Section A: Front-end Analysis .3
Target Audience Description 3
Procedure for Determining Information Processing Steps 3
Learning Objectives .... 7
Terminal Learning Objective .. 7
Enabling Objectives . 8
Section B: Instructional Strategies, Specifications, Documentation .. 13
Background .13
Terminal learning objective 13
Expanded Events of Instruction 14
Introduction . 14
Body . 15
Section 1: Basic Words 15
Section 2: Advanced Words 15
Conclusion 17
Teaching Elementary Children To Read A Second Language
Section A: Front-end Analysis
- Target Audience Description
The target audience is elementary school children. To learn any new language, children must start early. The class will have elementary school children with some knowledge of reading and writing, but English is the second language. Students are enthusiastic about learning a second language and the new worlds opening up to them. Students in the target audience come from higher income families with the options of going to other countries for continuing education. Success as a student in the United States or Britain is dependent on the ability to read and understand English. All the students will be a actively engaged in the classroom.
- Procedure for Determining Information-Processing Steps
- The instructor must read and gather information about the task. Teaching children is not an easy task. Based on previous interactions and childhood experiences, I make learning fun. When students enjoy learning that is similar to playing, possibilities of success improve. The learning process is accelerated by providing an environment that fosters creativity. I have also read literature on Child psychology.
- Convert the goal into a “test” question. I would give each student a paragraph to read. Then he would be asked to read it aloud and translate it into our native language.
- Give the problem to several individuals who know how to complete the task. Since elementary school children are the target population, this is not necessary. I have already gather information in the first step.
- Review the steps and ask questions about the process. Following review of the steps, I felt some tasks were too advanced for elementary school level. I made minor changes to simplify the tasks.
- If more than one expert was utilized, identify the common steps and decision points used by those experts. No other experts where used.
- Identify the shortest path for completing the task. This is a gradual process based
on the children’s learning capabilities.
- Note factors that may require a more complex path or more steps. Students may be uncomfortable learning a new language. To counter this, I prepared short tasks prior to beginning the actual process.
- List the steps appropriate to your goal. I will initially start with the alphabet, advancing to words. Sentence structure follows. Essay writing, short stories, or rhythms will be the final assignment. Class learning rates will be monitor with revisions if needed.
- Confirm the analysis with other experts . I have not contacted any experts to share result; however I plan to do this in the future. For the time being, this step is not applicable. .
- Make the class comfortable with basic words.
- Generate interest in the class.
- Tasks to identify alphabets in words.
- Quiz to identify alphabets in a word written on board.
- Ask one team to write a word and ask other team to read it.
- Interactive session with the class.
- Form a team of three members.
- Quiz based on reading words.
- Determine the team with the lowest score
- Homework will be based on the scores.
- Reading sentences with correct pronunciation
- The class will be given different sentences for reading.
- A student will be randomly asked to repeat the sentence.
- Understanding the words.
- Know the meanings of basic words.
- Know how to say the alphabet in order.
- Use of a dictionary will be taught.
- Homework will be assigned to improve vocabulary.
- Understanding sentences.
- Basic understanding of grammar.
- Understand the meaning of words in a sentence.
- Able to relate the meanings and form al understanding of the sentence.
- Understand basic types of sentences.
- Understand the meaning of the sentence without thinking about the meaning of words.
- Will be able to read a sentence and translate to their native language.
- Should know the native language
- Paragraph Reading.
- able to read a paragraph aloud according to punctuation marks in the sentence.
- Have a knowledge of punctuation marks.
- Understand what to do when any punctuation mark is encountered.
- Able to read from where the previous reader left off.
- A reader can be asked to stop at any time.
- A random student will be asked to start from where previous student stopped.
- Able to read and understand each sentence.
- able to understand the whole paragraph.
- Homework assigned for new words
- Rhymes
- Able to read rhymes.
- Understand principle of rhyming
- Able to recite rhymes from memory
- Able to distinguish between differences.
- Plan interactive session students.
- Idioms.
- Able to understand common idioms.
- Homework assigned for idioms presented in class.
- Short stories.
- Able to read short stories out loud before class
- Able to read from where the previous reader left off.
- A reader can be asked to stop at any time.
- A random student will be asked to start from where previous student stopped.
- Able to read each sentence.
- Able to understand the whole paragraph.
- Able to understand a short story.
- Homework assigned for new words.
- Learning Objectives
Terminal Learning Objective. A student will be given a story without prior experience
and will be able to read it aloud. He will be able to narrate the story either in English or
his native language. The presentation should not deviate from the premise of the story
and should convey the main idea with a minimum of error.
- The student will be able to read and narrate the story in English or his native language.
- Provide a short story new to the student.
- Able to tell it without missing the main plot and convey major parts with a minimum of errors.
- Enabling Objectives
- Given some words in English, the students will be able to pronounce them. The student must be able to get the pronunciation correct for all the words.
- The student will be able to pronounce the words.
- The student must be able to pronounce all words correctly.
- Given an English sentence, the learner will be able to read it aloud by following punctuation. The students should be able to read the sentence without any pronunciation errors and should read with correct inflection.
- Able to read aloud with proper inflection for punctuation.
- Given an English sentence with punctuations.
- Able to read the sentence without any inflection errors indicated by punctuation.
- Given a paragraph the students have never read before, the learner will be able to read it aloud by following punctuation fluently. The student will be able to read the paragraph without any pronunciation errors, correct inflection, and with no unnecessary pauses.
- Able to read it aloud by following punctuations.
- Given a paragraph student has never read before.
- Able to read the paragraph without any pronunciation errors and with correct punctuation inflection.
- Given 10 basic random words of English, the student will be able to tell the meaning either in English or in their native language. The student must be able to tell the meaning of at least 9 out of 10 words.
- Able to tell the meaning, either in English or in their native language.
- Given 10 basic random words of English.
- Able to tell the meaning of at least 9 out of 10 words.
- Given a simple sentence in English the student will be able to describe what a word means in the context of the sentence. The student should be able to tell the meaning of a word correctly with minimum errors.
- Able to describe it and tell what a word means in the context of that sentence.
- Given a simple English sentence and pick any word from the sentence.
- Able to tell the meaning of a word correctly with minimum errors.
- Given a simple paragraph in English, a learner will be able to explain any sentence from the paragraph with respect to the context. The meaning will be in English or his native language. The student should be able to explain it with minimum errors.
- Able to explain what a sentence means with respect to the context of the paragraph in English or his native language.
- Given a simple paragraph in English.
- Able to explain the sentence with minimum or no errors.
Task1
Given 10 basic random words of English, the student will be able to pronounce it and tell the meaning either in English or in their native language. This task is assessed for 10 points.
Given a simple sentence in English, the student will be able to read with correct pronunciation and following punctuation. He will, describe what a word means in the context of that sentence. This task is assessed for 15 points.
Task3
Given a simple paragraph in English, a student will be able to understand the meaning of any sentence from the paragraph in the context of the paragraph. The student should be able to explain it with minimum errors. This task is assessed for 20 points.
Section B: Instructional Strategies Specifications Documentation
- Background
The purpose of this module is to help the learner read in English. The information presented in this lesson will help the student to be well versed with vocabulary, basic grammar and pronunciation. The lessons will help the learner toward the goal of learning to read in English and in future endeavors. This module will be delivered via print-based instruction. The terminal learning goal is classified as declarative knowledge learning outcome.
- Terminal Learning Objective
Given 10 words from a set of basic words covered in the lesson as a part of building vocabulary, the student will be able to tell the meaning of at least 9 words.
- Able to tell the meaning in English.
- Given 10 random words from the set of words that are covered in the lesson.
- Able to tell the meaning of at least 9 out of 10 words.
- Expanded Events of Instruction
1. Gain attention to learning activity.
2. Stimulate student attention/motivation.
The instruction will start out with a welcome to the reading activity and a book of short stories book is displayed. The student will be asked a few simple questions such as, “How many of you have read any stories before? Have any of you read a story in English?”
Tell them about the story that they are going to read and how learning the meaning of the words will help them read the story.
3. Inform students of purpose
Explain that the overall purpose of this lesson is to help memorize and pronounce the words correctly. This will help them learning English easier. The information presented in this lesson will help students have the necessary prerequisite knowledge to help them read and speak in English. The overall purpose of this module is to help the student gain exposure to various formats of tests and assessment items. It will also help to recognize definitions and examples of various types of assessment items.
After completing this lesson, you will be able to:
1) Recall different words the student memorized during the lesson.
2) Recognize the meaning of the words.
3) Recognize the words when instructor reads them and find hem in the book.
4. Provide overview
Explain to the student the lesson consists of showing different words and explaining the words in their native language. The student will have to memorize the words, then recall them. It will also be necessary to explain the meaning.
B. Body
1) Stimulate recall of prior knowledge
Ask the student several questions to assist recalling relevant prior knowledge. It will be helpful for them to connect to the new knowledge. These may be “How many students know the basic English words like ‘apple’, ‘is’, ‘who’ “ etc.. They will be asked to learn the meaning of the new words in the story with the help of basic words they already know.
Note: The body of the lesson will consist of two sections: Basic words, and Advanced words.
Section 1: Basic Words
1. Present information and examples
2. Gain and direct attention
3. Guide or prompt use of learning strategies
Give the students a paper consisting of all the basic English words that can help understanding of complex and advanced words. Explain the meaning of the basic words with the help of native language and pictures.
Define all the nouns. .Suggest a mnemonic device to help memory. Show pictures of all the nouns for memory assistance. The instructor can cover all the nouns when he needs to explain more complex words.
Define all the verbs. Suggest a mnemonic device to help memory, Explain how to correlate the verb with their corresponding action for easy recall. Help learn adjectives, pronouns etc. by explaining what they mean in their native language. Document the pictures and actions that have been shown to help student learn the words. Develop charts containing the pictures.
4. Provide for guide practice.
5. Provide feedback.
Show the chart containing pictures. The learners will be asked to recall from memory what was in the picture. The student will be different questions like “What is in Picture #1?.” and “What action is shown in Picture #2?” The instructor will ask what a word in their native language is called in English. Feedback would be given to students based on their response and tips to remember the words they forgot.
Section 2: Advanced Words
1. Present information and examples
2. Gain and direct attention
3. Guide or prompt use of learning strategies
Define all the words with help the of the basic words learned in the previous section. Explain the meaning in the native language as well as with the help of basic words. Give the students all the words the instructor intended to teach in paper with pictures on the side for remembering the words easily.
Document all the pictures and actions shown. Develop charts containing the pictures and words.
1. Provide for guide practice
2. Provide feedback
Show students the chart with pictures. The student will be asked to recall from memory what is in the picture. The student will be asked different questions like “What task is the person doing in Picture #1?’ and “What is shown in Picture #2?” The instructor will ask them to write the meaning of the word with help of basic words. Feedback will given based on their response. Tips will be supplied to remember the words they forgot.
Conclusion
1. Provide summary and review
2. Enhance transfer
Provide student with a summary of the words they learned in the lesson. The words will be written on the white board and their meanings in English to help students recall the words learned .
Write some new words on the white board. Write their meaning using the words learned in the class. This will help them understand the meaning of the new words. Teach the use of a dictionary for finding meanings of the new words.
3. Provide motivation and closure
Explain there are many methods of learning new words and there are many sources to learn new words. If they don’t understand the meaning of a word , they can refer to a dictionary. Assessment
1. Assess Performance
The assessment will be done by interacting with the students individually. Each student is shown a picture and asked questions based on that picture. For example, a boy playing tennis is shown in the picture. The student is asked who is in the picture, what is the color of the shirt the boy is wearing, what he is doing, and so on. The assessment will be based on an observation rubric. There will be 10 questions asked of each student. The student should be able to answer at least 9 questions correctly.
The student will be asked the meanings of 10 advanced words. The student should be able to tell the meaning of the word in English. The student should be able to tell the meanings of at least 9 words.
2. Provide feedback and remediation
The students’ scores will be evaluated for 30 points. If a student does not score at least 90 percent (score at least 27/30 points) on the assessment, the lesson will encourage them to review the lesson again. He will retake the assessment until he scores 90 percent or higher.
Section 3: Instructional Product
.
Introduction 21
Section 1: Basic Words ,22
Section 1: Advanced Words .. 24
Review and Summary 25
Lesson Assessment 25
Vocabulary 26
Basic English Vocabulary ..26
Advanced English Vocabular ..28
Performance Assessment 28
Section D :Product Formative Assessment Writeup ..30
Part 1: Description of the evaluated instructional materials .. .30
Part 2: Description of the procedures you used in the evaluation 30
Part 3: A summary of the results obtained . .32
Part 4: Suggested revisions to the instructional materials based on results .32
References . ..34
Introduction
How many of you read stories in Arabian nights before? Have any of you read the story in English? How many of you have listened to it as bedtime stories from your mother or grandmother?
Everyone here might be familiar with bed stories and what better bed stories than Aladdin and the magic lamp, Ali Baba and the Forty Thieves, and the like? For those who are familiar with the stories and for those who are not, will this lesson generate interest to read those stories in English? This lesson will help to increase your vocabulary and reading skills. This lesson will make you familiar not only with these stories but stories throughout the world. This will generate interest to learn English, which will be a big advantage in later stages of your life.
More specifically, after completing this lesson,you will be able to:
a) Recall different words you will memorize during the lesson.
b) Recognize the meaning of the words.
c) Recognize the words when the instructor reads them and find it in the book.
The body of the lesson will consist of two sections: Basic words and Advanced words. Give a paper consisting of all the basic English words that can help understanding of complex and advanced words.
Before we jump into the words and their meanings, ask your selves the following questions:
How did I learn the words and their meaning in my native language?
If I can learn my native language, why can’t I learn English, too?
Section1: Basic Words
Basic English words will help understand complex and advanced words in the lesson. I will pick some basic words, each from different parts of speech and help you understand what it means in you native language. Also, I will show you some pictures to ease your learning process and avoid miscommunication.
Some of the helpful mnemonic devices to remember more words from those known words are in the picture below. The pictures of all the nouns will help you remember. I will be giving you many such rules or mnemonics.
Learn adjectives, pronouns etc. from rest of the figures from the book containing all the pictures necessary.
Now is good time to practice what you have learned. I will show you a chart containing pictures. You should be able to recall from memory what is in the picture.
What is in Picture #1?
What action is shown in Picture #2?
I will repeat the process until you achieve 96% accuracy in identifying the picture correctly. Then I will ask what a word in your native language is called in English. I will be giving feedback based on your response. I will also supply tips to remember the words you forgot. I will give you another book containing more basic words for those who find it difficult to understand..
Section2: Advanced Words
The basic words learned in the previous section will help you understand the advanced words covered in this section. To avoid any confusion, I will explain the meaning in your native language as well as basic words in English. The dictionary picture shown below will help you look for the meaning of any new words you encounter. The dictionary will explain the
meaning of any new words, too. The dictionary will explain the meaning in simple English and if anyone has any trouble, I will explain what it means.
Now is a good time to practice what you have learned. I will show you a chart containing pictures and you should be able to recall from memory what is in the picture.
What is in Picture #1?
What action is shown in Picture# 2?
I will repeat the process until you answer 9 out of 10 pictures accurately. Then I will ask what a word in your native language is called in English. I will be giving feedback based on your response and tips to remember the words you forgot. I will also be giving some homework to find the meaning of some advanced words using adictionary.
Review and Summary
There are many methods of learning new words and there are many sources to learn new words. If you don’t understand the meaning of a word, you can always refer to a dictionary. The dictionary contains the meaning of the word, a description of which parts of speech it belongs to and an example sentence. The dictionary is a very good source to improve vocabulary, but you cannot read all words in the dictionary. It can only be used a reference. I will give you words from the storybooks that I will refer to later
Following are some questions to think about when learning a new word. These questions will help you apply what you have learned to new situations and circumstances.
- Were you able to relate the words to the real world?
- Is there any word that you learned directly in English without knowing what it meant in your native language?
- Has this lesson broadened your vocabulary?
- How comfortable are you using the dictionary to know the meaning of a newly encountered word?
Lesson Assessment
The following assessment assesses your mastery of the learning objectives for this lesson. Each of you is shown a different picture. Questions will be asked based on that picture. For example, a boy playing tennis is shown in the picture.
- What is the color of the shirt, the boy in the picture is wearing?
- What he is doing?
The assessment will be done based on an observation rubric. There will be 10 questions asked for each student. Each of you should be able to answer at least 9 questions correctly.You will be asked the meanings of 10 advanced words.
Vocabulary
Basic English Vocabulary:
I tried to simplify English by specifying grammar restrictions and a controlled small vocabulary, which makes an extensive use of paraphrases. I only took a few verbs, prepositions, conjunctions, and so on. to keep the learning experience pleasant and easy. Noun use in English is very straightforward. I have concentrated more on nouns in this section.
A list of simple verbs and other words are specified in the pictures below:
Advanced English Vocabulary:
Basic words help the students to use the dictionary, which can be very resourceful in their future endeavors.
Performance Assessments:
The assessment will be done based on an observation rubric. There will be 10 questions asked for each student. The student should be able to answer at least 9 questions correctly. The student will be asked the meanings of 10 advanced words.
Practice Recognizing Advance Verbs:
I will come to each of you, so that you can tell me what you see. Use the dictionary to guess the meaning. I will help you understand the words and the usage if you find any words difficult.
Section D: Product Formative Assessment Write-up:
Part 1: Description of the evaluated instructional materials.
Describe the nature of the instructional materials which you evaluated, i.e., the delivery system (media) was used to deliver the instruction?
The instructional materials I evaluated were print based material e.g. charts, pictures etc. I also used a computer to show pictures from the Internet for easy understanding of words.
Who are the target audience?
The target audience was my brother FahadAlreshidi. He is 9 years old and goes to elementary school.
What are the Instructional objective(s)?
The learner will be able to learn new basic English words. He will be able to learn those words and will know how to use a dictionary.
What type of general instructional strategy was used (generative vs. supplantive)?
The instructional strategy was generative. The student will learn to use the dictionary, which will help him understand words by himself.
What are the evaluation methods used to determine if the learner met the objective?
The student was evaluated using an observation rubric. The student was asked the meaning of some basic words and he was evaluated on his ability to use dictionary.
Part 2: Description of the procedures you used in the evaluation.
Describe the procedures for how you actually conducted the evaluation.
I showed him pictures of nouns and asked him to name them. I asked him the meaning of some basic words orally and evaluated him based on the observation rubric.
Describe the following.
General information about the student.
The student is not a native English speaker. He has little knowledge of the English language; he is only familiar with the alphabet and some basic words.
The length of time it took the learner to complete the instruction.
It took him5 hours to complete the instruction. Most of the time was spent teaching him to use a dictionary.
The questions asked during the one-on-one evaluation, and to what degree the student respond to the “read-think-aloud” technique.
The student responded well to the instructional product and he could achieve most of the objectives, but there were some pronunciation difficulties. The student is not native and not a native speaker.
Did the student know what he/she was supposed to do during the different instructional activities?
Yes.The student was clear in what he was supposed to do most of the time. Since the instructional product is designed in such a way that the student and teacher are always interacting, it helps the student to do well without any confusion.
Did the learner complete all the instructional activities, or did she/he skip some sections?
He skipped the advanced words section, as he was taking more time than expected in the basic words section.
Were there sections of the instruction product that the student didn’t understand?
No. The instruction product was clear and, as mentioned earlier, due to close interaction of the instructor and student , there was no confusion.
The student found the instruction very appealing and interesting. He was not expecting English to be fun and easy. Due to the instructional product design, he enjoyed the learning process.
Part 3: A summary of the results you obtained.
Summarize the results and recommendations of your evaluation?
The instruction product achieved most of the goals, but time was a problem. I underestimated the amount of time I would need to bring the student from basic words to more advanced ones. Teaching the use of a dictionary is also harder than I thought it would be. However, I believe I have the ability to keep the interest of the students with the teaching tools I have outlined and would eventually bring their language acquisition to a successful conclusion.
I have to design it so that students can learn more quickly and efficiently in the event there is a time constraint. In terms of homework, it would be invaluable if there is a person in the household to assist the student. The student can also use time outside the classroom for interaction with English-speaking people and to watch movies with subtitles. This exercise is entertaining and an excellent way to acquire slang and sentence structure. It would also assist in reading English. These outside activities would supplement the teaching I would perform in the classroom.
Summarize the student’s answers to your questions?
The student was able to identify 9 out of 10 basic nouns. He was able to identify the verbs from pictures. He was able to tell the meaning of an advanced word by using a children’s dictionary. He was able to tell the English word for a question asked in the native language.
Part 4: Suggested revisions to the instructional materials based on your results.
Summarize in a paragraph or two your recommendations regarding how the instructional product could be improved and revised to be more effective, efficient, or appealing?
The student found the instructional product very appealing. He seemed interested in the chart and I think he enjoyed reading from the charts. The charts may be a good medium of instruction, but it takes a lot of time to prepare. It took 5 hours for completing the lesson and if it takes the same time as it took for this lesson the learner may lose interest in the lesson and the instructor may lose patience. I would add some paper- based tests such as multiple choice question. I would make the class do self-evaluation which would both save the time and also give them an insight into their mistakes. I would also use a computer as a medium as it turns out it is easier to prepare presentations with pictures instead of preparing charts. It also saves a lot of time. The instruction product achieved most of the goals, but time was a problem. I have to design it so that students can learn more quickly and efficiently.
References
Smith, P., & Ragan, T. (2005).Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons.
Swanson, D. B., Norman, G. R., &Linn, R. L. (1995). Performance-based assessment: Lessons from the health professions. Educational Researcher,24 (5), 5-11.
