Raquel-Fernandez by lanyuehua


									                                          Towards a literacy-friendly CLIL Classroom
                                                      Prof. Dra. Raquel Fernández Fernández

                                      Day: Saturday 10th March, 2012 Time: 09:00-10:30

This workshop is intended for teachers involved in CLIL projects at infant and 1st cycle
Primary levels who are interested in making their classroom more literacy-friendly. We
will explore useful guidelines and effective practical resources to make our pupils more
literacy-aware and to integrate literacy tasks into our everyday practice.

Biodata: Raquel Fernández Fernández is a university lecturer working at the Escuela
Universitaria Cardenal Cisneros (Alcalá de Henares, Madrid), where she also coordinates
its Bilingual Project. She’s been researching bilingual education and CLIL since 2004 and
has directed and taught a good number of CLIL teacher training courses. Her latest project
is as a course writer for University of Dayton Publishing.

Contact information

Raquel Fernández Fernández

E-mail: raquel.fernandez@cardenalcisneros.es
Web: http://proyectobilingue.cardenalcisneros.es
Blog: http://teachingtoteach.wordpress.com

University of Dayton Publishing: www.udaytonpublishing.es

     Making meaning together!

Thr hs bn an ntrstng dbat ovr th pst tn yrs abt th tchng of rding. Sme see rding as th mastry
of phncs, othrs as a process of prdctn whrby the rder uss bckgrnd knowledge and
knowledge of th lngge systm to prdict mning.
Thees diffreing veiws haev infelunced the wya raeding has bene tuahgt. Appraochse haev
varied betwene thoes who argeu that the taeching of phoincs is the msot imprtoant
elmeent of a raeding prorgam, and thoes who argeu fro a whoel-language appraohc in
whchi childnre laern to raed by perdicting maenngi.
But it shou_ be obvi_ to anyo_ readi_ thin_ th_ goo_ read_ use a rang_ of strateg_ to gain_
mean_ fro_ writ_ text_.

First, you should arrange things into different groups. It is better not to have big groups of
things, and arrange them into different bits. When the procedure is completed, organise
groups according to priority, and start with the first group assigned. Once you have finished
with all the groups, arrange them again into different groups. You can start the procedure
again as many times as you like.


    Research is proving that...

      children learn languages by unlearning other possibilities. They can discriminate any
      sound at the beginning (even in their mothers’ wombs), but learn to forget the
      sounds which are not meaningful in their context.


The basket


Bulletin Board

Feel the letters

Open your ears

The washing line

The fly swatter

Spying on posters

The fish tank

Useful websites

http://www.toolsforeducators.com/phonics.php (here you can create your literacy worksheets
selecting the vocabulary you want to practise or revise)
http://www.funfonix.com/files/ff_book1.pdf Book with activities to work on vowels
http://jollylearning.co.uk/gallery/audio-2/ A video to revise the 42 sounds studied with Jolly
Phonics. You may also use: http://genkienglish.net/phonics.htm
http://www.intrepica.com.au/comprehension.html Pdf worksheets working on short texts.
30003.html An IWB app to make new words.
http://recursostic.educacion.es/bancoimagenes/web/ To get sounds and images.
http://www.readinga-z.com/ Membership required for full access. Interesting free resources
to print and use.

University of Dayton Publishing Materials

Toy Box for Infant Education.
Comet for Primary Education.
Popcorn ELT Readers for extensive reading.


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