Preschool Cascade Training Handouts

FOR TRAINING PURPOSES ONLY

KEMENTERIAN PENDIDIKAN MALAYSIA

KSPK ENGLISH LANGUAGE PRESCHOOL

Curriculum Induction Training Materials (Handouts) 3.3_2017_Preschool

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CEFR-aligned curriculum cascade workshops: Day 1 3.3_2017_Preschool

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Handout D1.S1.1

Popular opinions Please read the statements and indicate if you agree by marking an ‘X’ in the box: NOTES: First language is the pupil’s language at home, e.g. Bahasa Malaysia Foreign language is language learned at school, e.g. English Strongly disagree

Disagree

Strongly agree

Agree

1. Pupils learn languages (first language and foreign language) by imitating what they hear. 2. Parents correct their children when they make grammatical errors in the first language. 3. Motivation is the most important thing for success in language learning. 4. The earlier a foreign language is introduced into school programmes, the greater the success in future learning. 5. Teachers should present grammatical rules before showing how to use them. 6. Teachers should teach simple language structures before complex structures. 7. Teachers should only use materials that expose pupils to language structures they have already been taught. 8. When pupils talk to each other in the foreign language they copy each other’s mistakes. 9. Pupils’ errors should be corrected as soon as they are made. 10. Teachers should respond to pupils’ errors by repeating the sentence correctly rather than explicitly pointing out the error. Adapted from Patsy Lightbown and Nina Spada, How languages are learned Oxford University Press (2013, page 3)

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Handout D1.S2.1

Routines in English activities Step 1: With your group make a list of the routines you use in your English activities. Try to place them in the different lesson times.

Welcome time

Closing time

Transition times

Are there any routines which do not fit in these different lesson routines?

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Handout D1.S2.2

Dissecting a routine Use the space below to help you think about the routine you are dissecting. Remember to think about: 1.

The sequential structure

2.

The roles (usually the leader and the led)

3.

The script to support communication

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Handout D1.S3.1

A nursery rhyme Step 1: With your group decide how to set up your nursery rhyme Step 2: Decide on some actions to accompany your rhyme Step 3: Note down the instructional language you would use.

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Handout D1.S3.2

The songs and rhymes in this session If you’re happy! If you’re happy, happy, happy, clap your hands! If you’re happy, happy, happy, clap your hands! If you’re happy, happy, happy! If you’re happy, happy, happy! If you’re happy, happy, happy, clap your hands! *** Ten little rain clouds One little, two little, three little rain clouds Four little, five little, six little rain clouds Seven little, eight little, nine little rain clouds Ten little rain clouds raining on me!

A hello song (Carolyn Graham) ttps://www.youtube.com/watch?v=ML7 GOLeTV28 Hello, hello, hello! What’s your name? Hello, hello, hello! My name is […]. My name is […]. Hello, […]! Hello, […]! Hello! *** A circle time rhyme Legs crossed, arms down Bottoms on the floor Are we all ready? 1, 2, 3, 4!

*** *** A transition song (tune: If you happy and you know it) Let’s walk to the tables, quietly Let’s sit on the chairs, quietly Let’s walk to the tables And sit on the chairs Let’s do everything quietly *** Diddle, diddle, dumpling, Diddle, diddle, dumpling, My brother John. Went to bed, With his trousers on. One shoe off, And one shoe on. Diddle, diddle, dumpling, My brother John.

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Handout D1.S4.1

Benefits of using games Make a note of the benefits of using games in your English sessions. As you listen to the trainer and your colleagues, tick the benefits you have written down and add those you do not have.

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Handout D1.S4.2 American Sign Language (ASL) Hill

Ocean

Make your hand move out and up wards, representing flowing hills. Rock

Use your closed fist to knock on the back of your other hand. Do this a couple of times. Rocks are hard!

First make the water sign, then make waves outwards from your body. Tree

Place an elbow into your hand, and stick your arm up straight. Move you're the hand on your straight arm from back to front, like a tree. Forest

Mountain This is a mix of rock and hill, as a mountain is bigger and is often rocky. First make the rock sign then make the hill sign. Lake

First sign water, three fingers towards your mouth, then show size with your hands on either side of you.

Lay one arm across your front, make a tree with the other arm, but place it near the elbow of the horizontal arm. Then move the tree arm quickly along from the elbow to the hand. Lots of trees in a forest! Grass

River

First make the water sign, then show a winding river with your two hands 3.3_2017_Preschool

The sign for grass is made by cupping your hands near your chin and gently wiggling your fingers, like grass. 8

Handout D1.S4.3

The EEE model

A game Step 1: With your group decide where the game fits in the EEE model Step 2: What are pupils expected to do with language? Step 3: Note down the instructional language you would use for the game

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CEFR-aligned curriculum cascade workshops: Day 2

Handout: D2.S1.1

What is the sequence for the EEE model and what is the teacher’s role in the model? Use the following words to complete the table below. Monitor Engage Exploit Scaffold Introduce Encounter Pupil

Teacher

E__________________________ the new words and phrases, using their hearing, sight and knowledge of the world to put the language into context.

_______________________ the pupils to the language, providing comprehensible input in a lively and interesting way.

E _________________________ with the language, often in controlled situations through repetitive games and tasks. There is an emphasis on becoming more responsible for remembering the language.

_______________________ pupils and provides support through: 1. Controlled engagement (focus on accuracy) 2. Guided engagement (focus on fluency)

E__________________________ the language for their own pleasure, using it in freer contexts with a clear purpose to communicate – often in pair games and group games.

_______________________ and continues to scaffold.

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Handout: D2.S1.2 Game formats for autonomy Play the games in your groups and complete the Format table for each game. Game 1: A beetle game My world Malaysia beetle game [Need two sets of an outline of My world Malaysia map, six cards to place on the game, a number sheet and a dice]  Divide the pupils into two teams. Place an outline of My World Malaysia map on the board or floor for each team.    In turns, one pupil from each team throws the dice, counts the dots and finds which image is associated with it and names it (eg, It’s a lake).    If the piece is not on the map they say, A lake is missing! and place the picture on the map    If the piece is already on the map, they say, There’s the lake. and point to it. They do not have another turn, and pass on the dice.    The winning team is the one who completes their My world Malaysia map with all the pictures first.  At the end you can ask the losing group to identify which parts are missing from their map.  

Structure

Roles

Script

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Game 2: A bingo game Alternative 1 - Requires an individual physical response [Need one set of flashcards and a set of bingo cards with covers]  To play BINGO! pupils are asked to work in pairs. Each pair gets a bingo grid and six covers (these can be cut pieces of card, bottle tops, beans, buttons etc.)  A pupil in each pair is given all six covers and is asked to share them fairly. Encourage language like, Three for me, and three for you!   Teacher goes around the class indicating which pupil is responsible for the top or bottom row. Say, You are on the top row! You are on the bottom row!   Teacher places the flashcards in a pile face down, and takes one at a time, and calls out the words embedded in a structure if possible, like It’s a [lake].   If pupils have the image they cover it, if they don’t have it they do nothing. They can be encouraged to say, I’ve got a [lake]   When all six pictures are covered, the pair calls out Bingo! BINGO!)   Alternative 2 – Requires an individual oral response   Play the Bingo game as above, but get individual pupils or pairs of pupils to come to the front, to call out the words and expressions for their classmates to play the game. 

Structure

Roles

Script

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Game 3: A board game [Need large board game, 24 flashcards, dice / spinner and counters] • Lay out the board game on the floor during circle time, with pupils sat on the floor around it.   • Place the flashcards from several different sets onto each square to create the board game.   • Divide the pupils into four teams. Get each team to select a counter (a toy from the classroom). Ensure they all know which counter represents their team.   • Place all four counters on the arrow to start the game. • A representative from each team takes it in turns to throw the dice, count the dots, then move their team’s counter. • Wherever they land they should say the word / expression on the flashcard. If they can say it, they remain on the square. If they can’t they have to go back to where they were when they threw the dice. • The first team to reach the end of the game (the star) is the winning team.   Notes: • It’s important to use instructional language like: It’s your turn. Throw the dice. Count the dots. What number is it? Move your counter.   • Encourage pupils to say, It’s my turn! And to count as they move their counter.   • Encourage pupils who are having difficulties to ask their team for help, using Help   please. • To make it more complex, the teacher (or other teams) can ask questions: What is it? What colour is it? Who is it? How many are there? What’s the weather like? Etc...

Structure

Roles

Script

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Handout: D2.S2.1

An English learning centre (ELC) You know about play, the relevance of play in preschool and the importance of including learning centres in preschools in Malaysia. Using this knowledge, read the statements about an ELC and consider if they are True or False… 1) before the trainer tells you about ELCs 2) after the trainer has told you about ELCs True or False What After According to research you think

listening

1. An ELC is a space in the classroom where pupils can play in English 2. An ELC works best when it is one of many learning centres 3. An ELC contains resources available in other parts of the classroom 4. An ELC is used during English lessons (30 mins x 2 per week) 5. An ELC is used during free play and child-initiated activities 6. An ELC contains resources that have been used during English lessons 7. A teacher should play with the pupils in an ELC 8. A teacher decides which pupils play in an ELC 9. A teacher can observe pupils playing in English in an ELC 10. In an ELC pupils often imitate English lessons 11. In an ELC pupils speak only in English 12. In an ELC pupils only do what they have learned with the teacher 13. In an ELC pupils play alone, in pairs and in small groups 14. Pupils are highly motivated to play in the ELC

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Handout: D2.S3.1

Task 1: Match the reasons 1) Look at the five activities and match with how they support literacy development.

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Handout: D2.S3.2

Sharing a story book 1) Listen to and enjoy the story book. 2) Make a note of three ways the story contributes to developing pupils’ emergent literacy in English.

3) Consider why this book is particularly suited to sharing with pupils learning English in preschool.

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Handout: D2.S3.3

Group 1 Story sequencing and enacting Materials: Story sequencing cards Video of Michael Rosen telling the story.  

Before you tell the story make sure pupils have picked up on the sequence of events. You can use the story sequencing cards to help pupils do this. Together with the pupils remember the story sequence e.g.

Teacher: What happened first? Pupils: Grass! Teacher: Yes, long wavy grass! Where’s the picture? Pupils: Here! Swishy, swashy! Teacher! That’s right! We can’t go under it. We can’t go over it! We’ve got to go through it. Swishy, swashy! What’s next?  

You should consider actions for each stage of the story. Have a look at Michael Rosen’s wonderful interpretation on ‘Youtube’ for some ideas. Or ask pupils. Once pupils know all the actions and seem confident about the sequence, go on a bear hunt through the classroom, chanting like Michael Rosen and doing all the actions together.

Consider the following: 1. How does the activity work? Do you understand it? 2. Have you used it in your classroom? If so share how it went! 3. Would you use it in your classroom? 4. What changes would you make? Why? 5. What would you expect pupils to be able to do? 6. Nominate a spokesperson to share your ideas with everybody.

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Group 2 Bears of the world word cards - Working on Nomenclature Idea and visuals from: http://adayinfirstgrade.com/2014/10/were-going-on-a-bear-hunt.html What is nomenclature? Nomenclature is when you help your pupils acquire the correct vocabulary words to go with different objects. When you practise this skill you are helping your pupils recognise words and practise labelling. This will help them become better readers and writers and also expand their vocabulary. Materials: Bears of the world word cards

      

Suggested procedure In the story the bear is a brown bear. Ask pupils if they know the names of different types of bears. They will know Panda bears, Polar bears etc. Talk about what pupils know about these bears: Where do they live? What do they eat? Ask if they know the name of a bear in Malaysia (the sun bear). Use the bear pictures with the words attached to introduce the bears. Then ask pupils to match the picture and the separate name cards, not by spelling out each letter, but by recognising different letter and word shapes. Play this matching game together during circle time Leave the cards in the English learning centre for child-initiated play.


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Group 3 Story writing Materials: Flip chart and pens      

This activity would come after the pupils had completed lots of different activities related to the story ‘We’re going on a bear hunt’. Ask pupils to imagine their own stories. Where are they going? What are they hunting? (E.g. We’re going to the seaside. We’re going on a lion hunt.) Together create a story using the language from the bear hunt story (e.g. We’re going on a tiger hunt … Oh no! A deep lake. etc). Write their story on the board. Once they have created their story, they can each illustrate the different parts to make a class book for their library. Maybe they can tell you parts of the story and you can write what they say on their illustrations.


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Group 4 Looking for letters Idea and visuals from: http://adayinfirstgrade.com/2014/10/were-going-on-a-bear-hunt.html Materials: A magnifying glass Bear images with miniature letters to find A letter-writing activity sheet      

This activity is related to the story by using bear images as a visual for the letter-finding activity. Cut out the eight bear pictures and place them around the room. Give a pupil a magnifying glass and explain they have to find the letters hidden in the bears. When they find a letter, they should write on their worksheet. Once they’ve found all the letters, they should look around the room and find objects that begin with that letter. This activity is dependent upon pupils seeing alphabet friezes and there being lots of environmental print in the classroom.

Consider the following: 1. How does the activity they work? Do you understand it? 2. Have you used it in your classroom? If so share how it went! 3. Would you use it in your classroom? 4. What changes would you make? Why? 5. What would you expect pupils to be able to do? 6. Nominate a spokesperson to share your ideas with everybody.

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Handout D2.S4.1

The Phonological awareness sequence Participate in the activities your trainer has set up for you. Decide what stage they represent and note down the name of the activity and your thoughts. Think about how you will be able to incorporate the ideas into your planning and what the implications are. Stage

Activity

My thoughts

Listening

Rhyme

Rhythm

Onset and rime

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Stage Phonemic awareness isolation

Activity names

Notes from group discussion

Phonemic awareness blending

Phonemic awareness segmentation

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Handout D2.S4.2

Group 1: Clapping syllables (rhythm) Activity 1  The objective is to help pupils understand that words contain syllables. This will help them divide up words so they can read them.  Say your name and clap the syllables / beats. e.g. My name is Sara, clap clap. Sa ra. Two claps, that’s two syllables, Sa ra.  Ask individual pupils: How many claps in your name? Say your name and clap. Nur: Nur – clap. That’s one syllable! Mira: Mi ra – clap, clap. That’s two syllables Muhammad: Mu ha med – clap, clap, clap. That’s three syllables  Play stand up if … Stand up if your name has one syllable. Say your name and clap! Activity 2  Show the pupils a rhyme they know well. E.g. ‘I hear thunder’. I hear thunder! I hear thunder! Oh! don't you? Oh! don't you? Pitter, patter raindrops, Pitter, patter raindrops, I'm wet through! 3.3_2017_Preschool

I'm wet through!  Ask them to clap the syllables in each word.  Start with one line first. I [clap] hear [clap] thun [clap] der [clap] Etc.  Go through the rhyme, clapping the syllables.  Look at the rhymes you shared on Monday. Can you clap the syllables? What you are doing here is helping pupils hear the RHYTHM of the words. This is a very important activity. When using rhymes remember to do so only when pupils are familiar with the rhyme.

Other ideas! You can …  march to the beat of a rhyme or a poem.  talk about the syllables in topic words when you introduce them. ****  What other ideas can you think of?  Complete Handout 1 with your ideas and the implications for your practice.  Be ready to explain to your colleagues.

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Group 2: Rhyming words (rhyme)  Use a rhyme the pupils know and are familiar with e.g. I hear thunder  Say the rhyme together to remind them. I hear thunder! I hear thunder! Oh! don't you? Oh! don't you? Pitter, patter raindrops, Pitter, patter raindrops, I'm wet through! I'm wet through!  Ask: Can you hear the words that sound the same?  Explain: I’m going to say the rhyme and stop at a word. Let’s see if you can say the word that’s missing: I hear thunder! I hear thunder! Oh! don't you? Oh! don't you? Pitter, patter raindrops, Pitter, patter raindrops, I'm wet […] Yes! That’s right! It’s ‘through’. ‘Through’ sounds like ‘you’! You and through sound the same. What other words sound like ‘you’?  Elicit whatever words they know. It doesn’t matter if they don’t make sense.  Say the rhyme again and replace 3.3_2017_Preschool

‘through’ with their word. E.g. I'm wet boo, I'm wet glue, I'm wet blue; I'm wet zoo; I'm wet moo! What you are doing here is helping pupils hear words that rhyme. This is a very important activity. When using rhymes you can have fun with changing words and introducing other rhyming words. Other ideas! You can …  Comment on rhyming words in stories e.g. Silly Sally (Audrey Wood).  Prompt pupils to provide the rhyme at the end of a couplet in a story or a poem.  Introduce new objects with rhyming clues e.g. This is a story about an animal that rhymes with chair!  Make up rhymes for objects in the classroom.  Say two words and ask if they rhyme e.g. Chair and table. Do they rhyme? Chair and bear. Do they rhyme? ****  What other ideas can you think of to help pupils hear rhyming words?  Complete Handout 1 with your ideas and the implications for your practice.  Be ready to explain to your colleagues. 16

Group 3: Jealous letters! (onset and rime) Activity 1  Show the letter z and the letter sound /z/. Say: What letter is this? (zed) And what sound does it make? (/z/).  Explain: We are going to play a silly game. It’s called ‘jealous letters’. We are going to play with the sound /z/. /Z/ wants to be the first sound in everyone’s name, he’s very jealous of all the other letters! Let’s see what our names sound like if they begin with a /z/.  Start by using your name first. Let’s start with my name, Sara. Zara! That sounds good!  Then ask the pupils to do the same: How about you Haziq? How about you Mari? How about you Ahmed?  /Z/ is good at replacing consonants, but it’s difficult to replace vowels! You can talk about this, and ask pupils which letters would work better with names like Ahmed or Anis (other vowels!) Activity 2  Select a rhyme the pupils know well, e.g. Twinkle twinkle little star! Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky

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 Select a ‘jealous letter’ together with the pupils to replace the consonant sounds in the rhyme.  Say the rhyme together. It’s fun! But remember pupils must feel confident about the rhyme first, so it needs to be one they have said many times before.  Try this out with the rhymes you learned on Day 1. Other ideas! You can …  when calling out pupils use a ‘jealous letter’ in their name. e.g. With Hariz and Nira: Bariz, it’s your turn! Bira it’s your turn  Sing the song ‘Apples and bananas’, which plays with the vowel sounds: I like to eat, eat, eat apples and bananas I like ate, ate, ate ate apples and bananas I like to eet, eet, eet eepples and beeneenees I like to ite, ite, ite ipples and bininis I like to ote ote ote opples and bononos I like to ute ute ute upples and bununus ****

 What other ideas can you think of?  Complete Handout 1 with your ideas and the implications for your practice.  Be ready to explain to your colleagues.

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Group 4: First letter sounds (Phonemic awareness - Isolation) Activity 1: I’m thinking of a word  Start playing this game when pupils have a collection of English words and phrases at their disposal. 5+ would be appropriate.  Prepare a collection of flashcards that have images from different topics, but which share a first letter. Look at the syllabus document and see which words could be used.  Choose one of the letters a set of words begins  Show the letter, e.g. b, ask, What letter is this? (b), What sound does it make? (/b/)  Say, I’m thinking of a word. It begins with the sound /b/. It’s a colour. Can you think of any words that begin with the sound /b/?  Elicit as many words as pupils can remember. Praise them.  You can show them the picture cards if you wish and if you have word cards you can show these too.  Repeat the activity with other letters. If pupils appear confident, ask them to suggest other letters for the game. Activity 2: The first letter is the same game This is an adaptation of the pair game. Either have pre-prepared, or with pupils’ help, six pairs of flashcards that have the same letters, e.g. ball and blue; mother and mouth; teacher and ten; cat and calm; pig and puzzle; father and finger.

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 Show the set of flashcards, which represent words pupils will know.  Place the flashcards face down and play the game.  Use language like: What is it? What’s the first sound? Yes it’s a /b/. Can you find another word beginning with /b/? What is it? What’s the first sound? Is it a /b/? Yes, it is! They begin with the same sound. No, it isn’t. They begin with different sounds, a /b/ and a /k/.  You could also ask pupils to say which topic set the images belong to, e.g. It’s a book. The sound is /b/. It’s a classroom word. Other ideas! You can …  during lunch, talk about the letters in the food pupils are eating.  during the welcome time, talk about pupils’ names, the days of the week etc.  Talk about first and last sounds in words. ****  What other ideas can you think of?  Complete Handout 1 with your ideas and the implications for your practice.  Be ready to explain to your colleagues.

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Group 5: Playing with sounds in words Activity 1: Pound and sound  When pupils are familiar with a collection of three letter words (from hearing and seeing them in rhymes, stories and classroom activities) show them the flashcard images of no more than six three-letter words e.g. map, cat, pat, log, mop, tin, cup, sun. These are also called ‘CVC’ (a Consonant, a Vowel, and a Consonant) words.  Place three squares of paper on the board or chart paper, in a row.  Explain that you will be working with the sounds in these six words  Show pupils the three squares you have placed on the board and explain they represent the three sounds in the words.  If you wish, you can explain that these words will have a consonant, a vowel, and a consonant (CVC) and review possible vowels and consonants with the pupil.  Model how to “pound and sound”. Say a word, e.g. map, and pound (with your fist) the three squares representing the sounds: /m/ pound /a/ pound /p/ pound. Then run your fist under the three squares and say the word ‘map’.  Invite pupils to take turns pounding and sounding the words that you provide.  If they seem confident they can select different CVC words and call them out for each other.

Activity 2: Segmenting and blending  Choose an engaging read aloud book. This book should be familiar to pupils, e.g. Silly Sally (Audrey Wood)  Choose several short words in the book that you will segment and encourage pupils to blend back together, e.g. pig, jig, dog, frog, town, down.  Introduce pupils to the concept of using their fingers to represent sounds in words.  Explain that you will be putting up one finger to represent each sound you hear in a word.  Give an example and invite pupils to help you find out the number of fingers in a word (for example, “cat” would be three fingers: /c/ /a/ /t/)  Show pupils how you slide your other hand across the fingers and “squish” the sounds together, blending it into a word.  Show pupils the read aloud book you’ve selected.  Explain that you will be coming across some mystery words. You will put up your fingers for each sound you hear and the pupils will help you figure out the word.  Read the story and pause at the mystery words. Praise pupils who are able to show three fingers, then blend the sounds to make the words.   

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**** What other ideas can you think of? Complete Handout 1 with your ideas and the implications for your practice. Be ready to explain to your colleagues.

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Handout D2.S4.3

Songs to enjoy while playing with sounds For isolating sounds What's the sound that these words share? (the tune of Old Macdonald!) What's the sound that these words share? Listen to these words. Sad and silly are these two words. Tell me what you've heard. (ssssssss) With a /s/, /s/ here and a /s/, /s/ there. Here a /s/, there a /s/, everywhere a /s/, /s/. /S/ is the sound that these words share. We can hear that sound! What's the sound that starts these words? (the tune of Old Macdonald!) What's the sound that starts these words? Turtle, time, and teeth. (Wait for a response from the pupil.) /t/ is the sound that starts these words: Turtle, time, and teeth. With a /t/, /t/ here, and a /t/, /t/ there, Here a /t/, there a /t/, everywhere a /t/, /t/. /t/ is the sound that starts these words: Turtle, time, and teeth! For segmenting and blending If you think you know this word, shout it out! If you think you know this word, shout it out! If you think you know this word,  Then tell me what you've heard, If you think you know this word, shout it out!

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Handout D3.S1.1

The stages in a Scheme of Work Look at the Scheme of Work in your groups. Try to answer the following questions: 1. How many lessons are there in a Scheme of Work? 2. How long should a lesson last? 3. What are the three phases that appear in each lesson?

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Handout D3.S1.2

Lesson content Look at the 5+ unit on My world Malaysia. Complete the table by indicating what stages of the Encounter, Engage, Exploit (EEE) model appear in each lesson and what is introduced in each lesson as a new skill or activity. Lesson 3 has been done for you. Lesson EEE model What skill and / or main activity is developed? number

3

Engage

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Listening and Speaking; Games; A topic related song

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Handout D3.S2.1

The timeline images and reflection prompts (for reference) Did you listen in English today? What did you listen to? How well did you listen? What helped you listen well? Did you speak in English today? What did you say? How well did you speak in English? Did everyone understand you? Did you learn something new in English today? What did you learn? What else would you like to learn? Who will you share your new learning with? Did you remember any English today? What did you remember? How did you use the English you remembered? Did you forget anything? Did you sing a song in English today? What song did you sing? How well did you sing? Could you do it better? Who will you share your song with? Did you say a rhyme in English today? What rhyme did you say? What was it about? Who will you share your rhyme with? Did you play in English today? What game did you play? Did the game help you use English? Can you tell me how? Did you listen to a story in English today? What was the title of the story? What was the story about? Did you like the story? Did you do any table work in English today? What did you do? How well did you do? Do you feel proud? Who will you show your work to? Did you do any reading in English today? What did you read? Did you enjoy reading? What letters / sounds/ words did you read? Did you do any writing in English today? What did you write? How well did you do? Who will you show your writing to?

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Handout D3.S2.2

Give it a go! Take a look at a Scheme of Work. Look at the lesson you have been asked to focus on. In your group, practice the ‘English today’ routine and the ‘Reflecting on learning’ routine. Think about the language of instruction you will need. Make a note of different expressions in the space below.

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Handout D3.S3.1

Evidence cycle – Gathering information 1. Read the documentation activities and indicate how often you use them: 0 = Never; 1 = Sometimes, 2 = Often, 3 = Always 2. Share your results with a partner. Discuss any other activities you use. 3. Prepare to discuss your thoughts in plenary. Documentation activity 1

Select different pupils to formally observe in each lesson.

2

Write informal notes around pupils’ response to and use of English during and/or after the lessons. Keep a formal record of pupils’ progress.

3 4 5 6 7 8

9

10 11

12 13 14

0

1

2

Plan a specific classroom activity to collect evidence of attainment, e.g. ‘reciting a rhyme’ or ‘recognising letter sounds in words’. Write comments on pupils’ work after completing table time activities, e.g. ‘Ahmed looked at the routine chart to find the date so he could copy it’. Ask pupils to reflect on their English sessions and think about what, why and how well they did something. Ask pupils to draw what they like doing in English and talk about their pictures. Then summarise the pupils’ comments on the drawing. Help pupils select a piece of work that shows what they can do (e.g. a worksheet, an arts and crafts activity, a photograph) and write their reason for selecting it on the work. Take photos of (or film) pupils as they do different activities in English, e.g. play in an English area, complete table work, engage in different circle time activities. Select photos of pupils doing different activities accompanied with a descriptive note of the activity and/or its relevance for a Learning Standard. Collect anecdotal information from parents and guardians about what the pupils take home in relation to English, e.g. which songs they share, what words or expressions they use, which activities they talk about. Display pupils’ final attainments in the classroom or around the school, e.g. artwork, written work, photographs of activities. Organise recitals and performances for pupils to show parents, guardians and the school community what they know. Record pupils saying something or singing in English.

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3

Handout D3.S3.2

Evidence cycle – Reviewing and using information Complete this activity in groups: 1. Look at each documentation activity and think about which tools would be needed to support the documentation. How easy is it to get hold of or elaborate each tool? 2. Think about how each documentation activity would support and/or feed into the following: a) A learning portfolio

b) A formal report (termly or yearly)

c) A class blog or Facebook page

d) Planning future learning

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Handout D3.S4.1

Differentiation: a definition Complete the definition by using the words and phrases below to fill the gaps • • • • •

engage modify teaching strategy needs adapting

1. Differentiation is a ___________________________ which involves the practical steps taken to adjust learning processes. 2. It takes into account the ___________________ of individual pupils. 3. It involves ___________________ classroom activities to reflect the abilities, preferred ways of learning and interest of different pupils. 4. Teachers ___________________ what is done in the classroom to make sure that learning activities present the right level of challenge for individual pupils. 5. Differentiation allows learners to ___________________ with and work through activities in the most beneficial way.

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Handout D3.S4.2

Open and closed questions Look at the topic you have been given and consider some of the different open and closed questions you would ask.

Topic: __________________________

Open questions:

Closed questions

Handout D3.S4.3

Differentiation and objectives Write three objectives by criteria for the activity your trainer gives you. All pupils will be able to:

Most pupils will be able to:

Some pupils will be able to:

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17

Handout D4.S1.1 4+ My face

Productive (active)

Receptive (passive)

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Handout D4.S1.2

Complete Stage 2 Planning 1. Key concepts: Using language related to the face to recognise and accept difference. 2. Aims: 1. 2. 3.

3. Learning processes  Listening and speaking  Emergent reading and writing  Observe, describe, compare, communicate and reflect 4. Differentiation (…) 5. Teaching and learning approaches  Pair work, group work and table work during 30-minute English lessons  Make resources available for free play 6. Resources 1. 2. 3. 4.

7. Opportunities for assessment 1. 2. 3. 4.

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Handout D4.S2.1

Scheme of work: Planning Stage 1: Lexical items

Rhyme

Productive (Active) structures

Receptive (Passive) language

Activities

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Scheme of work: Planning Stage 2 1. Key concepts:

2. Aims:

3. Learning processes

4. Differentiation

5. Teaching and learning approaches

6. Opportunities for assessment

Resources

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Handout D4. S2.2

Planning schemes of work checklist – Part 1 Topic: Stage 1 1. Lexical items

X/√

Comments

2. Productive (active) structures 3. Receptive (passive) language 4. Activity ideas Stage 2 1. Key concepts 2. Aims 3. Learning processes 4. Differentiation 5. Teaching and learning approaches 6. Opportunities for assessment Resources – varied input and skills development VAK (Visual, auditory, kinaesthetic: visuals, mimes etc.) Rhyme Song Story Worksheet / table time activities Topic specific game / activity for exploitation Role play / dramatisations Literacy development

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Planning schemes of work checklist – Part 2 Topic: Considerations Is there evidence of progression considering the EEE model?

X/√

Comments

Is the English learning centre considered? Is the focus on developing a solid base in oral / aural skills? What are the opportunities for developing literacy skills?

Evaluating the checklist for own schemes of work planning Consider the checklist as a support for your own planning activity. Use the following questions to prompt discussion in your group: 

To what extent was it useful in guiding your planning and decision-making?



Should anything be more explicit?



Is there anything missing?



Is anything unnecessary?

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Handout D4.S4.1

Evaluation of peer schemes of work plans: Planning checklist – Part 1 Topic: Stage 1

X/√

Comments

1. Lexical items 2. Productive (active) structures 3. Receptive (passive) language 4. Activity ideas Stage 2 1. Key concepts 2. Aims 3. Learning processes 4. Differentiation 5. Teaching and learning approaches 6. Opportunities for assessment Resources – varied input and skills development VAK (Visual, auditory, kinaesthetic: visuals, mimes etc.) Rhyme Song Story Worksheet / table time activities Topic specific game / activity for exploitation Role play / dramatisations Literacy development

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Evaluation of peer schemes of work plans: Planning checklist – Part 2 Topic: Considerations

X/√

Comments

Is there evidence of progression considering the EEE model? Is the English learning area considered? Is the focus on developing a solid base in oral / aural skills? What are the opportunities for developing literacy skills?

Evaluating the checklist for evaluating plans Consider the checklist as a support for evaluating peers’ plans. Use the following questions to prompt discussion in your group: 

To what extent was it useful in guiding your evaluation of another plan?



Should anything be more explicit?



Is there anything missing?



Is anything unnecessary?

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Handout: D5.S1.1 A. Match the activities / skills in the scheme of work with their lesson to correct the sequence. Lesson nº

EEE model

Skills / Activity A Reading Alphabet / sound activity

1

Encounter

2

Engage

B Writing Topic related table activity

3

Engage

C Reading Topic related story

4

Engage

D Listening Topic related rhyme

5

Engage

E Listening & speaking Topic related song

6

Engage / exploit

7

Exploit

G Listening & speaking Topic related table activity

Exploit

H Listening & speaking Topic related games

8

F Listening & speaking Topic related story

B. In your groups, consider where the different activities and skills you have planned for will fit into the eight lessons that are part of your thematic scheme of work. Select a lesson each and complete the plan, include reference to the learning standards as well as specific objectives for the lesson (an outline for a plan is on the next page of your hand out). Note: Consider objectives by criteria.

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Handout: D5.S1.2 Considering the lesson plan Using the prompts in the ‘Lesson plan considerations table’ below, in pairs look at each other’s lesson plans and make notes. There may be further points you think are worth considering, add these to the table. Consider what needs revising or clarifying. Lesson Plan Considerations 1. Is the lesson plan clear? 2. Are the lesson objectives appropriate and achievable for the level? 3. Are the activities linked in a logical way?

Y/N

Notes

4. Do the activities follow and support the EEE model? 5. Are the activities appropriately challenging for pupils? 6. Do activities facilitate opportunities for pupil interaction? 7. Are the activities appropriate to the lesson objectives? (e.g. skills development) 8. Are the activities and materials engaging? 9. Do the activities and materials demonstrate knowledge and understanding of how preschool pupils learn? 10. Is there a variety of interaction patterns? 11. Does the timing look realistic? 12. Is there evidence that instructional language has been considered? 13. Is there any evidence of planned differentiation? 14. Is there any evidence of opportunities for monitoring and recording? 15. 16. 17. 18.

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Handout: D5.S2.1 Micro-teaching evaluation form. PUPILS Group name: Participant name: Disagree

Pupil feedback

Not sure

Agree

Comments

Agree

Comments

I found the teacher was friendly and encouraged me to learn English. I understood the purpose of the activity. I followed the activity and the teacher did not rush me to move to the next part of the activity. I understood the new words and the teacher helped me understand when I needed. I practised the new learning and was encouraged to speak in English during the activity. I used a resource during the activity and enjoyed it. The teacher clearly told me that I did well or showed me how to improve my English. I know how I can use my new learning in the future.

Group name:

Participant name: Pupil feedback

Disagree

Not sure

I found the teacher was friendly and encouraged me to learn English. I understood the purpose of the activity. I followed the activity and the teacher did not rush me to move to the next part of the activity. I understood the new words and the teacher helped me understand when I needed. I practised the new learning and was encouraged to speak in English during the activity. I used a resource during the activity and enjoyed it. The teacher clearly told me that I did well or showed me how to improve my English. I know how I can use my new learning in the future.

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Handout: D5.S2.2 Micro-teaching evaluation form. OBSERVING TEACHERS Group name: Participant name: Disagree

Teacher feedback

Not sure

Agree

Comments

The teacher was friendly and motivated learning. The teacher explained learning objective/s using language suitable for pupils. The teacher kept to time, paced the activity well and allowed time for questions and pupil interaction. The teacher used appropriate instructional language Pupil talk time was given priority in the activity (questioning/group discussion/etc). The teacher used resources appropriately to enhance learning experience. The teacher delivered positive feedback and/or demonstrated how to improve avoiding pointing out errors. The teacher summed up the activity, repeated key learning objectives and provided a sense of achievement.

Group name:

Participant name:

Teacher feedback

Disagree

Not sure

Agree

Comments

The teacher was friendly and motivated learning. The teacher explained learning objective/s using language suitable for pupils. The teacher kept to time, paced the activity well and allowed time for questions and pupil interaction. The teacher used appropriate instructional language Pupil talk time was given priority in the activity (questioning/group discussion/etc). The teacher used resources appropriately to enhance learning experience. The teacher delivered positive feedback and/or demonstrated how to improve avoiding pointing out errors. The teacher summed up the activity, repeated key learning objectives and provided a sense of achievement.

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Handout: D5.S3.1 Post-microteaching reflection

After the micro-teaching session

Yes

Partially

No

Were the objectives achieved? Were all pupils involved? Was your teaching delivery clear and engaging? Give examples or evidence. Did you use instructional language well? Did your differentiation strategies work according to the plan? Were the resources as helpful as expected and planned? Did you follow the timing as planned or do you have to amend your timing? Were all areas of learning difficulties addressed successfully? Was it possible to monitor the pupils’ progress? Any other comments

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Preschool Cascade Training Handouts

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