Kazakh Ablai khan university of international relations and

Kazakh Ablai khan university of international relations and world languages Teaching Reading and Writing to Young Learners Anastassiya Nam, M

Why do we read? • To obtain information for some purpose • To obtain instructions on how to perform some task for our work or daily life • To act in a play , play a game , or do a puzzle

Why do we read? • To keep in touch by correspondence • To know when or where smth will take place or what is available. • To know what has happened ( news) • For enjoyment or excitement

Questions to ask before teaching reading to YL • What is the developmental stage of the child? • Can the child already read in his/her first language? • Does the child’s first language share a similar script with English?

Questions to ask before teaching reading to YL • What is the child’s level of oral proficiency in English? • Does the child have a physical impairment or visual problem that may affect his/her ability to learn to read

Task 1 • Compare and contrast English and Kazakh /Russian scripts and predict what difficulties may occur while teaching reading to YL. • How can we solve these problems?

Reading is easier when • Print size is larger

Reading is easier when there are illustrations

Reading is easier when students read something they are familiar with

Reading is easier when grammar is simple • That’s a bird. It’s green • That’s a butterfly. It’s red. • That’s a fish. It’s blue. • That’s a crab. It’s yellow. • That’s a cat. It’s white

Belinda’s story • I am an elephant and I’m grey. • That’s an elephant. It’s super. • I’m an elephant. I’m super.

What can we read with YL? • Fairy tales that children can read. A teacher can re-write a story he knows, simplifying it. • Short stories • Poems

Fairy tales

Fairy tales

Fairy tale

Fairy tales

Comicbook speech bubble

Poems • Rain, Rain • Rain, rain , go away • Come again another day • Little Johnny wants to play

Choral reading • The teacher reads a phrase or sentence and the class repeats it. • It improves students’ intonation, pronunciation and listening skills

Checking comprehension • Comprehension questions • Making a story timeline. (Listing the events of the story in the correct order. What happened 1 st , 2 nd , 3 rd and etc)

Create story cards • Take short stories and put them on cards. Have students, working in pairs, read the stories and then tell them to their partner

Do jigsaw reading • Separate a story into 4 equal parts. Number each part and post it in a different corner of a room. Divide the students into groups of 4 and have students in each group number off from one to four. Ask students to go to the corner that matches their number andsilently read the part of the story. They then return to their seats and write down from memory what they recall from the story. After they finish writing , in numerical order each student tells the others in the group his or her part of the story.

Use story theater • Divide a story into several parts • Form groups of 4 -5 students • Give each group a section of a story • Allow students to practice their section for 15 -20 minutes • Ask students to line up according to the story’s sequence and to read or perform it

What can YL write? • Address labels • Book titles • Cards( Birthday’s, Mother’s Day, Get well) • Cartoon speech balloons • Invitations

Writing a postcard • Address • Dear Michael, • Miami is fantastic_______ • ______________ • Yesterday __________ • ______________

Writing a postcard • Tomorrow______________ • Love, Kate • We went to the movies, it’s got nice beaches, there a lot of cafes , we went to a restaurant, we are going to a famous park, the water is warm, we saw a very good film.

The card for peer communication The food Student 1 Name: Student 2 Name: Student 3 Name: Student 4 Name: soup salad juice cake

Writing a menu for a birthday party • Using the completed like/dislike card a learner should write a menu for the birthday party. ( The students he/she questioned will be guests!). • The learner may write the following. • Anna and Marat like orange juice. I will have orange juice for my party. Misha and Marat like the chicken soup, Anna doesn’t like. I will have chicken soup. • And so on. • This task is good not only because it will make them use their active vocabulary and grammar structures. It will be also very good because it will develop their analytical thinking and decision making skills