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TESOL Reader and Teachers Guide

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TESOL Reader and Teachers Guide DOCUMENT RESUME ED 347 808 FL 019 946 AUTHOR Hanson-Smith, Elizabeth TITLE TESOL Reader andTeachers Guide. INSTITUTION Ministry of Education(Belize). Curriculum Development Unit. PUB DATE 86 NOTE 326p. PUB TYPE Guides - Classroom Use - InstructionalMaterials (For Learner) (051) -- Guides - Classroom Use- Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC14 PlusPostage. DESCRIPTORS *English (Second Language);*Folk Culture; Foreign Countries; IndigenousPopulations; Instructional Materials; SecondLanguage Instruction IDENTIFIERS *Belize ABSTRACT This combined readerand teacher's guide second language for English instruction was developedfrom teacher workshops conducted in Belize. The reader consistsof stories,poems, and drama from the indigenouspeople of that country, accompanied bysupporting English language learningexercises and activities. aspects of indigenous Texts represent culture and are groupedaccording to the following catagories:folk tales, holidays, life in the country, school and home life, river and sea, townand city, and the Belize. The components nation of of most lessonsare: a preview section students; then the for story; and lastlyexercises and vocabulary building activities. Some illustrationsare included. The text reader and the text of the of the teacher's guideare presented in a parallel format. Anintroduction to the guide offers suggestionsfor instructional techniques,grouping, and supplementary (MSE) activities. *********************************************************************** Reproductions supplied by EDRS are thebest that can be made from the originaldocument. *********************************************************************** 02/29/1900 173:19 FROM TO 9130194$3695 U 8 DEPARTMENT OF EDUCATION Office ol Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATICN "PERMISSION TO REPRODUCE THIS CENTER IERIC) MATERIAL HAS BEEN GRANTED P" D.' rills document has been reproduced aS OC) received from the person or organization originating it C7! Minor changes have' been made to improve reproduction dustily * Points of view or opinions stated in this &cu CC ment do not necessarily represent official OERI position or policy TO THE EDUCATIONAL, RESOURCES INFORMATION CENTER (ERIC)." citt TESOL READER -9+ Year Olds TEACHER'S GUIDE PULISHED BY THE CURRICULUM DEVELOPMENTUNIT BELIZE MINISTRY OF EDUCATION BELIZE CITY, BELIZE,C.A. BEST COPY AMITIE r E'R IE1AC F nrcD F'FtlEWI'MWC.7, -19[-UIERALE:0 PCX/EM Ak1.0 ion^m^ THE PREVLW Almost all the stories in the TESOL_Reader begin with a Previewsection that is designed to give the reader a purpose for reading or a suggestion that will help the reader predict something about the story's content. In the beginning of the year, the techer should probably read this Preview to the students and ask for specific answers, which he/she then will write on the board. Or several students could each write their own answers on the board. This is a good time to elicit and use vocabulary related to the story, but new vocabulary words should not be taught directly before the story is read. Part of learning to read is to find strategies for learning new words from context. After the first few stories have been previewed and read, the teacher may alternate oral discussion of the Preview with written answers. Notes to individual stories will indicate which ones are more appropriate for oral discussion. THE RFADING The students should always read the text silently and independently fir t. Those who finish first should try to formulate answers to the questions raised in the Preview, either individually, or in groups that are formed as each student finishes reading. Or some students may want to look up some words in the dictionary. (Looking up words should be allowed only after a passage is read through crDmpletely. ii DISCUSSIONAFTE.R._..8F4PINU When all students have finished reading,the teacher should ask for volunteers to give the answers or to correctthe predictions made on the board. If the Preview discussion has been lively and full,this part of the discussion maY be very short. It should lead directly to the After You Read or Things To Dosection that follows the readingpassage. During the discussion of the story, theteacher should attempt touse the vocabulary of the passage andtry to elicit some of that vocabularyfrom the students in theirresponses. Students should also be encouragedto use their own words and to paraphrase thenew vocabulary asthey discuss the story. The story, however, should be the focalpoint, not the new words. Most of the discussion questionsare not factual and many do not have one correct answer. Questions of fact, if theyare in dispute, will arise as the inferentia'. and relating questionare discussed. Many of the questions are relating, that is, they asK students torelate their own experiences and beliefs zo the characters' experiencesin the story. For these open-ended questions, the teacher should allowas manY students to respond as possible. These questions have no one correctanswer and should generate lively talk and even disagreement. In some cases, the studentmay not be able to respond entirely inEng- lish. He/she should be allowedto use the mother tongue, with the teacher helping by prompting with thecorrect English words. However, the teacher should always conduct his/herpaY-t of the exchange in English,adiusting his/her speech to what is comprehensibleto the students. Otherwise, stuuents will never hear enough English to become comfortablewith it. iii USING_GRoups Later in the term, when students have become familiar with the process of previewing, reading, and discussing, the teacher should put them into small groups of three or four as they finish reading, so that they can, on their 'own, discuss the questions inAfter You Reador begin the activities suggested in Things To Do. Once discussion/activity groups are formed, the teacher should circulate among them to help them use English and to be sure they stay on task. During this time, the teacher should also make mental notes of the structures students are trying to use and the vocabulary that may be giving difficulty. These structures and vocabulary should become the basis for later lessons. (The Curriculum Development Unit would be interested in hearing from teachers about the structures and vocabulary that give difficulty in order to incorporate activities for them in later editions of the Skills Book and Reader. Each group should report back their answers in_Engtish at the end of the discussion time. Responses may be reported orally or put on the board, or the group may write them down to hand in. Some activities, such as the diorama for Marcus's Corn Harvest or kite-making for Steve and Jerry; may be spread over several days. A NOTE ON READING. ALOUD Reading out loud, particularly on the first reading, should be avoided. At the level of Standards I and II, good silent reading habits should be encour- aged, and bad habits, such as sub-vocalizing and head movements should be dis- couraged. Discussion should always begin with books closed so that students will get into the 'aabit of reading for meaning, rather than looking in the text iv and repeating it word for word. Since many of the discussion questions are also inferential, they should produce disagreement among the students. If consensus cannot be reached, the students should be encouraged to open their books and read again si.lently to see if they can find further support for their answer--which they should try to put into thei_r_OWIA_Words as much as possible. The exception to the rule of "no reading out loud" is the poetry and the sharing of favorite passages in a story. A number of poems are included throughout the Reader, and since children at this age are sensitive to the sounds and rhythms of language, they may enjoy reading the poems out loud, after having practised them, Or they may be asked to memorize them to recite. Reading aloud should be a pleasurable sharing of expressive language. Children should be invited to read dramatically their favorite part of a story, or to write a drama based on a story and perform it. Time for practice should always precede the oral reading or performance. Forcing children to read aloud "cold" is a severe and often humiliating test, particularly in a second lan- guage. But with proper practice and coaching, it can become a skill that gives the child the pleasure of accomplishment. Drill with phonics, word decoding strategies, and pronunciation should take place in the context of games and activities, the exercises of the SktlIg__ awh, or with the basal reader, if one is available. The TESOL Reader is not strictly gradedfor vocabulary and grammar and so it is most appropriate as a supplemeneal reader, not as a ba2,al text. The Reader should be an enjoyable experience in the pleasures of reading and finding out about our country and our peopie--not a drudgery or a phonetic puzzle, t., WRITING_ACTIVITIES A second exception to the "no reading aloud" rule is the sharing of the children's own writing with each other. Writing development accompanies and supports the child's growth in reading, and what the child has written .can usually be read aloud with little difficulty. In addition, reading his own work aloud expressively to a group or to the class helps the young writer develop a sense of audience, which gives direction to his composing. At this age, and at this stage in language development, correctness should not be expected, nor is correctness the goal of writing inany case. In editing groups, with the editing tasks set by the teacher (usually puton the board in the form of questions for each person in the editinggroup to answer for each paper), students learn to find and correct their own errors at a level appropriate for them. They also learn to look for coherence and liveliness, the qualities of good writing, in their own and others' wont'. Examples of editing rubrics are provided in this Teacher's_Guide in almost every instance where compositions are assigned.
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