Six Pre-Reading Skills

PRINT MOTIVATION

Print motivation is being excited about and interested in books.

What can you do?

You can take a sack or a bag and to put different books of animals inside. Each one of them should choose the book that they like most to read.

PRINT AWARENESS

Understanding that print on a page represents words that are spoken, knowing how to follow words on a page, and knowing how to hold a book.

What can you do?

The children will choose a story that they like and with the help of the teacher they will read it pointing to the letters written with their finger.

PHONOLOGICAL AWARENESS

Understanding that words are made up of smaller sounds. Hearing and playing with smaller sounds in words. Phonological Awareness comes before phonics.

What can you do?

You can put different card about clothes with similar sounds, for exemple: cap, hat. We should read it and then, the teacher will tell them to close their eyes. The teacher will add another card with a very different sound and they have to say which is the card that  the teacher had added.

VOCABULARY

Vocabulary is knowing the names of things, feelings, concepts, and ideas. Knowing the meaning of words and connecting words to objects, events, or concepts in the world.

What can you do?
Any book will help with this, but choosing ones with words not used in daily conversation and nonfiction books are especially helpful or label things. 

NARRATIVE SKILLS

Narrative skills is being able to describe things and events. Being able to tell and understand stories.

What can you do?

You can tell a story, for example the gluttonous caterpillar, and when you finish the story, you can make them questions to check if they understand the all story. Also you can do a theatre with the same story.
Story link :https://m.facebook.com/story.php?story_fbid=3018567148165554&id=100000368940930&extid=lKGJTXVuZFZKlc94&d=null&vh=i

LETTER KNOWLEDGE

Understanding that letters are different from each other.  Recognizing letters and knowing that they have different names and sounds.

What can you do?

In a box full of sand and letter shapes, the child must find the letter indicated by the card and stick it on top.

Content and activities

Classroom language: a list of expressions into these routines following the examples on the slides.

Content and activities

Activity related to weather.

Content and activities

What are the main topics to be taught?

• Clothes.
  

  

  
  
• Numbers.
  

  

  
  
• Colours.
  

  

  
  
• Animals.
  

  

  
  
• Food.
  

  
• The body.
  

  

  
  
• Family.
  

  
• Seasons and weather.
  

  

METHOD AND RESOURCE

Materials do you need in your classroom to follow these principles

• Café drama center.
• Forming letters.
• Building word families.
• Letter of the week.
• Treasure time.
• Drive-thru blending in PreK/K.
• Naming objects from the sound bin.
• "Slinky" phonemic awareness.
• Book bins.
• Starfall at the computer center.
• Build your own poem.
• Writing around the room.
• Poem of the week.
• Morning Messages.
• Pointers and Pals.
• Favorite Read Alouds.
• Writer's Workshop.
• How to Make a List.
• Kindergarten Word Wall.
• "Pop Corn" Words.
• Playing with Letters.
• Sand Table and Flannel Board.
• The Log Hotel.
• Listening Center.
• Literacy in the Math Center.
• Meaningful Attendance.

METHODS AND RESOURCES

What methods can we use to teach children?

Multiple intelligences









Total physical response 











Project- based learning for children

METHODS AND RESOURCES

Teaching approaches for young learners

We help children learn language when what we ask them to do is (Shin, 2011):

• Enjoyable.
• Meaningful.
• Supported.
• Social.
• Purposeful.
• Full of practice.

Reference:Shin, J. (2011). Best practice for teaching Esnglish to young learners. Sildeshare. 

PRINCIPLES TO TEACH ENGLISH

The ten rules of the things that should be kept in mind when teaching English to young children are (Klimova, 2013):

• Ability to understand.
• Exploitation of games and movement
• Indirect teaching
• Development of imagination
• Activation of all senses
• Changing of activities
• Reinforcement
• Individual approach
• Use of native language
• Use of positive motivation.

Reference: Klimova, B. F. (2013). Teaching English to pre-school children. Procedia-Social and Behavioral Sciences, 93, 503-507.

KAHOOT!

Link: https://create.kahoot.it/details/a50938bf-d7c6-4fe0-ac37-3c9e48330b30

PRINCIPLES TO TEACH ENGLISH

The ten essential principles of good learning materials for children are (Juhana, 2014):

1. Young learners have a great curiosity to try new things and to explore concrete to abstract things (Pinter, 2006). 
2. Young learners actively construct meaning from their experiences.  They learn through hands-on experiences and through manipulation of objects in the environment.
3. Young learners focus on the immediate here and now context situation.
4. Young learners have a quite short attention span and are easy to get bored.
5. Young learners learn through their own individual actions and exploration (Brown, 2001). 
6. Young learners are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom.
7. Young learners often learn indirectly rather than directly. 
8. Young learners learn best when learning is kept whole, meaningful, interesting and functional.
9. Young learners learn by thinking in term of theme. 
10. Young learners learn best as a community of learners in non-competitive environment. 

Reference: Juhana, (2014). Teaching English to Young Learners: Some Points to be Considered. Asian Journal of Education and e-Learning (02). Universitas Terbuka.

THREE FUNDAMENTAL

The three fundamental principles for teaching very young learners are:

- Listening comprehension as priority.

- Learning needs to be fun so all senses are engaged.

- Tasks need to be action orienty

¡WELCOME!

¡Welcome to our blog!

We are Ana, Andrea and Lucia and we are going to talk about how to teach English to young children.