provide ideal opportunities for presenting cultural informarion
encourage intercultural understanidng
Brewster / Ellis: telli it again
IC and Picture Book
linguitics
geographical
historical
festivals
illustrtions
ecerydaylife
citizenship
song, music and ehymes
Brewis/ Ellis: tell it again
How to cope with it in school?
observing - encourage children to look carefully at illustration
questioning - encourage children to ask question
comparing - similarities and differences
associating - typical things with countries
researching: allow children to research and find out about aspects of culture they are interested in
using authentic materials
creating authentic situations
encourage exchange with children from other countries
Ellis / tell it again
Development of storytelling
1. experience, expertise and support
2. the globalisation of English
3. variety of intelligence: meaningful learning experiences for everyone
Brewster / ellis: tell it again
adapting stories
vocabulary and general meaning: check unfamiliar contents, words, idioms, clarity
grammar: check tenses, use of structure, word order
organisation of ideas: check sentence length and complexity, time references, the way ideas are linked
story length: check the number of ideas in the story
