TESOL Materials Design and

Development

Week 13

Sample Reading Lesson

Homework

• For next week read Evaluating ELT Materials pp. 227-234 and answer Qs on p. 226.

• Please bring your listening or reading text. If it’s a listening text make sure you bring it as a script

Sample Reading Lesson

• This is a 45 minute middle school reading lesson.

• The reading text was taken from a 2nd grade middle school textbook.

• The text is entitled: Holidays in Fall.

• It is from Unit 4 – Read and Think (pg. 182-184).

Questioning Strategies• Focusing Questions

– Used to check if you have Ss attn.• How many questions do you see?• What’s does it say at the top of the page?

• Guiding Questions– Used to elicit Ss prior knowledege

• What do you see in this picture?

• Comprehension/Concept Check Questions (CCQs)– Used to check Ss understanding of the

information the teacher conveys in the classroom

• Is this a reading or speaking activity?

What is this?

Halloween

What are these?

Holidays

What is it?

ghost

pray

temple(“Jinja” in Japanese)

throw

trick or treat

This is what children

say to get candy

on Halloween.

trouble

You will be in ________ if you do something bad.

celebrate• This is what we do for

things like holidays,

birthdays, or if we win

the World Cup.

traditional

• Hanbok is _________ Korean clothing.

Which one is “traditional”?

kimchi pizza

harvest

Farmers _____ the crop when it is ready.

growth

This is what happens when someone or something gets

older and bigger.

With Large Classes CCQs are not enough

• You need to assess all your Ss understanding of the new vocabulary– Crossword puzzles– Fill in the blank worksheet– Matching activities

• Use these kinds of activities to assess Ss readiness.

• Ongoing assessment needs to be build into your lesson

Which countries have these holidays?

Which title and which picture?

• Directions: please look at the following titles and pictures and try to match the correct ones to the stories on your papers.

Which title and which picture?

1 3

2

The Tomato War Festival in Spain

Ghosts on HalloweenShichi-go-san Day

Read and Answer

Directions: please read the questions below and find the answer in the story “Holidays in Fall”. Check your answers with your partner when you are finished.

Questions:

1. Which country has Halloween?

2. Where is the Tomato War Festival?

3. Where is the holiday “Shichi-go san” from?

Answers

1. Which country has Halloween?

America

2. Where is the Tomato War Festival?

Spain

3. Where is the holiday “Shichi-go san” from?

Japan

TYPHOON GAME1 2 3

4 5 6

7 8 9

Post

Question 1

• 20 points

• When did The Tomato War Festival start?

• 1944

• Back

Question 2

• TYPHOON! (50 points)

• When (age) do girls go to Jinja for Shichi-go-san Day?

• When they become three (3) and seven (7).

• Back

Question 3

• 30 points

• Who celebrates The Tomato War Festival?

• The Spanish people.

• Back

Question 4

• 40 points

• What do children say to get candy on Halloween?

• Trick or treat

• Back

Question 5

• TYPHOON! (50 points)

• What do people do on The Tomato War Festival?

• They throw tomatoes at others.

• Back

Question 6

• 30 points

• Where do children go on Shichi-go-san Day?

• The go to Jinja (temple).

• Back

Question 7

• 20 points

• When is Halloween?

• October 31.

• Back

Question 8

• TYPHOON! (50 points)

• What do children dress up as on Halloween?

• They dress up as ghosts and monsters.

• Back

Question 9

• 20 points

• When is Shichi-go-san Day?

• November 15.

• Back

Post Activity

• Explain a Korean holiday to a foreigner.

White Board for Holiday in the FallPost Activity

Chuseok Children’s DaySeollal

????

Oops No SLO!

• Complete the SLO using the formula:

• By the end of the lesson, SWBAT demonstrate their understanding/comprehension of the __________ (text/passage/story/dialog/conversation/article/etc.),_________ (title of text) BY ______(doing something)__________.

SLO

• By the end of the lesson, SWBAT demonstrate their understanding of the reading passage, “Holidays in the Fall” BY answering the comprehensive quiz questions needed to play the Typhoon game.

Oops, the PDP Framework isn’t labeled!!

• Please label the staging in this lesson.– Pre

– During

– Post

Framework Summary

• Step 1: PRE

• Step 2: PRE

• Step 3: PRE

• Step 4: DURING

• Step 5: DURING

• Step 6: DURING

• Step 7: POST

Comprehension or Concept Check Questions (CCQs)

• There are three kinds of CCQs:– Negative or Positive Check Questions

• Is this a ghost? (hold up picture of vampire)

– Discrimination Check Questions• Are ghosts alive or dead?

– Demonstration Check Questions• Where do ghosts live?

Practice Making CCQs

• Write three CCQs for each of the words that I am eliciting & pre-teaching in this lesson– One negative or positive check question– One discrimination check question– One demonstration check question

Processing• How did the T activate schema? How was it

done inductively and what kind of questions were used to facilitate this?

• How did the T check Ss background knowledge? What kind of questions were used to facilitate this?

• How did the T pre-teach and check the new vocab that he either elicited or gave the Ss? What kind of questions were used to facilitate this?

• Why is using some kind of vocabulary assessment activity important in large classes? Why are CCQs not enough?

Processing

• What did the first reading activity assess? Why was it appropriate for low level Ss and reluctant readers?

• Why did the T give the questions to be used in the Typhoon Game to the Ss before he had the Ss play the Typhoon game?

• If the worksheet with the nine questions already assessed Ss comprehension of the text, why does the T still have the Ss play the Typhoon game? What is the purpose of the game in this lesson if its not the assessment activity?

Processing

• What did the T do to support Ss when they were doing their Post activity?

• Which of Grellet’s seven assumptions were used during this reading lesson?

Grellet’s Seven Assumptions

1. Provide students with whole texts 2. Start with global understanding and move towards

detailed understanding. 3. Use authentic texts whenever possible and adjust

the difficulty of the activity, not the text. 4. Integrate reading with the other three skills.5. Reinforce reading as an active skill. 6. Provide an assortment of flexible and varied

activities that are suited to the texts and the reasons for reading them.

7. Clearly define the aim for each activity, and make a clear distinction between teaching and testing.

Holidays in the Fall

• Left over issue:– How do we teach the Holiday in the Fall

lesson to a different group of Ss. For example how would I have taught this same reading text to a group of Ss in Ilsan in which the class had two native speakers? Could I have used the same lesson plan and materials? Why or why not?

Pre-Teaching VocabularyWord List Rather than Pictures

• Holiday• Ghost• Throw• Trick or treat• Trouble• Celebrate

• Harvest• Pray • Temple• Growth• Traditional

Groups gets some post it notes.Ss put post it note next to word they know

T has Ss explain words to each other

Pamphlet Style Graphic Organizer

• On the front is a general type Questions– What is the passage about?– What is the best title (Multiple choice)

Mind Map Graphic Organizer

• Ss would organize: – When – Where – What – Who

• The organizer and stories would be color coded, so Ss would know where to write what

How could T have used chunking in this lesson?

• big PRE– little pre– little during– little pre– little during

• big DURING

• big POST

Chunk 1

Chunk 2