December 17, 2010
Antoaneta Bonev
Professor, EESL 614: Curriculum Design for TESOL
College of Education
California State University, San Bernardino
5500 University Parkway
San Bernardino, CA 92407-2393
Dear Antoaneta Bonev
I am enclosing a submission to you entitled, "Writing with reading." This newly designed course is an integration of reading and writing. The teacher chooses the topic and other instructional materials as they like from the material pools. A month or two for a topic is a usual requirement and teachers can use them flexibly.
This course is under ongoing development and more topics and materials will be added. The whole process is heading toward the writing but the reading and speaking is crucial in the process to get ideas, share ideas, meet different cultures through various books, see the writing styles and samples, and most of all have time to experience and enjoy the literacy.
Students will be part of every decision in class such as selecting reading books or what writing activities they will do, or with whom they will do the work, alone, with a partner, or as a class.
This course needs more listening related activities so video materials or movies are recommended to use on the Getting Started stage or for fun after the topic is successfully completed.
I want to develop a more detailed program with expansion of this course design for beginners to upper-intermediates with more reading materials and writing activities.
Meyoung Noh, Teacher
South Korea
31-763-6290
7636290@hanafos.com
COURSE DESIGN
Noh, Meyoung
"Create Your Course"
Course Title: Writing with Reading
Instructor: Meyoung Noh
E-mail: 7636290@hanafos.com
Grade Level: EFL 5th-6th
Proficiency Level: Level 3-Developing out of five TESOL Language Proficiency levels
Duration: A year-long program
One hour/day, Three days/week, Four weeks/month, and 50 weeks/year
Days: Monday, Wednesday, and Friday
Course Overview and/or Rationale
Writing with reading adopts a process approach to learn how to write. This course enables students to integrate reading and writing and to learn writing genres and strategies. It also enables teachers to create their own lessons. The course designer offers options filled with plenty of choices. When you plan your lesson, pick a topic, activities, photocopiable hand-outs, and books to read which are available in your area.
Course Goals and objectives
The course will focus on the objectives indicated below:
Proficiency Goal: Students will develop effective writing process skills and strategies transferable to any context.
Objectives 1. Students will be able to choose a topic and gather and organize ideas.
2. Students will be able to consider the potential audience, identify the purpose of the writing, and choose an appropriate genre.
3. Students will be able to write a rough draft, craft leads to grab readers' attention.
4. Students will be able to share writing, make changes to reflect the comments of classmates and the teacher.
5. Students will be able to publish and share writing in an appropriate form.
Cognitive Goal: Students will use various high-order thinking to understand the reading materials, and discuss, organize and produce writing works.
Objectives 1. Students will be able to discern different writing styles and what strategies are used while they read.
2. Students will be able to plan, organize and self-monitor a work.
Affective Goal: Students will develop confidence in their ability to read, discuss and write in English.
Objectives: Students will read books written in English every day and communicate in English while sharing ideas and products.
Course Prerequisites
This course requires reading work and plenty of writing work as well. Students successfully completed the phonics and can read familiar/unfamiliar words. Students should be able to create words according to the sounds/phonics rules. Students should be able to read and write basic sight words.
Course Requirements
1. Students should be class in time.
2. Students will publish their writing works every month or every other month
3. Students should read at least 3 books per topic and keep the records.
4. Students should read books every day.
Course Evaluation Plan
Reading Records 100
Words Book 100
Writing Portfolio 300 (35 points/topic)
(Final product 10, Peer/Self assessment 10, Participation 10)
Total 400
Reading Records
1. Students will make a form of the log with the teacher.
2. Students are expected to keep records on the books they read.
3. At least 30 books at the end of the year should be recorded.
Words Book
1. Students will make a form of the words book with the teacher.
2. Students are expected to keep new words or expressions from the books they read.
3. At least 20 words a book should be recorded.
Writing Portfolio
1. Students will make a rubric what things should be assessed with the teacher.
2. At the end of each topic, students will reorganize one's portfolio and submit it for grading.
3. Nine products will give students more than 300 points. The completion of ten products will give a chance to get plus points.
Course Outline by Topics
ONE: HAPPY NEW YEAR
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
TWO: SCHOOL STARTS
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
THREE: APRIL FOOL'S DAY
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
FOUR: THANK YOU
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
FIVE: SUMMER FUN
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
SIX: INDEPENDENCE DAY
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
SEVEN: HOLLOWEEN
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
EIGHT: THANKSGIVING DAY
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
NINE: MERRY CHRISTMAS
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
TEN: WINTER FUN
1. Getting Stated
2. Reading & Sharing
3. Writing Fun
4. Recommended Reading Books
Plan of the Course
Getting Started. (approximately 20 minutes)
This section contains questions or pictures to talk about. The purpose of this part is designed for teachers to stimulate students' interest and prior knowledge. Teachers make prompt questions while listening students' answers. The sample questions are:
What do you know about the topic?
What do the topic remind you of?
What is the most impressive about it?
What do you like most about that?
Do you know the origin of the holiday?
Do you believe it?
How do you feel about that?
What is the best thing of it?
Movies or video materials are recommended on this stage.
Reading & Sharing. (approximately 4-6 hours on and off )
This section offers activities to use while reading. Choosing a right reading material aligned with writing activities is very important. When you choose a reading book, you should consider students level, social experiences, writing styles to use when you do in writing fun. The following is the overall strategies or activities teachers can use.ies
Before reading: Picture reading is one way to predict the whole story or start a discussion. You can offer words or phrases that might difficult for your students in advance and get students familiar with the new expressions.
During reading: Reading aloud to children, paired reading, silent reading can be applied in class. Giving enough silent reading time is crucial. Teachers help students read by themselves at least 20 minutes a day.
After reading: The most important after-reading activity is sharing. Teachers could use KWL chart, reading log, play, retelling, readers' theater, or story structure graphic organizers. Any method which is suitable for your class will be effective if only students freely share their ideas.
Writing Fun. (approximately 8 hours on and off)
This section is a writing workshop. Teachers check status of the class, offer minilessons when it is needed, spare plenty of time for independent writing and sharing. Tompkins (2008) offered how to do the minilesson in her book (p. 38). The topics for minilesson is provided but teachers can change them for their class. Building a writing group is important. Students can share and get feedback from each other and the teacher. Publishing is very important for students which gives students the feeling of fulfillment and confidence. Teachers should make the publishing fun and honorable.
Unit Plans
Writing Tool Samples from Tompkins (2008)
Proofreaders' Marks.................................................... Punctuation Marks
Writing Process Checklists......................................Self-Assessment
I’m pleased to see your course design that adopts a process-based approach in learning and teaching reading and writing English. As an EFL teacher who have taught over a decade in Korea, I acutely aware how difficult it is to design and implement the course based on constructivism. However, I highly value the authentic, autonomous learning in education. I like the way you implement writing workshop for this program.:) The salient feature of writing workshop is ownership and collaboration. Thus the ambience of classrooms can be facilitating and engaging. In this regard, the writing workshop approach provides students with both constructive and humanistic learning opportunities, I think. Great work!
ReplyDeleteYou have made very elaborate design. I have thought that a simple design is best. However, I have come to think that I was wrong. Your course stimulates students’ interest in the beginning of the lesson. It classified reading activities into three parts: before reading, during reading, and after reading. In the end, students write about the topic in a writing work shop. I agree with you that reading should precede writing. Your course makes students read a lot, and writing will be based on the reading. I think this is a good course design.
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