Division of City Schools City of Mandaluyong

1. Division of City SchoolsCity of Mandaluyong Concentrated Language Encounter(CLE) By Alma. D. Divina

2. OVERVIEW OF READING Involves Perceptual learning of objects, letters and shape Involves cognitive skills in analyzing comparing, evaluating and interpreting Involves associative READING Involves affective or emotional satisfiers Is analytic, interactive and strategic Is a metacignitive activity of sampling predicting, testing and confirming: taking cerrective action when failures in comprehension are found

3. READING • A language process • Continuous growth process • Multifaceted and complex skill • Long distance discussion between reader and the author • Not a reaction to a text but an interaction between the reader and the author

4. Why do children fail to learn to read? • No prior experience of written language or are unfamiliar with language code • Due to linguistic and cultural factors • Inability to meet their parent’s or teacher’s expectation in reading • Pupils characteristics • School factors

5. Concentrated Language Encounter(CLE) • Started at Traeger Park School in Australia • Introduced in Thailand in 1984 from Brisbane College of Advanced Education • Adopted in High India • Dhaka, Bangladesh also used this approach with the Bangla Language

6. C.L.E.? • Borrowed from Courtney Cozden who said that children learn language through encounters with others in which the children concentrate intensely in making themselves understood

7. As CLE was used in Traeger Park School it was noted that most successful sessions were those where: • Students are put into a situation where they are doing interesting and useful things confronted with challenging language tasks

8. Stages of CLE Primary Schooling • Stage 1 – Lower Primary school grades • Objectives: • Learners to become enthusiastic readers and writers • Read various types of simple texts • Recall and talk about what is contained in the text • Write brief texts observing the conventions of written language • Identify, write and spell hundreds of words from their reading and writing • Acquire different strategies in recognizing and writing words THE LOWER THE MIDDLE THE UPPER

9. CONCENTRATED LANGUAGE ENCOUNTER: ITS PROCESSES

10. Stage 1 • Covers two or three years • Programme units • Text-based • Activity-based

11. Stage 1: Programme Units • 1. Text-based Phase 1 Shared reading of a starter book Phase 2 Absorbing the meaning of the text Phase 3 Negotiating a group text Phase 4 Making the big book Phase 5 Language activity through games

12. Stage 1: Programme Units • 2. Activity-based Phase 1 Sharing a structured experience Phase 2 Students recount the structured experience Phase 3 Negotiating a group text Phase 4 Making the big book Phase 5 Language activity through games

13. PHASE 1 OF A TEXT BASED UNIT- SHARED READING • Objective – have the learners come to a firm understanding of the starter text Reading is an informal process that involves • Talking about what is being read • Teacher scaffolds the language using pictures from the text • Uses gestures and facial expressions • Unlock difficult words • Between reading songs and dances on the same theme can help children understand, remember and enjoy the story

14. Phase 2 – ABSORBING THE MEANING OF THE TEXT (REVIEW OF THE STORY) • Objective – recall what they heard in Phase 1and check on their understanding Processes • Ask simple questions about the story • Retell the story step by step • Pupils may be asked to read a part of the text • Role-playing of the story

15. PHASE 3 OF BOTH TEXT-BASED AND ACTIVITY BASED UNIT – NEGOTIATING A GROUP TEXT • Processes • Recounting of the story/experience • Writing a story through the guidance of the teacher • Reading and rereading their texts by group, individually

16. PHASE 4 – MAKING THE BIG BOOK • Processes • Presenting the text prepared by the class • Reading the text • Sequencing the text • Grouping pupils • Deciding on page layouts and illustration • Illustrating the book • Monitoring and supervising by the teacher • choral

17. PHASE 5 – LANGUAGE GAMES AND OTHER GROUP ACTIVITIES • Objectives – practice language skills and focus attention to language items and features Factors to consider in planning the games • Level of enjoyment • Activities must include the different skills and objectives for the unit

18. Suggested Activities for Phase 5 • Recognizing words from the group big book • Word games such as bingo, matchwords, domino, word hunts • Reading sentences • Word matching pair works, fill in the blanks • Writing the word from the big book • Hangman, dictation competition • Making up sentences • Sentence-making competition, a sentence for a picture • Reading and writing sentences from the book • Reading competition, dictation pair work in reading and writing sentences

19. Suggested Activities for Phase 5 • Spelling words from the big book and making up new words • Crossword puzzle, complete the sentence, homonyms, look alike words • Making-up sentences, orally with new words • Shopping game competition • Generating short written texts cards for occasion, finish the story, writing competition

20. In Stage 1 Programme, pupils usually write and use the following kinds of texts • Storybooks such as: • Single – episode narrative • Recounts, retelling sequence of events of a students project • Procedural texts (called “How To” books) • Expository Texts (called informative Books) • Description of a place, thing or people • Books about a class of things (e.g. Our Book of Birds) • Incidental letters, notices and messages

21. 2 Major steps in Phase 1 Shared Reading

22. Introducing the new Starter Book • Ask questions about the cover • What do you see on the cover of the book? • Tell us about this (illustration) • Discuss the title • Predict the content from the illustration • What is happening here? • What is going on in this illustration? • What do you think the story is all about

23. Reading the Starter Book • Read the story to the class relating the story to the illustrations you read • Read expressively as you can using facial expressions, tone of voice and gestures • If the language is difficult to understand you may elaborate it in the native language

35. Reflection: “Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be movers and shakers in our society for the indefinite future” - Brian Tracy

36. THANK YOU!

37. THE END