T 4.1 slideshare or scribd resource writing + vocabulary
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The document discusses writing and vocabulary instruction for young English language learners. It addresses the developmental skills needed for writing, such as fine motor skills. It also covers the writing process, including pre-writing, drafting, revising, editing, and publishing. Techniques for teaching vocabulary are discussed, such as direct and indirect instruction, multiple exposures to words, and connecting words to students' lives. The use of activities to reinforce vocabulary learning is recommended.
T 4.1 slideshare or scribd resource writing + vocabulary
- 1. WRITING + VOCABULARY ELSA CRISOL VALDEZ VELA
- 2. WHAT DO YOU THINK OF WHEN THE WORD WRITING IS MENTIONED? Writing is a combination of process and product. The process refers to the act of gathering ideas and working with them until they presented in a manner that is polished and comprehensible to readers. Teaching writing to children (4-7 years old) you must consider… First, do your students have the fine motor or physical skills necessary to hold a pencil in their hands? Second, do they have the cognitive skills to formulate ideas and write them on a paper. Teachers face the task of teaching them how to actually print letters, write words, and capture their ideas to put on paper.
- 3. Young learners are often taught how to form letters by tracing lines, circles, semi-circles, and triangles because this preparation helps them master the formation of the shapes that are used for letters. Children learners ESL or EFL can face obstacles when learning to form English-language letters. For example, cursive writing.
- 4. PROCESS WRITING Process writing is especially appropriate for ESL or EFL young learners because one of the prominent features is an emphasis on fluency. Children also need to learn how to write fluently. The process writing approach involves the process-steps necessary to produce a good quality final piece of writing. The process begins by thinking about what is going to be written and collecting ideas both formally and informally, the final step is to publish.
- 5. TYPES OF WRITING TEXT THAT CHILDREN CAN PRODUCE One type of writing that is common in EFL classroom is pen-pal or pen-friend letters. This allow children to develop writing skills within the context of an authentic and purposeful writing activity. Children can create their own version of virtually anything that has print. Children who understand the concept of print can produce writing even if they are at the beginning stages. It is important that the piece of writing be meaningful for the learner. Depending on the final product that children produce, you may utilize some or all of the steps of the writing process. Insist that the final product is as close to perfect as humanly possible.
- 6. THE WRITING PROCESS Pre-writing: The teacher reviews what the children have been doing. He asks about what they have already done. Writing: The next step is to get thoughts and ideas down on paper. Some learners may get silly and write things that they think are funny but completely unrelated to the writing topic. Revising: This occurs when a writer looks for feedback from a teacher or another student. Teacher’s role is to help them learn how to make their writing interesting and comprehensible to the reader. Your comments should focus on content and not grammatical or spelling errors. Editing: Children have a hard time accepting that editing is necessary. But, they need to know how to write using standard conventions of spelling, grammar, and punctuation. Publishing: This refers to putting the writing in a final finished format where it can be shared with others.
- 7. CLASSROOM TECHNIQUES AND ACTIVITIES Writing models: Good writers are readers, and good writers read both fiction and non-fiction. PROVIDE READIN MATERIAL. Group writing: Children can work collaboratively on a writing project. Talking and writing Box: The creation of the box is a prewriting activity in and of itself. Writing centers: This can be used to inspire learners at every step of the writing process. Writing conferences: This can be held between teacher and learner or between learners themselves. Inventive spelling: Spelling can reveal valuable information about the child’s English-language literacy development.
- 8. WRITING IN THE CLASSROOM More and more young learners’ coursebooks are including a writing component. Emphasis is often placed on the formation of the letters themselves. They often have English-language writing activities related to the content that learners may be studying in English or in their native language. One reason for this is that children have conceptual knowledge in their native language which they are proud of and can transfer into English.
- 9. TEACHING VOCABULARY TO YOUNG LEARNERS Language consists of words. Vocabulary is the collection of words that and individual knows. Coursebooks for young learners often emphasize nouns because they are easy to illustrate and because often young learners don’t have literacy skills, so the only words that can easily be featured are nouns. It is important that you include verbs, adjectives, adverbs, and preposition as part of your vocabulary.
- 10. BACKGROUND TO THE TEACHING OF VOCABULARY According to McKwoen and Beck (2003) It is important to use both formal and informal vocabulary instruction that engages students’ cognitive skills and fives opportunities for the learners to actually use the words. Having different learning opportunities will help improve learners’ overall language ability by improving their vocabulary. Teachers should facilitate vocabulary learning by teaching learners useful words and by teaching strategies to help learners figure out meanings on their own. Useful words are words that children are likely to encounter-words that occur in a high frequency. Learners need to acquire vocabulary learning strategies in order to discover the meaning of new words.
- 11. PRINCIPLES FOR TEACHING VOCABULARY Vocabulary can help learners develop oral- and written- language skills. Direct and indirect vocabulary instruction should be included as part of a vocabulary development program. DIRECT INSTRUCTION: Refers to teaching the words and their meaning. INDIRECT INSTRUCTION: Refers to helping children learn appropriate strategies so they can figure out the meaning of words on their own.
- 12. TEACH VOCABULARY WORDS BEFORE A NEW ACTIVITY When vocabulary words are taught before a new activity, students are better able to comprehend the activity and makes it more likely that students will actually acquire the target vocabulary words. TEACH HOW TO USE CONTEXT CLUES APPROPRIATELY. Students can benefit from learning how to use context clues and guessing the meaning from the context. This is a strategy that learners can use when the encounter unfamiliar words. PRESENT MULTIPLE EXPOSURES TO NEW VOCABULARY ITEMS. You shouldn’t expect that a vocabulary word taught on Monday will be remembered on Wednesday. Deep Processing means working with information at a high cognitive and personal level. This makes it more likely that information will be remembered.
- 13. CONNECTING VOCABULARY TO YOUNG LEARNER’S LIVES THROUGH PERSONALIZATION Ask children questions that will help them to relate new words to their own lives. These questions are designed to prompt learners to really think about the words. WORD FOR THE DAY: Select a specific word you will focus on each day. Categories, Scavenger hunt, “What’s missing?”, Mystery words, Concentration, Vocabulary basket. Students learn vocabulary with different activities in the classroom, everyday.