Katie Bain elfellowkbain.wordpress.com

 What did you like to do when you were a kid?  What didn’t you like to do?  What are typical classrooms for children like?  What do we expect from children in the classroom?

 What young learners do you teach?  What resources do you have for them?  What are the joys and challenges of teaching young learners?  What questions do you have about teaching young learners?  What do you want to know?

Materials used in the targe culture for actual communicative needs

Storage boxes that contain materials for classroom use

Words or phrases that are repeated again and again, in a rhythm

An area of the classroom where students can find books and resource material

The way in which the teacher manages the students and content of classroom learning.

Instructional approach for grades K-8 for low and intermediate language level learners that provides authentic opportunities for use of academic language, maintains highest standards and expectations for all students, and fosters voice and identity.

Primary language is proveded by trained, bilingual teachers, trained bilingual aides, trained parents, or cross-age/peer tutoring. Emphasizes teacher collaboration. Listening, speaking, reading, and writing are integrated among all content areas with an emphasis on science, social studies, and literature.

Language treated as a whole, with integration of skills

Opportunities for students to interact with material at their own rate and level

Uses learners’ own experiences as a basis for classroom speaking, listening, reading, and writing activities. Learners dictate to the teacher or assistant, who writes down what they say. Language Experience Approach Video

A reading approach that teaches the written symbols which represent sounds of a language

The relationship between the sounds of a language and the written forms of those sounds

A short dramatization or play

A language teaching approach that combines language learning with physical movement, initially based on commands.

TPR-S adds the additional component of oral performance and the acting out of stories.

Techniques for changing from one activity to another

Areas of a classroom that are set up for learning purposes

Younger Learners (K-5)

 Try to write down the key tips given in the video

After finishing the video turn and talk to your neighbor and try to answer these questions.  What is the purpose of this activity?  Could you do this in your classroom?

 Warm, Friendly, Comfortable Room  Clear rules, routines, instructions, directions  Variety of activities with repetition  Time to move, work, have fun

 What was the purpose of the activity?  Teaching steps (seen and unseen)  Amount of time needed  Student response: Are they having fun? Have they met the objective of the lesson?

 Purpose of the activity  Clarity of directions  Variety of movement  Particular teaching technique

 List the stations in the room and the different types of activities going on in them.  Notice how the chairs, tables, and rugs are arranged in the room.  Look for the teacher and describe what you see her doing.

Social They are learning to socialize as well as learning through socializing.

Active They need to be physically active.

Learn through play

Need repetition They need lots of repetition and clear directions.

“Me” focused They are “me” focused and respond emotionally to learning activities.

Curious They are naturally curious and usually willing to learn.

Developing Cognitive and motor skills are still developing.

Verbal Their verbal skills are generally more advanced than their literate skills.

Short attention span They have a short attention span, which becomes longer as they get older.

Formulate their own language rules They are able to formulate their own language rules from comprehensible language input.

 Directions were simple and clear.  Students moved from one actity to another easily.  There was an element of fun, of learning through play.

 Design a lesson plan in partners or small groups that includes some of the techniques seen today.  Share your plan with the group.  I will post everyone’s plans on my blog.

 Age and level of students  Objective of lesson  Order of activities  Explanation of what was incorporated from the presentation and why. Example: We incorporated Total Physical Response so that our students can have the opportunity to learn through movement.

Katie Bain elfellowkbain.wordpress.com

 Opp-Beckman, L., Klinghammer, S.J. (2006). Younger Learners (K-5). Shaping the Way We Teach. ( ). Washington, D.C.: Office of English Language Programs.