Remedial Instruction for Secondary School English Language Classrooms Workshop at TFM Connect_ED (2014)

REMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE 2014)

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REMEDIAL INSTRUCTION WORKSHOPfor Secondary Sch. English L. Classrooms

at by a14 June 2014

Presented by Jarod Yong (SMK Katibas), the frog under the coconut husk

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YOU TIME!!!Left Brain & Right Brain Dominance Test

1. It's a Sunday morning. You're getting ready to clean your house and run some errands. Suddenly, your friends call. They want you to accompany them on a 3 hour road trip to pick up something they bought online. What do you do?

A. Heck, yes! I'm going on a road trip!

B. Sorry, but no. My laundry pile is getting out of control and I have way too much to get done today.

2. Do you like realistic stories or stories that deal in fantasy?

A. Fantasy

B. Realistic

3. Are you better at recognizing and remembering names or faces?

A. Faces

B. NamesREMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE

2014)

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2014)

4. Are you an organized individual or a spontaneous individual?

A. Spontaneous

B. Organised

5. You have a chronic medical problem. So far, the treatment your doctor has prescribed is not working, but a friend with a similar problem saw an acupuncturist and experienced relief from the treatment. What do you do?

A. Make an appointment with the acupuncturist.

B. Talk to my doctor and see if we can make some adjustments to my treatment together.

6. Do you consider yourself to be very creative or not creative?

A. Creative

B. Not creative

7. Do you spend more time thinking about the past or the future?

A. Future

B. Past


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8. Which method do you feel is more effective for your own individual learning process?

A. Demonstrations, movies & experiments.

B. Lectures, notes & books.

9. You've decided to backpack across Europe. What are you more likely to do?

A. Get off the plane and go where the wind takes me.

B. Look up information on historical sites and hostels for each area you plan on going before you leave.

10. You have to fill your tax return forms. It's taking forever! What do you do?

A. Write a little. Check your email. Write some more. Update your Facebook. Write some more. Decide to go get coffee.

B. Buckle down and get it done.

11. It’s time to go home. Where are your car keys?

A. Oh snap. Now that you mention it... *frantic searching*

B. Right here where I always keep them.


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12. Do you often produce humorous thoughts and ideas or serious thoughts and ideas?

A. Humorous

B. Serious

Calculate Your Score

A Right-Brain

B Left-Brain

Which brain is more dominant? Left or Right? Or are you the freak in the middle?


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LANGUAGE LEARNING THEORYProfessor J. Cummings

Years in Eng

speaking environmen

t: 9-10Vocabulary:

5000+Sentence

Length: 20+ words

CALP Years in

Eng speaking

environment: 2-3

Vocabulary: 1500-2000Sentence

Length: 3-10 words

BICS


Basic Interpersonal

Communicative Skills

Social English. The day-to-day language

needed to interact socially with other

people.

Cognitive Academic Language Proficiency English for Formal academic learning. Essential for students to succeed in school.Required for HOTS.

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YOU TIME!!!Where do you spend most of your time?

Grammar? Vocabulary?


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FOCUS ON THE VOCABULARYMore important than Grammar???

Reading requires at least 75 sight words

Communicating requires 500-2000 high frequency words


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SIGHT WORDS (DOLCH WORD LIST)for reading

Sight words = words you look at & know right away

Sight Words (220 of them) make up approximately 50-70% of any general text.


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HIGH FREQUENCY WORDSfor communicating

More than 600,000 words in the English language

13 words make 25% of the words we read

100 words make up 50% of the words we read

Sight words = know & understand right away

Examples: the, to, and, he, a, I, you, it, of, in, was, said, his, that, she, for, on, they, but, had, at, him, with, up & all.

Explicit teaching is recommended.

Practice/Drilling even more so.


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THE LEARNING BURDENkeep in mind when planning your lessons

If you want to teach a NEW concept, use OLD vocab.

If you want to teach NEW vocab, use an OLD concept.


New Concept

Old Vocab

Old Concept

New Vocab

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DEADLY GRAMMAR ERRORSmessing these up messes with the meaning

People can’t make sense

of

Sentence Structure

Errors

Pronunciation Errors

Preposition Errors


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SENTENCE STRUCTUREthe most important Grammar rule you can teach


S V OSubjectnoun/

pronoun

Verbaction/state of

being

Objectnoun/

pronoun

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PREPOSITIONSthe glue which shows relationships

Prepositions are: anything a plane can do to a cloud

squirrel can do to a tree

rabbit can do to a fence

Prepositions need to be taught with pictures = learn faster

TRIVIA: Get ___ the bus. Do we use ‘in’ or ‘on’? in – physically enclosed/tight

on – a very big transport (more than 5 people)

TRIVIA: My house is ____ this street. Do we use ‘on’ or ‘at’? on – somewhere on a street

at – the most specific preposition: exactREMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE

2014)


2014)

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TEACHING PRONUNCIATIONthings to keep in mind

Use students’ words to teach Phonics Ask students for words they know from that sound

Do these for better pronunciation: Students should close eyes. Shut off sight to focus on listening to

input.

Close eyes & focus on where the sound is produced in mouth.

Close ears. Pronounce. Listen to echo in head.



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Show pictures of articulation point & tongue position.

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BACKWARD BUILD UPbest way to teach pronunciation

Backward build up = pronounce from the back

If students struggle to read a sentence… Example: I went downtown to shop last night.

I/went/downtown/to shop/last/night

night

last night

to shop last night

downtown to shop last night

went downtown to shop last night

I went downtown to shop last night



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If students struggle to read a word… Example: Megalomaniacs

Me/ga/lo/ma/ni/ac/s

------------------------------s

-------------------------ac/s

---------------------ni/ac/s

---------------ma/ni/ac/s

-----------lo/ma/ni/ac/s

------ga/lo/ma/ni/ac/s

Me/ga/lo/ma/ni/ac/s

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GRAMMAR NOTESfocus on form

Present Tense is used the least in English. Teach Past Tense.

Present Continuous Tense is used the most. Example: I am going to school.

Teach tenses with time & a calendar


Mon Tues Wed Thu Fri Sat Sun

9 10 11 12 13 14 15

Pastwaswaswere

Present

amis

are

Futurewill bewill bewill be

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LISTENINGdrilling that doesn’t feel like drilling

Listening & Speaking are natural skills. Reading & Writing are taught skills.

Our students don’t know what is important & what is not so they listen to everything as equally important.

Listening for specific information. A real world skill. Students will raise their hands when they hear their assigned words.

Listen for: numbers/verbs/adjectives/animals/names/emotions

Read a story.


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SPEAKINGdrilling that doesn’t feel like drilling

Conversation Cards What is your favourite subject? Why?

Do you prefer strawberry or chocolate? Why?

If you were a millionaire, what would you do? Why?

go around asking people the questions on the cards

Have students make 2 lines facing each other Teacher assigns communicative task.

Line A asks first. Then, line B.

Ask questions which involve emotions You will get more language. People talk/write more.

favourite memory / funniest moment / scariest momentREMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE 2014)

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READINGlearn to read by reading

Model of a Reading Programme Stage 5 – Synthesis

Stage 4 – Relationships & Viewpoints

Stage 3 – Reading for Meaning

Stage 2 – Fluency

Stage 1 – Initial Decoding

Reading in the Brain & the Ear

Good readers need to be fluent in all stages.

Teachers should get students to evaluate (pre-reading) and then revaluate (post-reading).


Advanced

Learners

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WRITINGlearn to write by writing

Krashen: Students who read for reading do better at writing than students who read with teachers

1. Use the last word as a subject for the next sentence. May change subjects after 3 sentences.

Mary wants to buy a car. The car she wants is a Toyota. Toyotas are expensive, but last a long time. A long time ago, Toyotas were cheap.

2. Progressive Essay First students writes a sentence.

Pass to student. Write 1 sentence.

Pass to another. Write 1 sentence.

Again & again until finish.

Students can read it aloud once they finish their essay.REMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE

2014)

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LANGUAGE EXPERIENCE APPROACHthe bridge between learner & print

“What I can say, I can write. What I can write, I can read. I can read what I write and what other people can write for me to read.”

How to carry out the LEA:

1. Take students out for an experience. Go somewhere or do something. Draw their attention to unique items during the experience.

2. Back in class, tell them to draw pictures of their experience.

3. Ask students what they experienced. Write it down exactly as they narrate it. (Grammar mistakes okay but spelling mistakes not okay.)

4. Take pictures they’ve drawn & attach to the narrative.

5. Cut the narrative up. Get students to sequence.

6. Finally, read the narrative & write it down.REMEDIAL INSTRUCTION WORKSHOP: TFM CONNECT_ED BY MR YONG (14 JUNE

2014)


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JAROD [email protected]

Presentations & Public Speaking

Remedial Instruction for Secondary School English Language Classrooms Workshop at TFM Connect_ED (2014)