PB

Plan: begin the lesson: warm up, review of work covered in the previous lesson, inform pupils of your lesson aims

do: activities-cycle(s): Plan, do, review

review: ending the lesson: rounding up, wrap up, setting homework,

Progress test: matching words, sorting vocab, listen and number, gap filling - need to be designed to show pupils what they can do

observation of individual children: keep records of each child progress and performance based on informal oberservation during lesson

individual profiles: info about development and progress throughout the years

self-assessment: children assess their own learning at the end of each lesson

1. present the words by illustrating its meaning in one of the above ways

2. if a child knows the word, ask her to say it and use this as your model if it is correct

 if not say the word

3. ask the class to repeat& check pronunciation and say the word again

4. ask individual, then group

5. write on board

children need to be given opportunities to speak

formulaic language

enable them to communcate with a minimum

speaking activities

use of songs and ehymes

clapping the beats of stress

children very good in imitations

wirtten signs: advertisment

matching words in sentences

reading aloud

listening and reading: matching picutre to speech bubbles

children need a specific context and audience to write for

older pupils can have diferent text types

3 levels

writing of word-level

sentece-level

text-level

two major groups of learning strategies

-task specific (coginitive)  involve acutally manipulating the subject to be learnt, doing things with language

socioaffective strategies to involve themselves to social and group activities in order to expose them to language input

metacognitive strategies: planning learning, hypothesing comparing, self-questioning 

coginitive stregies: storting, classifying, matching, predicting, predivting

visual support: puppet, flashcards, games, movable pictures

audio support: sound effect like knocking

using learning technologies: digital film, video, animated stories

creating an inclusive learning envirnoment:  all children are welcome, help each other respect

teaching stragtegies for inclusion: well planned lesson, differentiation, communication, adapting tasks, multisensory teaching, variety od resouces, classroom environment

book corner

support of children must be effective

consider sovial backgrounds of each child and abilities every chld has

teacher has to be aware ot it

children have positive attitude towards these media

research found out that pictures activate the brain activty

possible stimiulus: change of a person, take own role, change of dialogs

teacher has to know the story very well, reduactions of the story, choose of method, analyze picture book beforehand

need to feel involved, own experience

1. pre-story activities setting the stage

2-presentation

3. post- story activities

trustful atmosphere, where you can support learning process

usage of picture that supports fantasy

support of listening comprehension

being active on their own

security in usage of language

differentiation -individual support

presvent too fast going through topics

prevent a too fast lesson

spiral activitis

subject conntected to learning

1. Mündlichkeit

2. Kommunikation

3. funktionale Kommunikation

4. üben Einüben, satzmuster 

5. das generative Prinzip Aneignung von Satzstrukturen zum Formulieren persönlicher Aussagen

6. muttersprachliche Vorleistung (Vorwissen)

7. Individualisierung oder Lernerorientierung ( wecken von interesse, bezug zur lebenswelt)

8. selbstttäigkeit ( exploratives Verhalten, learning by doing)

9. Relevanz Wichtigkeit der Inhalte

10. emotionale Sicherheit positives unterrictsklima, vertrauen, satbile berechenbare beziehung

-study from 1995-2007 in Hungary

aged 5-12

-direct oberservation, teeachers diaries, informal discussions

-foirst phase: oberseverd and tape-recorded one or two lessons

second phase: re read the collected data consisting of lesson transcripts

third phase: selected samples of interaction

constructed knowledge in foreign language while relying on L1

liked pictures as the most facet

reliance on picture

teacher prefers to ignore comments of pupils

children start with tiny detail, then to the overview whole;

children can learn new words through pictures

relying on precious knowledge ( heard the story beofre, awareness of the story)

relying on schmate (once upon a time)

OB develop children  coginitive abilities, use of language and encourage multi connctdeness

transmits gender roles

L1 allowed to fil gaps

comments allow insight into the cognitive procss that underline the comprehesnion of narratives

1970 

KMK asked to try foreign langugaes , pioneer in Germany ( Hesse)

-wanted it to adapt curriculum 

- braunschweig a try organized by Doyé ( better in English, if there was an ideal support the lead could even increase)

-NRW: lack of professional English teacher and materials to work with it, wnated a Orientierungsstufe 5/6 has not been come to life

KMK was against general introduction of teaching in 1982

in 1990x more interest in the early lanuage lesson

waves of migration from wast to west

federal states should teach diversity of language and cultures

aim was multilinguilism

most of federal states introduced english from grade 3

since 2004/5 it is a dut to teach English in the 16 federal states

even own syllabus for teaching english and material to teach English

2 hours

topics and communicative situations which fit to the everyday life of children

playful games and games like PB, songs, rhyms or ganes

main goal also to interact, learn about other cultures

should communicate with the help of mime and gesture

nonlinearity

self-referential

a sacastic or mocking tone

anti-authoritarian stance

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

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

playful, not negative

not followed by a linear pattern

f.e. new adaption of Snow White

refers to the reader

author and text not being as straightforward as the reader expects

reader supports storyline by infusing personal emotions and experiences

-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

Skills

Interest

Attitude

Motivation

Engagement

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)

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

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 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.

-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

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

-provide examples of the real language, bring real world into the classroom

-illustration a very high standard

traditional tales, fairy tales

rhyming stories

cumulative stories with predictable endings

humorours stories

everyday stories

fantasy stories

animal stories

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

-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 

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=

check

content

genre and literary devices

language

illustrative style and layeout

settings