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Young Children
Final test
| Question | Answer |
|---|---|
| Are BALs and CCCs part of the Cycle 1 program? | Yes, and some take on particular importance: • BALs Citizenship and community (MELS, 2006, p.5) • CCCs Solve Problems, Construct his/her identity, Use information (basic), Cooperate with others |
| Why might it be that other CCCs not foregrounded? | CCCs not mentioned to use creativity, to use ICTs, to exercise critical judgement... |
| What are the subject-specific competencies at the Cycle 1 level? Which one is considered most important? | • To act on understand of texts --> 60% (Framework for the Evaluation of Learning) • To communicate orally in English |
| How do the subject-specific competencies of Cycle 1 compare with those of Cycle 2 and 3? | Cycle 1 : To act on understanding of texts --> cycle 2+3 : to reinvest understanding of oral and written texts Cycle 1: To communicate orally in English --> cycle 2+3 : To interact orally in English. |
| What are the key features of competency 1? C1: To act on understanding of texts | Explores authentic texts orally (Big books, Songs, Rhymes – Follow the teacher) Uses knowledge from texts (Gestures, retells stories, creates personalized versions) Monitors own learning (Participation, quality of listening, learning of strategies) |
| What are the key features of competency 2? C2 : to communicate orally in English | Listens to messages:Reacts to messages, uses familiar words /short expressions, learning strats Transmits simple messages:T risks, responds verbally, combines words/exp, uses strats Monitors own learning:Dev. of repertoire, use of strats, use of English |
| What is contextual language (one of 3 components of Essential Knowledge)? | • Routines (e.g. Open your book) • Language related to songs, rhymes and stories • Repertoire of words and short expressions (e.g. Line up, pencil case, my turn...) |
| What are the strategies students can use? | • Compensatory (asking for help, using gestures) • Learning (physical response, working together, taking risks, using posters/flashcards...) |
| What are ideas of authentic texts for Cycle 1 students? | • Songs and rhymes (e.g. Humpty Dumpty, The Wheels on the Bus...) • Stories (e.g. The Very Hungry Caterpillar, Where is my Monster?) • Audio-video materials (e.g. Sesame Street, Arthur) |
| What do you notice with respect to Cycle 1 students in the Progression of Learning? | • Many constructs are not introduced in Cycle 1 (e.g. asks yes/no questions, gives opinions). • Language conventions are not introduced at all! • Students construct knowledge with teacher guidance (all constructs). |
| What are 2 important facts about cycle 1 Progression of Learning? | - The program reflects research that shows that young learners benefit more from living the language than from learning about it. - Mostly natural emergence of English through authentic songs, rhymes and stories, and participation in classroom routines. |
| What should be evaluated according to the framework in C1? | • Evidence of understanding of texts Use of words/expressions: - from texts with actions for songs/rhymes - from recurrent passages during storytelling - from texts to create a personalized version of texts(grade 2) |
| What should be evaluated according to the framework in C2? | • Evidence of understanding of oral messages -Reaction to messages using verbal/nonverbal responses • Use of words and expressions to transmit oral messages -Initiation of exchanges/responses to others (single words, strings of words or short expr.) |
| What are some elements needed in Cycle 1? For example, visual support, ... (7 other elements) | Repeated exposure to authentic audio model Group support Help from teacher and peers Physical action Winding down moments (tracing, drawing, colouring, labelling, ) Opportunities to join in and perform songs/rhymes A pleasant environment (secure) |
| Review slide 16 of class 2 material for differences between grade 1 and grade 2 | |
| What is a Big Book? | “The term big books describes large format books with big print texts and illustrations that are highly visible to learners as their teachers read them to the entire class.” (Colville-Hall & O’Connor, 2006, p.488) |
| What is shared reading? | Shared reading refers to a teacher-centered activity with the T pointing to and reading a big book or other enlarged text visible to Ss in the classroom or in a small group, followed by inviting the students to participate as they feel able to do so |
| Literacy learning “encompasses both social and cultural features of language learning, as well as children’s interactions with and _______________________________” (Colville-Hall & O’Connor, 2006, p.490) | understandings about print. |
| What are the key features of emergent literacy? | Using pictures >interpret the story structure Using print> carry meaning -visual tracking Conventions of print -spacing, direction Graphophonemic awareness -words +sounds Word recognition+ repetition Relating to Ss’ xp Reader Response -Resp Process |
| Give an example of bottom-up processing. | Using repeated words |
| Give an example of Top-down processing. | Using pictures and the general idea |
| Why is emergent literacy an dual and balanced approach? | One side of the scale: Deconding - Phonics - Word Repetition Other side: Holistic - Literature - Stories |
| Which criteria must be used to select a book? | Authentic text (For NS audience) Strong story Lively/rhythmical text Powerful, imaginative content Memorable or repetitive lang. Interesting illustrations Humour |
| What are 2 tips for Teachers (MEQ 2002)? | Choose a story that makes sense and interests you. Prepare thoroughly. (Practice, prepare support and reinvestment activities, plan shared reading activities) |
| What are the 6 storytelling tips for teachers? | 1. 2. 3.Cozy atmosphere 4.Stimulate Ss interest (costumes, props, songs, TPR, body break) 5.Make Ss part of xp(predict, sound effect, mimes, pointing, etc.) 6.Keep rhythm of story going |
| What are the 4 steps of the step-by-step pedagogy? | 1. Teacher preparation 2. Preparing the read-aloud 3. Reading aloud the story 4. After the read-aloud |
| What are the 4 elements of the Step1: Teacher Preparation? | 1. Rehearse the story (voices, intonations) 2. Think about key plot points/repetitive elements 3. Identify elements existing in the students’ background knowledge. 4. Prepare visuals and scaffolding of key elements. |
| What are the 4 elements of the Step 2: Preparing the read-aloud? | Pre-reading phase: 1. Display visuals or props 2. Prepare a cozy storytelling routine 3. Introduce with a song. 4. Activate/build vocabulary |
| What are the 4 elements of the Step 3 : Reading the story aloud? | Do not forget to: 1. Discuss the cover 2. Predict (if possible) 3. Point to words 4. Involve students: a. Have students respond orally or mime b. Try to include playful elements (e.g. point to the shoes) |
| The importance of repetition, why do we re-read books many times? | Fluency and accuracy increases with rereading As less cognitive attention is required for decoding and pronunciation, comprehension increases A word needs to be heard 12 times before internalized Invite Ss to participate> chorally reading repetitive se |
| What are the 3 elements of the Step 4: After the read-aloud? | “Create opportunities for students to explore and extend the book in meaningful ways” (MELS, 2008, p.15) 1. Reinforce vocabulary 2. Retell the story (partially) 3. Create personalized versions of texts (Year 2) |
| What are some activities to reinforce vocabulary? | •Games •Arts & crafts •Songs & chants •Working with mini-flashcards •Etc. |
| What are some activities to retell the story? | - Sequence of events - Dramatization with finger puppets, masks… - Reuse of main characters |
| How does "personalized version of texts" work? | Guided by T, Ss create personalized versions. With support of explicit modelling +templates, Ss replace elements of songs,rhymes and stories with familiar language of their choice, selected from resources provided. Ss support> drawing, clippings, realia |
| What can we say about grammar in predictable books? | Grammar in a meaningful context. |
| Which linguistic elements should be considered for predictable books? | 1.ZPD 2.Consider the language used. Fewer linguistic elements for G1 - more vocabulary for G2 3.Illustrations+ context provided makes both structure and vocabulary clear 4.Make sure the grammatical pattern/repeated language matches the curriculum |
| What are digital stories? | Digital stories ‘’tend to be visual, interactive and reiterative. Usually, learners have to listen to and understand a simple order in order to proceed with the story by clicking on parts of the screen or the picture Multimedia>Multisensory |
| What are the advantages of using digital stories (e.g. at the computer lab)? | Enhanced interactivity - More memorable (p.87) - Playful and enjoyable (p.87) - Multisensory experience - Paralinguistic cues (prosody, gestures, etc.) (p.87) - Self-paced/Increases learner autonomy - More time to work with students individually |
| What are the disadvantages of using digital stories? | - Problems using the web autonomously - Problems with access to the internet - Social aspect of the storytelling experience lost |
| What are the important elements to prepare the class to use English right from the start? | -Preserve the Englishness of Eng. room -Meet Ss before first class>another room -Explain T will not speak French for many reasons -For emergency, use the corridor to speak French with T -Ensure a clear moments of transition using transition activity |
| How can we avoid using French? (Ask the students) | –Use words they know –repeat words the teacher says –point, show things –mime, use gestures –get help from the teacher or classmates, etc. (scaffolding instructions) |
| Name some tips to improve your chances of success (only English). | Commitment Be well prepared:activity complexity+instructions Prepare Ss FUN >authentic texts Help Ss gain confidence:choral response, celebrate successes Don't ignore French word Help Ss:Reinforce that they are not acceptable+remind the group often |
| English only Problem 1: ‘’During the first English class, I (the teacher) spoke French because some students said: “J’comprends pas.” and a few cried.” | Solution: Preparing students/Encouraging Students/Getting Parents on your side |
| English only Problem 2: “I can’t create a proper ESL Cycle One environment; I don’t have my own room. ‘’ | Solution: Trying to work with the teacher’s layout/Ask the homeroom teacher if the layout can be changed for English class. |
| English only Problem 3: a student insists “Je ne serai jamais capable, je ne parle pas anglais.” | Solution: Giving priority to songs/Providing an enjoyable environment and activities |
| When students do not understand the instructions, teachers can try several things, such as the following: | repeat the instructions and see what happens repeat ins., stressing an important word repeat the instructions, pointing to visuals or adding a few gestures add other clues while giving the instructions reformulate the instructions and try again |
| What is Piaget's constructivism definition? | Children follow stages of cognitive development and construct knowledge through assimilation and accommodation. Children may be capable of more than Piaget gave them credit for (Donaldson). |
| What are the links between Piaget's constructivism theory and teaching young children? | Help Ss associate+ accommodate with songs/rhymes/books +familiar Context Lang Consider Ss’ linguistic+ cognitive abilities when choosing activities:pre-op.2-7 yrs or concrete op. 7-11 yrs Monitor changing needs of Ss to select appropriate materials/act. |
| What is Vygotsky's social constructivism definition? | Definition: Learning is also a product of the social context and social interaction. Teachers should help students reach the next zone of proximal development (ZPD) by using scaffolding. |
| What are the links between Vygotsky's social constructivism theory and teaching young children? | - Importance of the classroom’s social context and interaction (not necessarily oral for students) - Students are eased into producing some simple language (very little at first) - Teachers strive to scaffold students’ learning with books and songs |
| What is Bandura's Self-efficacy definition? | Definition: Students learn by imitating and identifying behavior in their environment. Some students do not have self-efficacy (belief in their own ability); consequently, teachers should encourage students to develop such self-efficacy. |
| What are the links between Bandura's Self-efficacy theory and teaching young children? | - Imitation and repetition (following the teacher) is crucial = modelling - Frequent praise is important to help students see their own ability and strengths. |
| What is Gardner's Multiple Intelligences theory definition? | Definition: Children have different predispositions and motivations. Working with such predispositions generally leads to enhanced learning. |
| What are the links between Gardner's Multiple Intelligence theory and teaching young children? | - Diverse approaches (books, songs, games) - Diverse ways of responding (mimes, choral response, singing, TPR). - Diverse groupings (e.g. individual, pair, small group, whole group) - Diverse environments (e.g. balancing competitive & collaborative) |
| Exploring Stages of Second Language Acquisition (Facella et al., 2005) What are the 7 elements in preproduction? | 1. 90% teacher talk 2. Total Physical Response (TPR) 3. Modeling 4. Active student involvement 5. Yes/no questions 6. Use of pictures (gestures, visual cues) 7. Use of props and hands-on activities (E.g. The very hungry caterpillar). |
| Exploring Stages of Second Language Acquisition (Facella et al., 2005) What are the 7 elements in early production? | 1. 50% to 60% teacher talk 2. TPR with responses 3. One-word answers (who, what, where…) 4. Role-playing (limited) 5. Completing sentences (one word) 6. Short phrases (e.g. in the house) 7. Labeling (vocab.) |
| Exploring Stages of Second Language Acquisition (Facella et al., 2005) What are the 7 elements in speech emergence? | 1. Scaffolding and expansion 2. Poetry, songs and chants 3. Predicting 4. Social interaction (limited) 5. Describing 6. Labelling 7. Listing |
| Is intermediate fluency part of cycle 1? | No |
| What are the 3 stages of second language acquisition in cycle 1? | Preproduction Early Production Speech Emergence |
| What happens in the Silent Period? | - Listening, non-verbal response (TPR, pointing) - Use of authentic songs, chants and rhymes |
| How can you tier the questioning in the 3 stages of second language acquisition? | - Pre-production: Yes/No Questions-Nods yes/no, pointing - Early Production: Specific questions with short answers (Who, What, Where?)-yes,no-either/or - Speech emergence (How and why questions?)-phrase,short sentence answer |
| What is important in cognitive scaffolding? (buttlebup activity) | Break down instructional steps into smaller, more manageable chunks -Repeat, stressing, pointing, other clues, reformulate |
| How can Age specific stages of development and assimilation and accommodation can be linked with cycle 1? (Piaget) | ❖ Help students associate and accomodate with songs/ryhmes, play… ❖ Students follow stages of acquistiions |
| How can Learning is a product of social imteraction, ZPD, and scaffolding can be linked with cycle 1? (vygotsky) | ❖ Importance of social context + interaction. ❖ Providing support and scaffolding. |
| How can Children identify and imitate behavior and Self-efficacy can be linked with cycle 1? (Bandura) | ❖ Importance of imitation and repetition ❖ Praise is important to develop selfefficacy. |
| How can Children have different predispositions can be linked with cycle 1 (Multiple Intelligences1Learnign styles) | ❖ Importance of different approaches. ❖ Diverse ways of answering (mimes, choral response…) |
| What is the phase of these questions? - Show me the wolf. - Where is the house? | Preproduction |
| What is the phase of these questions? - Did the brick house fall down? - Who blew down the straw house? | Early production |
| What is the phase of these questions? - Why did the third little pig build his house out of bricks? - What does the wolf want? | Speech emergence |
| What are the 2 theoretical concepts of TPR? | 1. Children acquire L1 by being given directives using the IMPERATIVE. 2. L2 acquisition mirrors L1 acquisition. |
| Why TPR in the classroom? | ● Reduction of stress (emotional or affective dimensions of language learning) ● Repeated verbal & motor responses increase the chance of successful recall ● Most appropriate for beginners (of all ages), especially those still in the Silent Period. |
| What is the procedure to scaffold TPR? (Step 1 to 3 out of 7) | 1.Give the instructions to entire class, modeling the performance expected. 2.Repeat, varying the order of instructions, continue to model the performance. 3.Repeat instructions a 3rd time, no modeling, allowing Ss to copy other Ss. Praise Ss. |
| What is the procedure to scaffold TPR? (Step 6 to 7 out of 7) | 6.Each day review segments from previous lessons, combining them with new material, keeping a rapid pace. 7.Add whatever is appropriate to extend vocabulary in areas needed in your classroom and school. |
| How can we avoid TPR activities to become boring drills? | Principles of TPR should be incorporated with other methods & for various pedagogical reason Simon says Authentic texts, (stories+songs) |
| How play = learn works? | Play=Learn (Piaget: important for cogn. dev.) Make-believe play (Singer et al.: abstract representation, helps reading/writing skills) Play=emotional dev., ZPD, abstract thinking (Vygot: self-awareness, self-regulation) |
| Give examples of games that "act on understanding of texts". | – BINGO game – Sequencing games – Snakes and Ladders – Battleship |
| What are the theories linked with the cognitive benefits of crafts? | ● Learning styles - kinesthetic learners ● Multiple intelligences - visual-spatial |
| What are the theories linked with the social benefits of crafts? | ● Bandura's self-efficacy – model praise & pride (display or send home) ● Vygotskian – social skills & self-regulation |
| What are the actions linked with the fine motor skills benefits of crafts? | ● how to manipulate scissors ● How to colour in the lines |
| What are the purposes of crafts? (Bastianoni, 2006) | ● Links with other thematic activities (E-book, song, game, etc.) ● recycles vocab = key elements in a meaningful context ● Contextualized language for instructions (TPR) ● QEP CCC = Creativity |
| What is important to consider when doing crafts? | MODELING & TIME! ● Show final product(s) AND model step by step (scaffolding). ● Expect a 2-3X slower pace ● Prepare for / minimize mess! |
| How are the affective, cognitive and linguistic zones activated when using songs? | A: Affective filter, fun +enjoy, Positive classroom atmosphere, motivation C: Repetitive language (automatization) > Fluency L: Colloquial Eng., Listening skills +pronunciation, Sentence structure, Vocabulary (thematic) |
| Why should we use songs according to the ministry? | •“meaningful repetition, which facilitates comprehension and memorization” •“authentic audio-models” •exposure to the “rhythmicality of the language” •opportunities to “develop fluency reproducing chunks of language easily and smoothly” |
| How using songs in the background help classroom management? | ‘’If teachers play the song or rhyme related to the activity in the background ... students may hum the tune, move their head to the beat, sing some of the lyrics. ... Far fewer students will go off task and speak French ...’’ |
| What are the criteria to select songs? (Milington, 2011) What should we avoid? | 1. Monosyllabic words, simple vocabulary 2. Repetition 3. Short phrases with relatively long pauses in between 4. Repetitive rhythm and stress reflecting the English language Avoid: 1. Low frequency/archaic words 2. Irregular sentence structure |
| What are the ministry criteria to select a song? | 1. the potential of a song or rhyme to be acted out, 2. the level of interest for teachers and students, 3. the language found in the lyrics, 4. and the pitch of the songs and rhymes featured in audio resources. (too high or low to sing along?) |
| IS it possible to modify and adapt songs to match our LES theme? | Yes, Focus on the refrain or skip verses if a song is too long. |
| How is a song LES designed? Pre-activity, carrying out, follow up | Pre-A -Present key el., remain on display during song -Small replicas of key el. (scrapbook) -Activities to learn key el. C-out -Respond phys.+ practice gestures -Ss join in during song F-up -Winding down activity (individual) to reinforce vocab. |
| What is a jazz chant? | ‘’(In English language teaching) a sequence of rhythmic phrases chanted by students in unison, often with accompanying music, as an exercise for learning intonation and cadence.’’ |
| What are the advantages and disadvantages of jazz chants? | Advantages: 1. Practice rhythm and stress without music 2. Focus on pronunciation and vocabulary 3. Require less materials than songs. However: 1. Less common 2. No musical aspect 3. Often include more difficult words/concepts |
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