Grace Bertolini´s Presentation

ABS International Malaver 2072 (1636) Olivos Provincia de Buenos Aires, Argentina Phone (5411) 4797 5974 [email protected] www.abs-international.com.ar

Craft & Fun! Homemade resources to lighten up your classes! By Grace Bertolini /[email protected] ______________________________________________________Teaching effectively at Kindergarten and Early Primary Grades, demands knowing about different Methods and Approaches to acquire a Foreign Language. But it also involves designing your Expectations and Objectives, developing the Annual Curriculum and the Syllabus, planning, observing and evaluating. Teachers should organize Circle Time, work with Learning Centers and consider Classroom Management. Discover how to achieve excellence with your kids implementing effective teaching resources as Reference Charts, Games & Songs, Interactive Boards and much more.

CHILDREN'S CHARACTERISTICS IMPLICATIONSChildren are energetic. They need to move a lot.

Children are noisy.You can't expect a quiet class with Young Learners.

Children are quick.Quick to learn & quick to forget!! You need to constantly revise what you have taught.

Children like to use their senses as well as to speak. They need to see, hear, touch, smell and taste.Children have imagination. Use it!!Children are fun and enthusiastic.

Have fun and be enthusiastic with them and everyone will benefit.

CHILDREN ARE CHILDREN!!

Don't expect too mucheverything comes with time!!

HOW TO TEACH YOUNG LEARNERS

- CHANGE YOUR ACTIVITIES every 5-10 minutes: this is vital because young children need variety as they get bored easily and have a very short attention span. - VARY THE PACE DURING THE LESSONS: mixing up excitable games with quiet ones. - R-R-R: Repeat, Review and Revise: Use short games to review vocabulary and phrases you have taught. If you neglect this, children will have no recollection of the language you have covered! - MAKE YOUR LESSONS PLAYFUL and full of physical movement. Children will enjoy them more, be more motivated and remember the language better. - TEACH IN A FRIENDLY AND RELAXED ATMOSPHERE with plenty of encouragement. - AVOID COMPETITION: It can be stressful and overwhelm them. Play games where everyone wins, or where you do not single out a winner. Everyone plays and takes part in harmony. - ENCOURAGE AND SUPPORT YOUR YOUNG LEARNERS: Never tell them they cannot do it, they are no good at it or that they have failed. - USE PUPPETS: Bring in puppets and have the puppet introduce the new vocabulary for the lesson. - USE A LOT OF CHANTS RHYMES AND SONGS: These are great for movement and frequent repetition of vocabulary and phrases. - DO NOT BURDEN YOUR CHILDREN WITH READING & WRITING: Preschoolers are still learning to write in their own language. There is plenty of time for that later. - LANGUAGE SKILLS: Concentrate on listening and understanding, building vocabulary and the acquisition of short phrases.

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- CONCENTRATE ALSO ON SPEAKING PRACTICE, starting with single words and short phrases, and gradually moving onto longer sentences and questions. - AVOID ABSTRACT CONCEPTS and concentrate on concrete real items that the children understand and relate to. - BE POSITIVE: Use please and thank you. Rather than telling kids what not to do focus on positive behavior. - USE REALIA & PROPS: Bring in real objects when you can, such as clothes to dress up in, or props for acting out little plays or stories. - USE STORIES: Stories are a fabulous resource for young kids, who will want to hear the same stories told over and over again. You can use: Games and activities to teach the key words in the story. Colorful illustrations to help them understand. - MIX UP ACTIVE PARTICIPATION & LISTENING: If children become restless do something active. - BE FLEXIBLE: If something is not working then change the game or activity. - INVOLVE SHY CHILDREN TOO: give them a central role and help them come out of their shell. - BE PREPARED: practice telling the stories, playing games, using posters, etc Before you go into class and have your picture flashcards and materials ready. Teachers should create a natural environment surrounding students in an English environment, recreating reality and providing rich visual support. Teachers are Facilitators. They become observers and they interact with their students. Expose students continuously to English and dont translate if it is not necessary. Demonstrate and model, using body language, gestures, mime, etcProvide time according to students needs, interests, learning styles: give time to listen, understand and participate. Teachers should provide lots of learning opportunities: practical, meaningful and purposeful. Give same opportunities to everybody. Involve children in hands-on activities: children's minds are incredibly open and they learn by absorbing ideas and concepts directly. Children need to be actively involved: get students up and out of their chairs and moving around. Avoid talking for long periods of time: energy level of the classroom drops lower and lower. Explain an activity quickly and then go to it! Keep the energy moving: keep a few extra activities handy for this purpose. Children need lots of stimulation all the time! Use what is learned in different contexts. The more contexts used the better, and the more concrete and 'real life' the contexts the better. PLANNING FOR YOUNG LEARNERS: TEACHERS must be very careful when planning: be prepared to adapt your plans - Estimate how long activities may take - Prepare your materials with time. AGE APPROPRIATENESS: It is especially important to provide activities, projects and themes suited to the age and individual needs of each child. INDIVIDUAL APPROPRIATENESS: Think about each individual child and focus on his or her development. THEMES AND TOPICS: Children feel comfortable with familiar themes such as pets, toys, family, clothes, homesCreating a situation similar to their home environment , will encourage them to use new language patterns as they play. THE SYLLABUS : :ME & MY FAMILY - MEANS OF TRANSPORT - AT SCHOOL - THE HOUSE- PETS - TOYS - THE BODY - CLOTHES FOOD - ZOO ANIMALS - FARM ANIMALS MAKING AND USING TEACHING RESOURCES: Practical benefits: they are easy to make and cheap (do not require expensive materials) They reflect the needs of the class, provide variety to the class activity and have linguistic relevance. TEACHER HAND-MADE MATERIALS: Most effective means of communicating a concept, structuring an activity and motivating a lesson. They are usually tailored to special needs and specific interests of a specific class. Extra effort is valued !! : students use them with pleasure! They contribute to the goals of the lesson and can be produced by students or with student assistance. Resources should be of good quality, carefully prepared, colorful and durable. CIRCLE TIME is when everyone sits together as a group for an activity. The activities can include games, music, movement, stories, puppets and finger plays. Generally, the same type of activities are done in the same order each day. ATTENTION GETTING IDEAS: Lower your voice - Flash the lights (to stop what they are doing). Story mats - Story chime - A marble jar. ROUTINE SONGS FOR CIRCLE TIME: COME LETS MAKE A CIRCLE - EVERYBODY SITTING DOWN FLYINGFLYING LITTLE CLIP Think about: Key phrases / Vocabulary being taught. Suggestions / Permissions - Identify a familiar tune: for example: Arroz con leche - Match the language with the rhythm - Check grammar!!! Use TPR - Use props. FINGER PLAYS: A surefire way to capture childrens attention is to focus the action on yourself. By doing simple finger plays, children enjoy waiting for others to get ready.


TRANSITIONS are periods of time where children are changing activities: Arriving at school - Going home - From Cleaning Time to Lunch Time - From Free Play Time to Circle Time - This Time between activities is a difficult one for kids, because changes are taking place. REFERENCE CHARTS: CLOTHES LINE TO CALL THE ROLL - WEATHER CHART - CALENDAR - HELPER CHART - CLASSROOM RULES CHART: With visual clues to make the meaning clear. CLASSROOM SCHEDULE: To write on daily, the different activities children will be doing through the day. VISUAL AIDS are TEACHING RESOURCES that teachers can use to support a learning activity MANIPULATIVE are objects that can be touched or moved by students to reinforce a concept. A way that students can physically interact with their learning. CARDS OR CUT-OUTS FOR YOUR BOARDS: You choose the backing of your cards/cut-outs, accordingly to the board: velcro for Flannel Boards and magnets for Magnet Boards. INTERACTIVE BOARDS: Give children an opportunity to manipulate charts with drawings and print in a correct way. Manipulate parts with a picture cue for songs, poems, chants, rhymes, stories, etc FLANNEL BOARD: Excellent device for Story Time and manipulation of objects. GAMEBOARD-FLANNELBOARD: Dont throw away the old game boards !! (Chess Monopoly). Cover them with felt to make an easy to carry and store flannel board! CARPET FLANNELBOARD: Small pieces of flat indoor- outdoor carpeting can be used as a substitute. APRON FLANNEL BORD: Make a simple Story Apron out of an inexpensive apron. MAGNET BOARD: TRAY MAGNET BOARD: use a non aluminum tray and add self-stick paper as background. PANCAKE TURNERS: Give one to each child while you attach a story character to each one. Have the children hold up the appropriate character when it is mentioned in the story. STORY TINS: Large metal food-cookies tins can make a fun surface for magnet Story Time. Cover the tin with self-stick paper or paint it with acrylics. Prepare several tins with different backgrounds. POCKET CHART: A rectangle of cotton fabric (it can be placed at the back of your Flannel Board) with pockets of transparent nylon. They are useful for holding word cards and picture cards. A long pocket chart with only one pocket, can be placed along the chalkboard. The importance of PLAY: while they play, Young Learners use the new language patterns in everyday situations. USING GAMES: Use games to help children focus on Cooperative learning in groups. Pay attention to different learning styles. Design games that allow participation and cooperation from all. RESOURCES FOR GAMES: PAPER PLATES ACTIVITIES FISHING COLORS POCKET CUBE BOARD GAMES: BINGO - PUZZLES - DOMINOES - MEMORY GAMES - FLOOR GAMES USING PICTURE CARDS: WHY ARE PICTURE CARDS A USEFUL CLASSROOM RESOURCE ? They allow children to associate pictures with lexis in isolation. They can be used in games to reinforce and consolidate vocabulary and provide fun ways to recycle target vocabulary and develop communication. USING FLASHCARDS: Allow children to associate pictures with lexis in isolation. They are a cheap resource for the teacher to use. Flashcards can be used in games to reinforce and consolidate vocabulary. Store them in a systematic and ordered way. Envelopes or ravioli boxes, labeled with title of the different topics. HOW TO WORK WITH POSTERS: Display the poster in the classroom - Invite children to name as many items as they can and talk about what they see - Use the poster to present new vocabulary - Point to an item and say: This is a Repeat for different objects in the Poster - Have children point to and name the items. USING PUPPETS: Introduce the puppet character to the children-Tell them He/She speaks only English - Encourage them to talk directly to the puppet. Elicit language by asking questions -Make an easy story with 2 or 3 characters.


Paper Finger puppets - Paper bag puppets - Toilet roll puppets - Plastic cup puppets - Socks puppets - Glove puppets Stick puppets Walking puppets- Felt puppets Sock Puppets Spoon puppets- Visors MAKING SIMPLE MASKS Play and acting behind a mask, helps children to become aware of the sound of the foreign language SINGING AND CHANTING: SONGS & CHANTS: ideal warm up for the class !! HOW TO USE SONGS: Do not expect their pronunciation to be clear or perfect: it will gradually correct - Sing at normal speed - Exaggerate rhythm and actions Always reinforce the meaning of words with actions Play the whole song first, so the children can hear it in full - Teach the chorus first - Teacher says or plays 1 line and children repeat the words : be the echo and sing the line back to you. Add more lines and actions - Use visual cues to start your songs (a picture, an object) Record the children singing! POEMS CHANTS RHYMES: Involve rhyme, rhythm and repetition. Develop the ear - Teach pronunciation, intonation and stress in a natural way .At the beginning, do not expect clear pronunciation. Poetry cube: a poem on each side of the cube. Poem /Chants/Rhyme Box: Type poems with colorful picture cues / Laminate them / Keep them in a box. STORY TIME: STORIES: add a meaningful context for language, promote childrens interest in learning to read and provide a home connection. After you have read the story a few times, ask children to tell you the important people, objects and places in the story. Create a stage to act out the story. Use props & pictures. Encourage gestures and movements. STORY CHARACTERISTICS: Predictable - Simple - Age-appropriate - Good plot -Wonderful pictures - Repetitive patterns with rhythm & rhyme. PROCEDURE: Discuss the book cover-Ask children to predict the story - At the beginning, point to each word (progression from left to right, page sequence) - Ask to predict what will happen next (involvement in the story) - Ask open-ended questions (reflect opinions) - Check understanding. WAYS TO PARTICIPATE: Act out the story - Make up motions for different parts of the story. Clap the phrase - Oral cloze: omitting a key word from the now-familiar story. (Allow children to provide it) Provide simple puppet representing each character of the story - Create Big Books reproductions - Create a story (Alternative Books) with different characters, setting, etc...(substitute nouns, verbs, adjectives). BIG BOOKS allow an entire group of children to become involved in the reading process at the same time. COMMUNICATING : WEEKEND NOTES with on going work - Activities in the class - Future topics - Asking for materials PARENTS MEETINGS: Keep parents informed of classroom organization, group profile (after Adjustment Period), projects, routines, timetable, activities, reports and aims. SCHOOL- HOME CONNECTION: Support a School-home connection through open communication. SHOW YOUR WORK: BOOK FAIR - GREEN WEEK - FIELD TRIPS - OPEN CLASSES END-OF-THE YEAR SHOW: CONCERTS- BIBLIOGRAPHY: - Language and children(Curtain Pesola) - Story Time ideas for Circle Time (Jean Weirren) - Drama with children (Sarah Phillips) - 12-Take home Thematic Backpacks (Mary Quinn) - Beginning in Whole Language (Kristin Schlosser) Scholastic. - Managing the Whole Language classroom ( Beverly Eisele) Creative Teaching Press. - Teaching English to children (Wendy Scott) Longman. - Developing resources for Primary (Amanda Cant & W. Superfine) Richmond Publishing.

THANK YOU FOR SHARING YOUR PROFESSIONAL DEVELOPMENT WITH ME!!

GRACE BERTOLINI

[email protected] www.gracebertolini.com.ar

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Grace Bertolini´s Presentation