Is Lucy Caulkins Reading Workshop Based on Whole Language
I had a request last week from a reader who wanted to know more about lesson frameworks. I wrote about how useful they are a while dorsum, but only gave 1 example. So, I've dug out my splendid CELTA handbook (from IH Budapest) and summarised well-nigh of the frameworks mentioned. I've added a flake of information to explicate some stages a flake more.
Here'south the basic structure for…
Receptive skills lessons
Annotation: receptive skills are reading and listening
Lead-in – Generate interest in the topic / text. There are quite a few ideas for pb-ins here and hither
Orientation to text – What do you lot need to tell the students near the text to fix them for reading/listening? This could be text type, text source, speakers' accents, etc. Whatever is relevant.
Gist chore – set a curt job based on general understanding of the text as a whole. For reading texts, the gist chore is often timed. Students compare their answers together (pairs/groups) first before form feedback.
Pre-teach vocabulary – Teach any vocabulary needed for the detailed task
Detailed task – set a task based on detailed comprehension (formats might include gap fills, ordering events, true/false, etc). Students compare their answers together (pairs/groups) offset earlier class feedback.
Follow-upwardly action – do a speaking/writing activity based on the text.
The higher up is the BASIC framework. In practice, and with more than time than you get during a CELTA lesson, certain tasks might be extended or added. For example, I frequently add vocabulary, pronunciation and game stages after the detailed task in my classes. So, the higher up focuses primarily on reading and listening skills, in practice other skills/systems are integrated.
Text-based presentations
Lead-in – generate involvement in the topic / text
Orientation to text – What do you need to tell the students about the text to prepare them for reading/listening? This could exist text type, text source, speakers' accents, etc. Whatsoever is relevant.
Pre-teach vocabulary – Teach whatever blocking vocabulary (that volition hinder understanding)
Gist chore – set a curt task based on general understanding of the text every bit a whole. Students compare their answers together (pairs/groups) kickoff before class feedback on content.
Focus on language from the text – analyze and check meaning, grade and pronunciation of target language presented in the text. Guided discovery tasks work well with text-based presentations
Controlled practice of the target linguistic communication (gap fills, sentence completion, multiple option, etc)
Freer practice of the target language – give the learners a chance to use the target language in a freer context.
Top tip : a 'freer practice' and a 'follow-upwards job' are unlike. In a freer practice, you want to encourage learners to use target language. It's part of a systems (linguistic communication) based lesson. A follow-up task is what you lot apply after a skills based lesson to exploit the text further. These can be hands confused on the CELTA – exist careful!
Writing lessons
Using a sample text is a good way to model output and language for a writing job. I guess this is similar to a text based presentation really. Beneath is the framework for a writing lesson that was suggested on my CELTA:
Atomic number 82-in – generate interest, set topic
Reading (optional) – provide a model of the text type
Language preparation – vocabulary, expressions, etc. that are introduced through the reading or by the teacher. These include specific features of the text type (eastward.g. layout)
Content preparation – students' think of ideas via a mind map, notes, etc.
Writing – the production phase
Feedback to content
Feedback to language – including error correction
In practise my writing lessons well-nigh e'er include providing a model. I frequently employ writing as a follow-upwardly activeness afterward reading/listening, but I'm normally interested in the content rather than any language, and rarely provide specific language input in that example. This is the framework I've referred to the least – I rarely teach lessons with a specific writing focus. Plus, when I do they seem to follow this blueprint quite naturally – they must have taught me well on the course!
Top tip – On the CELTA I was told 'always feedback to content before feedback to linguistic communication'. This is one of the most useful tips I picked upward. Students are often very keen to share what they've written with others, specially if they've written something funny. Give them a chance to discuss the content offset to show what they've produced is actually of import/interesting, rather than just correcting their errors.
Speaking lessons
The framework for a speaking lesson is the aforementioned equally the writing lesson above, only the model text is listening rather than reading. The model suggests preparing content first rather than linguistic communication. I'd say these stages are interchangeable, as they are above too.
testing times…
Test – Teach – Test
One of my favourite frameworks. I don't know why – maybe as I find it quite piece of cake to programme using it. Also, information technology's a good chip of jargon to bring up in the staffroom when someone asks for help with planning: 'hmmm, I might approach that using examination-teach-examination'! I experience like I know what I'thou talking virtually when I say it, simply I probably come across similar a cocky so and then! Seriously though, it'south practiced for checking what students already know, and makes information technology quite easy to check that language input has been understood. I used this a lot when I first started out.
Use this framework for linguistic communication based lessons (specifically grammar and vocabulary)
Lead-in – generate interest in the topic
Test i – Give students a matching, categorising, ordering, gap-fill etc. task to check what they already know. For example, if your target linguistic communication is 10 vocabulary items, you could go students to match the words with the correct definition.
Feedback to test i – check what students get right. Give linguistic communication input or analyze what they didn't understand (remember, when introducing new vocabulary always think MFPA: 'meaning, grade pronunciation, appropriacy')
Test 2 – Controlled practise of the target language. Requite students a take chances to put what you just clarified into do. For example, if yous did a matching job in 'Test 1', maybe yous could practise a gap make full in 'Test 2', where learners cull the appropriate give-and-take in context.
Freer practice – give students a take a chance to use the language in a freer context. Discussion questions, roleplay, etc.
Presentation – Practise – Production
I often hear teachers call this 'the traditional PPP method', which seems to have negative connotations. I'm not sure it'south so bad, it serves a purpose, but it's considered a deductive approach. Language input tin always be fabricated more educatee-centred though.
Basically, you lot nowadays the target language, give students plenty of controlled practice, then the production stage is like a freer practice. It'south explained very well past the British Council here so I'll leave it to the experts!
Chore-based approaches
Scrivener (2011:32) says that a Task-Based Learning (TBL) approach is a variant of Communicative Linguistic communication Teaching (CLT) and it focuses on 'the training for, doing of, and reflective assay of tasks that reflect real life needs and skills'. We didn't comprehend TBL much on the CELTA – I think the British Quango have summarised that pretty well here too. We've been using TBL approaches on our CELTA Immature Learner extension course recently, with these main components:
Pre-chore – students set for completion of the core chore. They are given appropriate language input (or cull the language they need themselves), the core task is modelled, success criteria is highlighted, etc.
Core task – students complete the principal task
Post task – extension piece of work based on the main chore, which normally involves feedback or utilize of main task content, delayed mistake correction, etc
On my CELTA, the framework we were given expanded on the higher up a bit:
people experiencing feedback…
Pre-chore
(Core) task
Feedback – similar to postal service-task
Task – repeat the same task, addressing errors or further input given during feedback
Feedback
Top tip: On my CELTA, 'upgrading learner language' was a buzzword I think from the input on TBL. During the feedback stage, you might want to give further input or alternative expressions to expand on students existing structures. Besides, yous may want to draw attention to practiced linguistic communication used past learners and encourage others to utilize it when you repeat the task.
This 'job then feedback' design can repeat once more. To be honest, I find it very hard to pin down key features of a job-based lesson myself, beyond the 'pre, core, post-task' structure. In one case you become into information technology, in that location are frequently far more elements involved in helping the students accomplish the main task. Confusingly, many of these are 'non-tasks', which may involve language input and volition pb to the effect, but don't have a clear communicative goal in themselves! Nightmare, huh?! (If that didn't brand sense, here's the Wikipedia link to TBL, and a nice summary commodity from Rod Ellis).
Actually, the difficulties in defining cardinal stages of a TBL lesson highlight an important point when using these frameworks. They are all outlines, and are useful for general reference only they are non rigid. They are actually useful when y'all're starting out, and I honestly do notwithstanding refer to them at present and again. All the same, the more than confident y'all become with your ain educational activity exercise, the more yous will shape these frameworks, extend them, try stuff completely new, etc. In the concurrently, I do hope the summary above has helped to analyze a few things!
Prototype rights: herinst.org, vapartners.ca
Categories: CELTA tips, General
Source: https://eltplanning.com/2016/04/08/celta-lesson-frameworks/
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