Are listening and reading receptive skills Do you

Are listening and reading receptive skills? Do you REALLY think so? Wendy Arnold PILGRIMS TEACHER TRAINING HUPE conference 16 -18 th April, 2010

Overview 1. 2. 3. 4. Defining listening skills and characteristics Defining reading skills and characteristics What have you just done? What can you take away and apply in your classes?

Listening skills and their characteristics CUT A PIECE OF PAPER IN HALF DRAW A SMILEY FACE ON EACH HALF LISTENING ACTIVITY 1

Listening skills and their characteristics LISTENING ACTIVITY 1 REFLECTION THINK What are you doing? How are you deciding on your answers? PAIR Tell a partner SHARE

Listening skills and their characteristics LISTENING ACTIVITY 2 PAIR

Listening skills and their characteristics B) When A) ‘s speak to you watch very carefully what they do with their hands, legs, arms, eyes, nodding their heads and try and mirror/copy them.

Listening skills and their characteristics Listening activity 2 REFLECTION A)’s what did you notice about B)’s body language? B)’s what did you notice about A)’s body language?

Listening skills and their characteristics LISTENING ACTIVITY 3 THINK What are you doing? How are you deciding on your answers? PAIR Tell a partner SHARE

REFLECT THINK What was the difference between listening activity 1 and 3? Both used the true/false smiley faces. PAIR Tell a partner

Did you think of these ideas? v listening activity 1 used the senses of sight, smell, taste, hearing, feeling v. Listening activity 2 was your opinion based on your own experiential knowledge, likes/dislikes etc. v. Any others? v. There were no right or wrong answers except for …. what?

Listening skills and their characteristics THINK-PAIR Agree on what listening skills are Agree on two characteristics SHARE

Listening skills Listening is not waiting your turn! It is active! It requires you to THINK! It might need you to use your body!

Reading skills and their characteristics READING ACTIVITY 1 PAIR Decide on who is A) and who is B) A) Read to B) B) Read to A)

Part A) Although some glial cells have voltage-gated ion channels in their membranes, glial cells generally do not produce action potentials and their role in the nervous system has long been a puzzle. One suggestion has been that glial cells help to regulate the concentration of K+ and the p. H in the extracellular fluid of the nervous system. 14

Part B) Glial cell membranes are highly permeable to K+ and adjacent glial cells are often electrically coupled by junctions that allow K+ to flow between them. This flux permits glial cells to take up and redistribute extracellular K+, which otherwise could build up to high concentrations in narrow extracellular spaces following activity in neurons. 15

Reading out loud What does the text mean? What are your thoughts as you read it? Can you understand what you are reading? What do you need to fully understand it? 16

REFLECT What language skills are you using? 17

Think-pair-share Answer these questions about the text 1)What do glial cells not do? 2)What is a feature of glial cells? 3)What might be the function of glial cells? 18

Now read this text Glial cells are found in the brain. There are five types of glial cells. They are not nerve cells. Neurons transmit nerve messages. Glial cells are in direct contact with neurons and often surround them. 19

Look at the picture Glial cells 20

Aiding comprehensible input Think-pair-share Now what can you explain about glial cells? Where can you find them? What can glial cells do? What helped you understand better? 21

REFLECT THINK How does it feel to read out loud? PAIR What makes this activity challenging? SHARE

a) Read text 1. Can you make any meaning? b)What features can you recognize? Discuss with your partner. c)Try and read out the words. How does it feel? S’eek Kutí Kaneegí By Ruth Demmert • Du xaawú wuxoogú, kuyak’éi. • Du xaawú wudadláak’i, séew daak wusitán. • Du xaawú át wuls’eesí, a yawditee. • Du xaawú dleit yáx teeyí, dleit daak wusitán. • Du xaawú wult’éex’i, kúnáx kusi. áat’. • Du xaawú kindachóon yéi teeyí, • tláakw yaa geesheex dunák • kushtuyáx déi wáa sá kuteeyí! 23

Read text and vocabulary. Can you make any meaning? Du xaawú wuxoogú, kuyak’éi. Du xaawú wudadláak’i, séew daak wusitán. Du xaawú át wuls’eesí, a yawditee. Du xaawú dleit yáx teeyí, dleit daak wusitán. Du xaawú wult’éex’i, kúnáx kusi. áat’. xaawú = fur Du xaawú kindachóon yéi teeyí, wuxoogú = dry tláakw yaa geesheex dunák wudadláak’I = wet séew daak =raining kushtuyáx déi wáa sá kuteeyí! wuls’eesí = blowing yawditee = windy dleit yáx teeyí = white séew daak = frozen kindachóon = standing up 24

Do you understand the meaning now? Can you read the poem out loud? Why? • Listen to the poem, look at the text and pictures link: http: //www. sealaskaheritage. org/flash/bearo meter. swf • Now can you read some of the words out loud? Why? 25

Reflection • Do you understand what you were reading? • When you are reading this text, what reading strategy are you using? • Do you find this text interesting? • It is likely this text will be ‘low interest’ and ‘high ability’! • Success in learning to read necessitates ‘high interest’ and ‘low/right’ ability texts. 26

S’eek Kutí Kaneegí “Bear Barometer” By Ruth Demmert Du xaawú wuxoogú, kuyak’éi. When his fur is dry, the weather is good. Du xaawú wudadláak’i, séew daak wusitán. When his fur is wet, it’s raining. Du xaawú át wuls’eesí, a yawditee. When his fur is blowing, it’s windy. Du xaawú dleit yáx teeyí, dleit daak wusitán. When his fur is white, it’s snowing. Du xaawú wult’éex’i, kúnáx kusi. áat’. When his fur is frozen, it’s really cold. Du xaawú kindachóon yéi teeyí, When his fur is standing up, tláakw yaa geesheex dunák - run away fast - kushtuyáx déi wáa sá kuteeyí! it doesn’t matter how the weather is! 27

COMPREHENSIBLE INPUT Stephen Krashen (2003)usefully distinguishes between ‘acquisition’ – sub conscious, long term memory, easy to recall, making links between background knowledge, answering high order thinking questions ‘learning’ – conscious, short term memory, useful for passing tests, answering low order thinking questions 28

CONCLUSION We need comprehensible input because. . We can make the incomprehensible, comprehensible by. . . 29

What is reading? ‘Reading is much more than the decoding of black marks upon a page; it is a quest for meaning and one which requires the reader to be an active participant’ (Cox 1991) The reader needs to: 1) Crack the code or decipher the print (decode) 2) Reading is about making sense which ‘powers young children’s learning’ (make meaning) 3) Reading brings together text to be decoded and understood (made meaning) and a reader has to engage actively with both these processes (Kelly 2008) 30

Identifying reading strategies • Semantics – making meaning from text eg. THINK-PAIR-SHARE Once upon a time there was a fungo who lived in a huy singo. The huy singo was built high up in some grantins. READ the text. What is this about? 31

Identifying reading strategies • Semantics – making meaning from text and visuals The fungo’s huy singo was very deep. It had to climb up the high grantins quickly so that the tinnies did not eat it! 32

Semantics REFLECTION How can you use this activity with your learners? 33

Identifying reading strategies • Syntactic – grammar Once upon a time there was a white fungo. It could run fast. THINK-PAIR-SHARE Learning point? Adjective + noun Verb + adverb 34

Syntactics REFLECTION How can you use this activity with your learners? 35

Identifying reading strategies THINK-PAIR-SHARE You have used two processes which are necessary for reading. 1) DECODING = saying words 2) making meaning Can you have decoding without making meaning? CAUTION: reading out words DOES NOT MEAN UNDERSTANDING THEM 36

Identifying decoding strategies Graphophonic can be divided into 3 sections 1)Synthetic phonics = each letter has a sound 2)Analytic phonics = seeing patterns in words 3) Whole words = high frequency words which need to be memorised 37

Blending sounds for reading di plo do cus di plo do cus 38

Blending REFLECTION How can you use this activity with your learners? 39

Segmenting sounds for writing stegosaurus How many syllables can you hear? Clap them! Where do the syllables fall? 40

Segmenting REFLECTION How can you use this activity with your learners? 41

Consider – THINK-PAIR-SHARE read hear say write You need to. . . . a word before you can. . . . it You need to. . a word before you can. . it (Linse 2005) 42

Are listening and reading receptive skills? ARE YOU SURE?

Teaching creatively …. Time to reflect 3… 2… 1… 3 things I remember 2 ideas I could adapt 1 question I have

THANK YOU! My powerpoint will be available through HUPE website. Comments to: Wendy Arnold arnoldworld@gmail. com

YLT Sig invite you to join our discussion group (free) at younglearnerssubscribe@yahoogroups. com View the IATEFL conference in Harrogate and take part in discussions by linking to: http: //iatefl. britishcouncil. org/2010/

International Association of Teachers of English as a Foreign Language www. iatefl. org Young Learners & Teenagers Special Interest Group www. yltsig. org

REFERENCES Krashen, S (2003) The Power of Reading. Linse, C (2005) Young Learners. New York: Mc. Graw Hill