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This document provides an overview of the Pre-During-Post (PDP) framework for teaching receptive skills like reading and listening. The Pre stage activates students' prior knowledge to prepare them for a text. The During stage sequences comprehension tasks from easy to difficult to assess understanding as students engage with a text. The Post stage allows students to personalize and apply what they learned to extend their understanding.
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Pdp presentation
- 1. MATERIALS DESIGN AND DEVELOPMENTTESOLWeek 11 Reviewing Grellet Receptive Skills Framework
- 2. LESSON PLAN 1GRADING 50 points Lesson Plan Points deducted for Vagueness Sequencing issues Mislabeling EIF Inaccurate SLO, missing steps, purposes, etc. 50 points Materials Points deducted for Not submitting all materials Material quality If materials didn’t support the lesson plan goals
- 3. Week 11 PDP framework materialDiscussion/Lecture of PDP Week 12 Turn in materials for Lesson Plan 1 (if you didn’t), resubmit lesson plan (if you’d like) Sample Lesson #3 Week 13 Turn in materials for Lesson Plan 1 (if you didn’t), resubmit lesson plan (if you’d like) Sample Lesson #4 (Conferencing) Week 14 Harmer’s Describing Learners Discussion/lecture of reading Workshop (Conferencing) Week 15 Conferencing Week 16 Lesson Plan & Materials 2 Due Review of Key Concepts Homework Class Contents
- 4. Week *17 (I return yourPDP Lesson Plan on Mon. June 24th ) Practicum 1 (EIF) Successful completion of this YLTESOL Program Week *18 Practicum 2 (PDP) TEE certification (anything else?) Practicum Purpose You will (most likely) present your EIF Lesson Plan one week and your PDP Lesson Plan the other week. I will let you resubmit Lesson 1 next week, if you like for an additional review. I can give you a few points if for this but not many (as it wouldn’t be fair to the other classes)
- 5. HOMEWORK FOR NEXTWEEK If you didn’t submit materials with Lesson Plan 1 you must turn them in next week. Optional: Edit lesson plan 1 and resubmit it Begin thinking about your PDP Lesson Plan Contents
- 6. PDP FRAMEWORK –TURN IN HW Is it for productive or receptive skills? What skills can we teach using the PDP framework?
- 7.
- 8. PRE-STAGE What happensin this stage? Schema activation Background knowledge Pre-learning new vocabulary Generating interest Why? Set up students for successful reading/listening
- 9. WHAT NEEDSTO BEACTIVATED AND ASSESSED PRIORTO READING OR LISTENING? General knowledge about the subject, cultural context Specific knowledge about topic of the text Knowledge about the text’s organization (genre)
- 10. GOOD READERS ANDLISTENER USE PRIOR KNOWLEDGE TO: make predictions visualize ask questions to monitor comprehension draw inferences confirm hypothesis… that’s what I expected determine what is important in the text demonstrate to others that they have understood what they have read
- 11. DURING STAGE Whathappens in this stage of the lesson? When are the tasks given to Ss? What is the purpose of a reading lesson? If we give tasks after the Ss watch, listen or read, what are we assessing; memory or comprehension? How does it happen; i.e., how are the activities sequenced?
- 12. SEQUENCING OF TASKS Task are given before learners read or listen Tasks are sequenced from: General to specific Easy to Difficult Concrete to abstract
- 13. DURING STAGE Whathappens first: Skimming activities or scanning activities? Why? Where in the PDP lesson is the SLO achieved? What kind of activity do we need to assess Ss comprehension of the listen/reading text? Can you give me some example of these kinds of activities?
- 14. SKIMMING ACTIVITIES ordering/numberingitems of main ideas making a list of main or significant events reading or listening for the mood, feeling or tone of the text outline the main or fill in an outline where the details are provided but not the main ideas ranking the importance of the main ideas or significant events checking off relevant information from a text or picture select the correct response such as what’s the best title for this passage label pictures, graph, or graphic organizer matching picture with description matching two general pieces of information writing summary statements
- 15. checking offrelevant information from a text or picture ordering/numbering items label pictures or parts of pictures matching two pieces of information fill in a graph, or graphic organizer fill in the blanks ranking true/false multiple choice writing short answers SCANNING ACTIVITIES
- 16. A LIST OFCOMPREHENSIVE ASSESSMENT ACTIVITIES Summary/ Sequencing a summary Retelling Sequencing pictures Using pictures to retell the text Synthesis such as making inferences, drawing conclusion or reading/listening between the lines Application of new knowledge; e.g. using what they have learned to identify the technique being used Discussion Debate
- 17. DURING STAGE Acloze activity checks Ss comprehension at the word/sentence level. Is this a good final assessment activity of a listening or reading text? Why do we need to check Ss comprehension at the text/discourse level? Where in the reading lesson should Ss be reading/listening between lines, making inferences and drawing conclusions? Why?
- 19. BUILDING SCHEMATA BUILDING CONNECTIONS Textto Self – connect to yourself choose texts with characters the same age as the students, or had similar problems and experiences let learners share connections from past experiences
- 20. BUILDING SCHEMATA BUILDING CONNECTIONS Textto Text – connect this book to others compare characters, their personalities, and actions compare story events and plot lines compare lessons, themes, or messages in stories find common themes, writing style, or perspectives in the work of a single author compare treatment of common themes by different authors compare different versions of familiar stories
- 21. BUILDING SCHEMATA BUILDING CONNECTIONS Text to World – connect books to the world create posters and ads write in a reading or listening response journals complete projects about the topic or theme perform role plays or skits
- 22. POST STAGE ThePOST stage is “extra icing on the cake” When does it happen in the lesson? What happens at this stage of the lesson? How does the POST stage relate to Tomlinson’s aspects of good materials?
- 23.
- 24. LOOK AT THESETWO SLOS. HOW ARE THEY DIFFERENT? By the end of the lesson SWBAT ask and answer questions using frequency adverbs (always, usually, sometimes, seldom, never) in the dialog (A: How often do you ___? B: I _____ _____.) BY doing a classroom survey. By the end of the lesson SWBAT demonstrate their comprehension of the text, “That’s Her Problem” BY retelling the story with picture support.
- 25. RECEPTIVE SKILLS SLOFORMULA By the end of the lesson, SWBAT… demonstrate their understanding/comprehension of the (text/passage/story/dialog/conversation/article), (title of text) BY ______(doing something)__________.
- 26. EXAMPLE By the endof the lesson, SWBAT demonstrate their understanding of the conversations, “Problems at the Airport” BY describing the inferred conclusions about what each speaker will do.
- 27. YOU TRY Writeand SLO for the following: 1. fable “The Hungry Father-in-Law” 2. debate “Should We Build the New Library” 3. public service announcement “What to Do in Case of a Fire”
- 28. By the endof the lesson, SWBAT demonstrate their understanding of the fairytale, “The Hungry Father-in-Law” BY inferring the moral that we can learn from the story. By the end of the lesson, SWBAT demonstrate their understanding of the public service announcement, “ShouldWe Build the New Library” BY summarizing the debate using a graphic organizer. By the end of the lesson, SWBAT demonstrate their understanding of the story, “What to Do in Case of a Fire” BY drawing a diagram or making a poster that shows the sequence described in the announcement.
- 29. 1. Show pictureof bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is?What’s happening? Etc…”
- 30. 2. Introduce topic:“Long distance travel by bus.” Ask Ss if they have every gone a long distance by bus? Ask if they’ve traveled by bus in an English speaking country?
- 31. 3. Give task:“How many people are speaking?Where are they?” Let Ss read Qs. Ss listen to the text. Ss check answers together,T elicits correct answers from group
- 32. 4. Give taska series ofT/F statements, let Ss read statements, then Ss listen to text. Ss check answers together,T elicits correct answers from group
- 33. 5. Give task:Each Ss gets a bus ticket with a destination. Ss must listen and find their bus number. Different Destination for each Ss.When Ss hear their bus number they should stand up.T play tape several time until most/all Ss can stand up when their bus number is called.
- 34. 6. GiveTask: “Whyis the older lady worried?” “What suggestion will the clerk make.” Ss read Qs. Ss listen to text. Ss check answers together, T elicits correct answers from group
- 35. 7. Give Ssa bus schedule and a map of the US. Ask Ss to plan a trip to some place in the US. Ss will describe what bus/buses they will take. How long it will take and the cost of the travel.
- 36. Pre Assess Ssprior knowledge Intros topic and allows Ss to share past experience to create interest and relevance During Its a general listening task Its an easy specific listening task. It’s a more difficult specific listening task It’s the most difficult listening task because it requires Ss to use inference and draw conclusion which assess Ss knowledge at the text/discourse level Post Ss do a task that moves beyond the text that allows personalization of topic/theme and gives them a chance to connect topic theme to their own lives
- 37. HOW MANYWORDS? 500,000 to1,000,000 words in English Educated native English adult knows about 20,000 We learn about 1,000 a year We use about 1,800 in everyday conversation
- 38. THRESHOLD LEVELS Everyday conversationlearners need 1800 to 2000 words for 80% comprehension. For non-academic reading texts learners need about 5000 words for 90% comprehension. For academic texts, the number of words needed for 80% comprehension varies greatly by genre.
- 39. THREE LESSONS TOBE LEARNED Identify the most frequent 2,000 to 5,000 vocabulary items Help learners learn how to learn vocabulary on their own Don’t begin reading instruction with low level learners until they have a threshold vocabulary level of at 1200 words.
- 40. INTRODUCTION TO BLOOM’S TAXONOMY Sequencingof tasks and questions in reading activities is not a new idea Bloom introduced his taxonomy of reading questions in 1956 Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking
- 41. BLOOM’S TAXONOMY Knowledge Comprehension Application Analysis Synthesis Evaluation Warning: This is more appropriate for Native Speaker learners, so use this information carefully.
- 42. KNOWLEDGE Useful Verbs Sample Question Stems Potential activitiesand products tell list describe relate locate write find state name What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.
- 43. COMPREHENSION Useful Verbs Sample Question Stems Potential activities andproducts explain interpret outline discuss distinguish predict restate summarize compare describe Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.
- 44. APPLICATION Useful Verbs Sample Question Stems Potential activitiesand products solve show use illustrate construct complete examine classify Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? Would this information be useful if you had a ...? Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material.
- 45. ANALYSIS Useful Verbs Sample Question Stems Potential activitiesand products analyze distinguish examine compare contrast investigate categorize identify explain separate advertise Which events could have happened...? If ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? Why did ... changes occur? Can you explain what must have happened when...? Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person.
- 46. SYNTHESIS Useful Verbs Sample Question Stems Potential activitiesand products create invent compose predict plan construct design imagine propose devise formulate Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.
- 47. EVALUATION Useful Verbs Sample Question Stems Potential activitiesand products judge select choose decide justify debate verify argue recommen d assess discuss rate prioritize determine Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...
Editor's Notes
- #38 Now, as to vocabulary. Which ones? Vocabulary programs expand vocabularies, we looked for the essential words, those that teachers assume kids already have heard.