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How can writing be trained by creating pet riddles?

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How can writing be trained by creating pet riddles?

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- through a model text by the teacher, Ss have an orientation which content and (sentence)structure their texts need to have

- wordbubbles and mindmaps help to have an overview over the vocab

- think about writing criteria

- pets is usually a topic that pupils are interested in → they often have a lot of prior knowledge about it which can lead to more motivation during the writing process

→ those strategies which are trained and writing criteria which are used for the pet riddles also help the children when writing other texts and they can think back to them

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Ganzwortmethode (whole word method--> lexical approach)

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Ganzwortmethode (whole word method--> lexical approach)

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word is presented as a whole on word flashcards, teacher pronounces it (e.g. cow, pig, horse) see example below

students draw a line between caption and pronunciation by themselves

handling with caption (Schriftbild) happens more likely on a holistic (ganzheitlich) way of learning in primary school

students learn the whole word, so the spelling and pronunciation by heart

useful for frequent words, that are spelled irregular (or have irregular sound-letter-relations) → e.g. I, he, go, they

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Introduction of the method "writers conference"

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Introduction of the method "writers conference"

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- after writing the text: children meet up in groups of 4 to give each other feedback with the  writing criteria checklists

- each group member gets a role card (with Redemitteln on them as scaffolding):

- language guard - is responsible for everyone speaking the target language

- voice guard - checks if everyone is concentrated and works

- presenter- reads his/her riddle out loud

- writer - fills out checklist with opinions of every group member

- they listen to the presenter and give feedback

- they change roles and repeat the procedure till everyone in the group has presented
- as every child has feedback now, they get back to their own texts and include the feedback of their classmates to improve the riddle

- possible adaptation: check spelling and grammar as well by handing the riddles around to let the other group members check them

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Reading strategies for non-fictional texts:

Affective strategies: a positive basic setting, self motivation, and setting realistic goals

Social strategies: are aimed at...expressing difficulties in understanding and asking classmates or teachers for help when needed; also the effective use of cooperative forms of learning such as working with a partner or in small groups

Meta-cognitive strategies: serve to organize the reading process such as recognizing the structure of a given text or the weighting of several paragraphs, but also the “finger-reading” technique (as a motorized support of attention and concentration, which can especially help weaker students during their reading process)

In addition, it is important that the learners do not interrupt their reading process instead they should tolerate this “gap” and continue reading for the time being (also called “ambiguity tolerance)

Cognitive strategies: (very essential for making the reading process the way more easier)
a.     Anticipation: students should make certain expectations of the text (e.g. using headline(s), illustrations/ graphics etc.)

b.     Skimming: orientational reading (students get an overview of the text)

c.     Scanning: selective reading (finding specific information or key points in a targeted manner, therefore the Teacher has to provide an appropriate assignment for the Students to focus on while reading!)

d.     Text structure: the subdivision of the text into individual thematic sections provides a more precise overview of what the text deals with in which order (and what does not); margin notes can function as a supporting strategy

e.     Cyclical reading: repetitive reading foster the text understanding; can also be used as a strategy for understanding difficulties

f.       Reproduction and summary: expressing or summarizing the content in your own words (It is advisable to switch to L1 if the content has priority)

g.     Elaboration: linking new information, gained from the text with previous knowledge and establishing a relation to the living world

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Why is it important to focus on the writing process and not only on the written product?

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Why is it important to focus on the writing process and not only on the written product?

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- the writing process is very important because some children may not know where to start or how to structure a text, then they would get a “bad” text & they would not like to write because they always end up having a “bad” text

- it can reduce anxiety: if students know they have a series of separate steps they can follow that break the task of writing down into manageable parts, they will feel less anxiety and struggle in writing

- increase quality: by focusing on each step individually, they can do each better, increasing the quality of their final product

- emphasis is more on creative process and not on end product

- learn that those “perfect example texts” and every other text by an author were not produced in one sitting but are the result of several changes and improvements → not having the most perfect text after the first try is totally normal

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Flashcard

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Another useful strategy is the “traffic light method” (Children are ask to mark the text by using the traffic light colours (red, yellow and green)

Red = not understood text passages

Yellow = partially understood text passages

Green = good understood text passages

Motivation effect (children become aware of how much they can already grasp from challenging texts) + feedback of self-assessment

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Step 1:Anticipation

Firstly, the children receive the non-fictional texts and read the headlines

Secondly the teacher uses questions like: What is the text about? How do you know? to raise expectations towards the text

Creation of a mind map about weather appearances on the BB > activation of previous knowledge and vocab

Step 2: Skimming

Take a quick look and tell me:

Can you find information about weather appearances in the text?

Does the text give information about a city?

Does the text give information about temperatures?

> at this point the text structure can be structured (city, weather today, tomorrow and tips/ clothes)

Step 3: Scanning

How is the weather today in Sydney? How is the weather tomorrow? Please don’t forget what…?

> at this point cyclical reading can be applied for a better text understanding

> also the “traffic-light-method” can be applied

Step 4: Elaboration

Which season is it....?

What kind of clothes do you need in Sydney?

Would you like to go to Sydney? Why? Why not?

What does the Sydney Opera House look like?

Follow-up activities

The children write their own weather forecast about their hometown

and design a picture according to their forecast.

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words are segmented in smaller units, sounds/letters have to be combined for creating a word

letter- sound combination, initial sounds and syllable rhymes help students to recognize words better

discovering of patterns and rules → house and mouse

making students aware of rules → h-at, b-at, c-at

onsets and rimes are helping with reading → e.g. ring-sing-king-bring

this approach helps for recognizing words, especially weaker students are using techniques and strategies, studies have shown that it is effective for reading in L2

phonic readers (easy literature) for motivation, sound posters

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9 WORD AND LETTER ACTIVITIES:
- Teaches phonics - the letter sounds for all consonants, short vowels, and long vowels
- Practice spelling consonant-vowel-consonant (CVC) words

DEVELOPED WITH EDUCATORS:
- Based on the Common Core State Standards - Foundational Skills of Reading at Kindergarten
- Developed in conjunction with a Stanford University educator, Jennifer DiBrienza, PhD in Early Elementary Education, and a former NYC public school teacher (K-Grade 2)
- Tested extensively in Kindergarten classrooms

PARENT REPORTING:
- Includes a new reporting tool so teachers and parents can see how a child is progressing and which letter sounds they have learned

BASED ON COMMON CORE STANDARDS:
- Letter-sound and word activities
- Recognizing and naming lowercase letters
- Demonstrating knowledge of letter-sound correspondences
- Isolating and pronouncing sounds in CVC (consonant-vowel-consonant) words
- Covers: RF.K.1d, RF.K.2d, RF.K.2e, RF.K.3a, RF.K.3b

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9 WORD AND LETTER ACTIVITIES: - Teaches phonics - the letter sounds for all consonants, short vowels, and long vowels - Practice spelling consonant-vowel-consonant (CVC) words DEVELOPED WITH EDUCATORS: - Based on the Common Core State Standards - Foundational Skills of Reading at Kindergarten - Developed in conjunction with a

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systematics phonics approach in combination with whole word approach

setting: in a zoo, Milo the meerkat and Puffs a bird

to learn phonics, 9 different word and letters activities, practise spelling of consonant-vowel-consonant (CVC) words

shows the relationship between letters and sounds e.g. cat, jam, cow

short and long vowels learning

you are feeding the animals with the letters/words that are matching the sound they say (e.g. [t] like “toast” → the child is choosing either the letter <t> or a word that starts with [t]: tree, train, …)

repeating the task after mistakes to make sure the children knows what to do

recognizing lowercase letters

designed for kindergarten age (I think in L1)

rewards given after doing a good job as motivation

progress reporting to parents

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How it works:
Question words: Who (and who?), What, Where, When?

a) In Chart on BB: teacher shows examples

b) St. get 2 worksheets (one filled out, one empty) pick words via dice and form new sentences

c) group of 5 Ss: each St. writes word of one category →  fold paper → next student does the same

→  book with (fold over) story

e.g.My sister [who?] and the mouse [who?] read a book [what?] under the kitchen table [where?]at Christmas [when?]

Skills: Reading, Writing esp. Syntax, Lexis

Open, productive

Ss. From 1 word → whole sentence   “own word“ in syntactical surrounding → sentence

Understanding of Satzbausteine

Cooperation, Communication needed

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advantages
+ motivation ↑ (3 basic needs: feeling of competence, autonomy, soz. Eingebundenheit)

+   it´s a cooperative task > positive influence on writing skills, intrinsic motivation

+  students have responsibility about their own written product, can be creative    according to their own skills / ideas

+  have fun building sentences of nonsense

+ can be used to link the new vocabulary to words already known

+ Scaffolding included (Ss in group can help each other, stronger ones as Zone der nächsten Entwicklung
+ differentiation and scaffolding is possible (table on BB, Where and When can be added for stronger students)

+ game character: dice game

+ get to know how to build sentences, syntactical knowledge, get opportunity to write words / sentences.

+ esplorative learning: Selbst ausprobieren Sätze zu kreieren > language awareness

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disadvantages
- authentic lng. use?

- some times stupid sentences -> meaning?

- do Ss. really get overview over sentence or just focused on own word?

- Graphem- Phonem Correspondence!

- students need to be on a high level of writing competence

- how do you correct mistakes? (danger: wrong spelling is memorized)

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change to first language for analyzing and reflecting on the first and second language

compare the rules for spelling of both languages

use both approaches in teaching --> whole word method for irregular words to learn them by heart, systematic phonic approach to support learning to recognize words