MATERIALS AND RESOURCES - Assignment

esSUBJECT ASSIGNMENT: MATERIALS AND RESOURCES

GENERAL INFORMATION: This assignment has to fulfil the following conditions:

- Length: between 8 and 10 pages (without including cover, index or appendices if there are any-). Type of font: Arial or Times New Roman. Size: 11. Line height: 1.5. Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the Study Guide. Sending it to the tutors e-mail is not permitted. In addition to this, it is very important to read the assessment criteria, which can be found in the Study Guide. The assignment mark is 100% of the final mark, but the participation in the activities performed during the tutorials can improve this mark.

MATERIALS AND RESOURCES - Assignment

Assignment:
Carry out the following task You are expected to submit a kit of own-produced materials for a specified group of learners in your current or a future context. The kit should be a coherent block of work, produced in response to some observed need of the learners. - It must be prefaced by a rationale, in which the issues that have been raised about design, trialling, adaptation and evaluation in the subject are discussed, as they are relevant to your circumstances and the materials. A rationale might include discussion of the context, the age and level of the students, the nature of the syllabus and materials used by the learners, the need you perceive, the belief about language learning and teaching that the materials represent, and any other issues that are relevant to your materials (for example because of the particular media chosen). - You must also include information about how you intend to evaluate the materials when they are used. - You must submit copies of the materials you produce, with the teachers instructions that make it clear how they are to be used. Write these instructions as if they were for another teacher who could use them. Note: You may find it useful to refer to Reading 1 before you start this part of the assignment. It is available in Assignment files section (at the same place where you can find this paper).

Important: you have to write your personal details; the option and the subject name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover.

MATERIALS AND RESOURCES - Assignment

SUBJECT ASSIGNMENT: MATERIALS AND RESOURCES

Name and surname(s): Kerem Priscila Bustos Muoz Login: CHFPMLAEILE638953 Group: 30 Date: November 27, 2011

MATERIALS AND RESOURCES - Assignment

INDEX

Preface .. Introduction Objectives . Method of instruction .. Reading comprehension procedure . Evaluation . Materials Checklist for evaluation material

page 5 page 5 page 7 page 8 page 8 page 9 page 9 page 10

MATERIALS AND RESOURCES - Assignment

PREFACE Reading is a vital skill required to develop learners understanding of the English language, but reading comprehension is a more complex process that develops over time and as we know full well it is the result of effective reading. It is a fact that effective reading is grounded in strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed, and visualization. Therefore, the key to improving weak reading comprehension is to confront and correct weak mental skills in these cognitive areas. Taking this into account, it is really important that teachers get their learners reading as soon as possible because this is a skill that will prove integral to their everyday lives. For example, if a learner is travelling in another country he/she may need to be able to read a timetable, a road sign or even the instructions for their new bicycle. Although the basics of reading word recognition and fluencycan be learned in a few years, reading to learn subject matter does not occur automatically once students have learned to read. Text comprehension should be emphasized from the beginning, rather than waiting until students have mastered the basics of reading. Instruction at all grade levels can benefit from showing learners how reading is a process of making sense out of text, or constructing meaning. Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension. In others words, reading comprehension is what allows the reader and learners to interact with the text in a meaningful way. Its the bridge from passive reading to active reading -- from letters and words to characters and contexts. Reading comprehension, as I mentioned before, is the crucial link to effective reading, a strong factor in our educational and professional lives, and it allows learners make links between the text and their previous experiences, their cultural background, their knowledge of other texts, and their knowledge of how texts are structured. For many learners, teachers and people in general, reading comprehension also unlocks the door to a lifetime of reading recreation and enjoyment. However, in order to improve and increase the reading comprehension skills in learners teachers have to consider to expose them to a variety of reading material and develop a plethora of strategies or micro skills such as metacognition & schema (background

MATERIALS AND RESOURCES - Assignment

knowledge), making connections, creating mental images (visualizing), questioning, inferring, evaluating (determining importance), and synthesizing. Furthermore, if teachers want to develop reading comprehension skills in their learners they have to know that this process is not going to occur independently from other elements that are part of language. The fact is that through reading comprehension learners will learn vocabulary, grammatical structures and other receptive and productive skills such as listening, speaking and writing at the same time. Reading and reading comprehension are indeed very important in learning a foreign language and they related directly with the elements of language and skills mentioned before. For instance, in the case of reading and listening teachers know that when they read to their learners aloud they are improving their learners listening skills and trains them. Each time they read to their learners they are not only teaching them listening skills, but they are conditioning them about the mechanics of reading. In the case reading and speaking teachers become aware that in many classrooms the reading lesson is used as an opportunity to deal pronunciation, encourage fluent and expressive speaking and so on. For the purpose of learning how to speak up a language reading aloud is thus very important especially at early stages of language learning which may last for two to three years. Good reading texts introduce interesting topics, stimulate discussions, excite imaginative responses and are the springboard for well rounded, fascinating lessons. And finally, according to reading and writing it is also true that learners who read avidly usually write more complex and develop stories than those who do not. Reading texts provide good models for writing and provide opportunities to study language vocabulary, grammar, punctuation and the way sentences, paragraphs and texts are constructed. All things consider, it is no exaggeration to say that how well learners develop the ability to comprehend what they read has a profound effect on their entire lives. A major goal of teaching reading comprehension, therefore, is to help them develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.

MATERIALS AND RESOURCES - Assignment

READING COMPREHENSION SYLLABUS Introduction The design of this skill - based syllabus is focused on increase and expands reading comprehension skills and strategies, especially makes inference and draw conclusions in learners of to third and fourth grade level (between 8 and 9 years old). The aim is that students apply what they have learnt in different contexts and especially in different subjects that are thought in a foreign language (English) such as science, math and social studies. It will also improve others skills that are directly related to reading such listening, writing and speaking. According to teachers experiences learners with poor comprehension skills don't 'read between the lines' well. This syllabus wants to improve in this group of learners the inferring strategy, among others skills and strategies, and as a result to increase reading comprehension. Poor inferencing skills could result from poor prior knowledge, weak vocabulary and semantic word knowledge, and incomplete knowledge of story grammar and prediction. As teachers we know that Inferring is the bedrock of comprehension, not only in reading. We infer in many realms. Our life clicks along more smoothly if we can read the world as well as text. If our boss looks grumpy in the morning, it might not be the best day to ask for a raise. Inferring is about reading faces, reading body language, reading expressions, and reading tone as well as reading text. OBJECTIVES The student will be able to infer meaning from what was read to help comprehend text and solve problems across the curriculum and improve basic reading comprehension skills. Comprehension

1. To learn inferential comprehension strategies. 2. To improve reading comprehension level through text and class activities. 3. To encourage the use of effective text reading strategies, including pre-reading,
comprehension monitoring, and raising goal questions.

MATERIALS AND RESOURCES - Assignment

Vocabulary 1. To expand vocabulary knowledge through text. 2. To make more effective use of context clues and the dictionary to determine the meaning of unfamiliar words. Study Habits/Affective 1. To increase confidence in reading ability. 2. To encourage positive attitudes towards reading in English. Methods of Instruction: The syllabus meets 6 hours a week for a reading comprehension workshop. Class time will be used for reading comprehension activities (making inferences) for vocabulary study, review of assignments, discussions, self- assessment and work in groups and individually. Reading Comprehension Procedure: Week 1: 1. Assess prior knowledge of learners about the concept of inferring. (Use KLWH graphic organizer). 2. Introduce and discuss the concept of inferring and with students using PPT presentation, group work: fill in concept map according to the PPT presentation. 3. Inference Games. (Feelings game, show, but dont tell). 4. Formative Assessment: KLWH chart, Continuous, Observation Checklist. Week 2: 1. Review game of inferring strategy. (Cards game) 2. 1st reading group work: Tesss Tree (Author Jess M. Brallier, picture by Peter H. Reynolds). -Pre -reading activities: Picture Book Inference, making inferences using images of the story. -Prior knowledge about book cover (Use KLWH graphic organizer).
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MATERIALS AND RESOURCES - Assignment

3. Reading aloud. 4. Individual and Group work: - Work on unfamiliar vocabulary. - Use dictionary and vocabulary word map. 5. Formative Assessment: Complete the KWHL chart individually at the end of the class and share the same comments using the big version KWHL Chart. 6. Homework assignment 1 Week 3: 1. Independently reading comprehension using worksheets for inferring. 2. Discussion. 3. Use of inferring strategy for knowing new vocabulary. 4. Use of dictionary. 5. Formative Assessment: Exit Card slip. 6. Homework assignment 2 ADDITIONAL / HOMEWORK: Weeks 2 and 3 students may receive reading homework assignments. EVALUATION: Formative assessment: This syllabus will be focused on checking the students

understanding during the learning process in order to improve their performance and make decisions about future classroom instruction. The tools and strategies that will be used are: Observation, graphic organizers, peer-self assessment, discussion, think pair share, and exit slip.

MATERIALS: -Tesss Tree book. (Author Jess M. Brallier, picture by Peter H. Reynolds). - Dictionary. - Computer and data: PPT presentation. - Flashcards - Markers, pencils, papper, etc.

MATERIALS AND RESOURCES - Assignment

CHECKLIST FOR EVALUATING MATERIALS This checklist is by no means exhaustive, but may offer some useful criteria against which to assess different materials used in this syllabus. Materials -Offer clear guidance on how they can be used. -Make their focus and relevance explicit. -Take account of the diversity of learner backgrounds and learning styles. -Take account of the learner's prior knowledge and conceptions. -Engage a variety of senses. -Allow the learners to manage their own pace and pathway through the materials. -Stimulate recall of earlier learning. -Contextualise what is to be learnt. -Offer the opportunity for dialogue between what is to be learnt and the learner's conceptions of this. -Provide a variety of examples. -Provide opportunities for practice or application. -Provoke reflection on what is being learned and on how it is being learned. -Provide the opportunity for active learning. -Provide feedback to the learner? -Help learners to make their conclusions and contributions. own connections, YES NO

-Allow for group as well as individual use and learning. -Enhance existing materials. -Fit appropriately into the existing learning context.

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