1 Managing Materials

MANAGING MATERIALS
Introduction
Materials are an integral part of every lesson, and their care and
development should not be taken lightly. The choice of classroom
materials should take several factors into account: safety,
appropriateness, organization, maintenance, and sourcing. We will look
at several approaches to developing or finding classroom materials while
teaching EFL. Although many teachers have access to advanced
technology, it is also important to be prepared for situations when you
must execute a lesson that relies on the resources you have on hand, or
which you can easily create. The section within this unit on Organic
Materials details the way that lessons can be developed using minimal
outside materials. The students themselves may be a valuable resource,
perhaps the most valuable one that you have, and they should not be
overlooked. This unit will also describe Authentic Materials, also known
as realia. Although IT resources and other technologies may not be
available in every classroom, ultimately the teacher is limited only by his
or her own imagination.
Maintenance
When selecting materials for the classroom, a teacher must consider
practical matters such as lifespan and durability. What is the item made
of and how long will it last? Also, how well is it made? Even in
developed countries, educational funds are scarce, so it is important to
choose items and materials that can be reasonably expected to have long
life spans. If a classroom item cannot be used repeatedly, or is flimsy, it
may not be the best investment for the school. After all, young learners
are likely to see classroom materials as toys, or something akin to toys,
and will subject them to considerable wear and tear!
Searching for ways to extend the useful life of each item would be a
wise use of the teachers time. For example, using whiteboard cleaner
before the first use of the whiteboard will keep the ink from soaking into
an unprotected surface. Also, the way a teacher organizes classroom
2 Managing Materials
activities may also contribute to the length of time materials can be
used. With young children, the teacher may chose to introduce only one
art medium at a time: crayons and paper, or only one color of modeling
clay. This would pose less chance that children would be tempted to mix
colors of clay, or become distracted and be careless with putting caps on
markers.
One other word of wisdom comes from the financial planning
world: the cheapest item is not always the best value. Or, as the old
saying goes, You get what you pay for. Choosing the least expensive item
may save money in the short term, but if it is poorly made, it may need
to be replaced or repaired sooner than its more durable but more
expensive counterpart.
Safety
In terms of managing materials, there are two primary areas where
safety issues may arise. The first concerns cleanliness and hygiene,
which are of paramount importance in the classroom. With young
learners, cleaning materials after use will almost always be necessary.
Can they be washed by hand, or in a washing machine or dishwasher?
Can they be disinfected without using harmful chemicals? Determining
the best way to sterilize materials may take some trial and error. A tea
tree oil-based cleaner might be desirable, but it is important to make
sure it does not leave a residue. Bleach-based disinfecting wipes are
widely available, but they may degrade the color or physicial
composition of the materials. Anti-bacterial soap or detergent may be an
option. However, some thought needs to be given to the risk of repeated
or prolonged exposure to Triclosan, the most common antiseptic agent
in these products. Long-term antibiotic use is known to have a
detrimental effect on the immune system, and overuse of antiseptic
agents has also been implicated in the development of
antibiotic-resistant strains of bacteria. In addition to cleaners, many
products made of anti-microbial plastics and resins are now available.
However, many of the diseases educators, administrators, parents, and
public health officials are concerned about are caused by viruses, not
3 Managing Materials
bacteria. Viruses are not affected by antibiotic agents. The teacher must
be particularly judicious in this regard, considering immediate hygiene
needs in the classroom as well as the larger public-health picture.
Certain materials may also pose physical risks to young children.
Small parts, whether they are separate or whether they are attached but
can be broken off, must be considered a choking hazard. Electrical items
should be inspected to make sure there is no exposed or frayed wiring.
These and other obvious dangers such as blades and sharp points are
more easily dealt with, but consider several issues that are less obvious to
Western teachers working in other parts of the world. Paper cutters with
retractable razor blades are often to be found in the pencil cases of
young students in East Asia, for example. On the one hand, it is
encouraging that these societies feel that children can be trusted with
sharp implements. However, injuries do occur. Even cardboard and
heavy paper may be hazardous in tropical climates and areas where
public hygiene is an issue. Paper cuts may become infected.
With respect to safety and maintenance issues, a great deal of
information can be found online and via other sources. OSHA, the
Organizational Safety and Health Administration (an agency under the
umbrella of the United States Department of Labor), has an extensive
list of downloadable brochures with information both directly and
indirectly relevant to the classroom. The US Department of Educations
website also offers a wealth of information. Other education, health,
and safety government agencies at the national, state, or provincial level
may offer similar resources. The websites of toy manufacturers are
another often-overlooked resource worth consulting. Many offer safety
guidelines that teachers may adopt and adapt to fit their classroom
needs.
In essence, it is a worthwhile endeavor for a teacher to educate him-
or herself about general safety practices, first aid, and other related
topics. In the developed world, these are things we tend to take for
granted. However, living and working in developing countries brings us
into contact with many unexpected challenges. It is best to meet these
4 Managing Materials
challenges well-armed with facts and information.
Creating Materials
The natural use of language in its real-world context is highly
effective in engaging students. In the following paragraphs, we will
explore how language learning may be enhanced by the use of authentic
and organic materials.
Authentic Materials
Authentic materials are items from everyday life that a teacher
brings into the classroom. What distinguishes these from standard
teaching materials is the fact that these have not been developed
specifically for language learners. In other words, as the educator Jerry
Harmer put it in his 2001 definition, no concessions are made to foreign
speakers. Instead, these are real-life examples of language, such as
music, movies, newspapers, packaging, advertisements, or anything else
which contains unaltered language. Often, students learning languages
have limited exposure to natural speech in the target language. One
reason is that interlocutors tend to adjust their speech to a level which
would be easier for the learner to understand, like caregiver speech, as
was outlined in the unit on The Natural Approach. Authentic materials
work against this tendency.
There are many benefits to working with these materials, the
greatest being that they represent the sorts of challenges that students
will face when trying to operate within a target language and culture.
Also, authentic materials may improve students motivation, because the
language presented is an accurate representation of the way it is actually
written and spoken. Another benefit of authentic materials is that they
are realistic. Current materials will reflect popular sayings or slang, and
may expose students to vocabulary that is more recent, such as names
for technology. Food packaging, or the packaging of other products, will
give insight into the cultures of English-speaking countries: what their
residents eat, buy, use, and enjoy. Contemporary movies, TV programs,
radio broadcasts, podcasts, and other media sources will reflect what is
going on in the countries where English is spoken.
5 Managing Materials
In addition to these linguistic benefits, authentic materials are also
immensely practical. They can be found in or gleaned from many
places around the world very inexpensively, or sometimes free. They
may be as simple as restaurant menus, advertising brochures, tourist
maps, and free weekly newspapers. The Internet provides a wealth of
newspaper articles which can simply be copied onto a document and
printed (with appropriate copyright acknowledgement, of course). Also,
music and song lyrics may be found online.
Challenges with Authentic Materials
In the context of an EFL classroom with young learners, authentic
materials are not without drawbacks. Many authentic materials are
simply too difficult for beginning students. Since they are created by and
for native speakers, a teacher needs to be creative when introducing
them to students with limited English language skills. A great deal of
forethought and planning will be needed in order to make sure the lesson
is a success. Also, English-language printed matter may be difficult to
find in cities with a smaller international community, or with limited
Internet access. In those situations, teachers will need to rely on more
organic materials (see the Organic Materials section of the module),
which can be just as exciting and effective in the classroom. In addition
to these difficulties, authentic materials such as newspaper articles may
be inappropriate for young learners, so the teacher will need to select
articles or pictures with care.
If newspapers or other publications are not readily available,
another option to consider is music. Again, the teacher should use
discretion in selecting material appropriate for young learners: both age
and English fluency must be taken into account.
Organic Materials
Many teachers have come to depend on Internet connections,
photocopiers, interactive whiteboards, and other devices and pieces of
equipment that might not have been invented when many of us were in
school. Technology is wonderful when it works. If everything goes
according to the lesson plan (in other words, if the photocopier doesnt
6 Managing Materials
break down and the server doesnt crash), the students may enjoy a very
rich learning experience. With a few clicks of the mouse, we may
augment our lessons with sound files, video files, podcasts, web chat,
and other innovations. However, another school of thought has emerged
with a different perspective on technology in the classroom: learning has
become too material-dependent.
Organic materials are seen as the antidote to this pedagogical
addiction to technology. As the name implies, it involves the use of
natural, unaltered materials. In the case of ESL/EFL, organic materials
would be those that have been developed or derived from a natural
state: items we might already have in the classroom.
Scott Thornbury
Teaching Unplugged, as conceived by Scott Thornbury, embodies a
philosophy of teaching through the use of organic materials. The article
Using the raw materials: A dogma approach to teaching language,
by Thornbury and Luke Meddings, encourages English teachers to
return to a style of teaching and learning rooted in relevant, everyday
life. The need to create such a dogma was based on concerns that ELT
materials had become redundant. Thornburys Dogma called on
teachers to vow to use only materials readily available in the classroom,
eschewing photocopies, visual aids, transparencies, video clips, board
games, CD-ROMs, and even course books.
Regardless of where you are teaching EFL, your classroom is
already equipped with the necessary equipment to foster a
material-light but content-rich lesson. The most important resource is,
collectively, the students themselves. Every student has a story and a
need to communicate. Each young learner is in the classroom for a
reason. Anything already present in the classroom may be used as realia
or teaching resources. If the teacher chooses to facilitate the learning by
taking advantage of this natural, innate drive to communicate, the
learners language will be both the process and the product of the
instruction.
The unplugged approach is supported by research in several
7 Managing Materials
disciplines. The psychologist Lev Vygotsky, for example, believed that
most language learning (and learning in general) took place via
language-based social interaction. The artificiality of textbooks and
other contrivances would be likely to hamper students natural processes
of language acquisition, but when the teacher configures his or her
lessons to include more natural patterns of interaction, Vygotskys
theories suggest that learning will be enhanced. The work of other
psychologists and educators such as Jean Piaget, John Dewey, and
Jerome Bruner further bear this out.
Applications: Making Games
Making a Game Spinner
The teacher gives each student a circular piece of thick paper, about
10cm in diameter. The teacher can model drawing any of the target
vocabulary in different places around the circle. Students can all draw
pictures of their own vocabulary items. To make the spinning dial, make
an arrow out of either paper, a tongue depressor, or even a safety pin can
be used, then secured to the center of the circle with a pushpin. In small
groups, students can take turns spinning the dial and naming different
vocabulary that the dial indicates.
Colors board game
This can be done with very young, preliterate learners. Each
student gets a piece of paper. The teacher models folding the paper in
half, then half again so that the paper has four squares. Students can
color or draw pictures using a different color in each quadrant. To play
the game, students roll a die and name the color item from that box.
Alternatively, more advanced students can play as a group: after each
student rolls, he or she must come up with a new and different word for
an object the same color.
Applications: Classroom Props
Reporters Microphone
This teaching prop can be used for students to pretend that they are
being interviewed. It can also be used when students are putting on class
8 Managing Materials
performances. Simply find a ball about the size of a tennis ball. Roll a
piece of sturdy paper into the shape of a tube or cone, and attach the ball
to the end, either with tape or glue.
Reusable Interview Cards
Write 20 or more questions on strips of paper. Each question should
be different. Ask a question about the student's life. For example, "When
is your birthday?" or "What is your mom's name?" Laminate the
questions and keep them for various activities. The interview cards can
also be used with the reporters microphone to give student interviews.
Applications: Book Making
Accordion Books
Each student will need a long strip of paper, which will be folded
accordion-style. For each end cover, a sturdier material can be used, like
cardboard covered with fancy paper. The covers can then be glued onto
the paper at either end. Students can write inside their books, and fasten
them with a piece of string.
Ribbon Book
This is another book that can vary in size. Paper with print or
writing on one side is usable, as you will only see one side of the paper.
Each student will need two pieces of paper. Fold them into quarters.
One of the folded pieces can then be put inside the other. Next, the
teacher should punch two holes on the spine side. Ribbons or string can
be used to attach the pages. Students may need help fastening the
string.
Applications: Materials for Emerging Literacy
Feel the Letter
Using different materials, cut out the letters that are studied in each
unit. Trace the a and A onto two pieces of paper; trace the b and B onto
two pieces of cloth. Cut out the letters. Place one of the as and bs in a
paper bag. Place the additional a and b on a table. Blindfold a student.
Have him/her feel one of the letters that is on the table, e.g., the a.
9 Managing Materials
He/She opens the bag; feels the letters; and tries to choose the correct
one, i.e., the a.
Monster Letters
Give the students a large piece of paper. Have them write large
letters, a and A, or b and B, at the top of the paper. As the class works
through books, have them find pictures of words that start with a and b:
cut them out and glue them onto the paper.
Varoooom!
Cut out large letters from black construction paper. Glue the
letters onto thick tagboard. Divide the class into groups of four. Give the
students small toy vehicles: cars, trucks, tractors. Give each group two
letters. Place the large letters on the floor. As the students follow the
shape of each letter, they are to say, Its a B./Its an A./Its a C. After a
few minutes, have the groups trade letters.
Letter Scavenger Hunt
Cut out letters that are being learned. Hide them around the
classroom. Have the class search for the letters. As the students find a
letter, they are to say, Its a B./Its a C. The students may also decorate
their letters.
Lines of Letters
Hang up a long piece of string in the classroom. Clip clothespins
onto the string. Place pictures of various kinds of items in a basket. Make
sure that many of the pictures start with the letters that are being
learned. Have two students find a picture that begins with a letter they
are learning. They clip the pictures onto the line. They must say the
name of the object, e.g., Its a ball./Its a cat.
Hopping Letters!
Form a big letter with masking tape. Tape it to the floor. Have the
students hop along the lines of the letter. As they hop, they chant, Its an
S./Its a C.
10 Managing Materials
Digging for Letters
Prepare a large tray with sand, and a gameboard with all the letters
of the alphabet. In the sand, hide the letters that are being learned.
Divide the class into small groups. The students find the buried letters,
name them, and place them onto the corresponding letter on the
gameboard. The students bury the letters for the next group.
Applications: Numbers and Counting
Hot Numbers!
Make identical number necklaces for each pair of students. For
example, for one pair of students, make two necklaces with the number
3. To make each necklace, draw the same number on two separate
cards, punch a hole in the top of each cards, and thread a piece of yarn
into the holes. Tie the ends of the yarn on each necklace. Give a necklace
to each student. Have them sit in a circle. While you play music, the
students pass a ball around the circle. At some point, stop the music.
Instruct the student holding the ball to jump up and say his/her number,
e.g., Three! Have the student wearing the other 3 jump up and meet
his/her partner inside the circle. The two shake hands and say, Three!
They return to their places. Continue to play until all the pairs have
participated.
Newsy Numbers
Bring newspapers to class. Divide the class into groups of 3. Give
each group a page from the newspaper. Call out a number, for example,
Five! The students look for the number 5 and circle it. Continue to do
this with other numbers that the class is learning.
Thats Dicey!
Make a large die or two or more dice. Have the class stand in a
circle. Give the large die/dice to one student, It, who stands in the center
of the circle. It throws the die/dice and reads the number that shows,
e.g., Four. Then, It mimes an exercise that the rest of the class has to
perform. For example, It would mime jumping jacks. The class would
have to do four jumping jacks.
11 Managing Materials
Lets Count!
Make several sets of number cards. For example, make 5 sets of
numbers, from 1 to 10. Divide the class into five groups. Give each
group a set of the number cards.
Have the groups spread their set of numbers on the floor. Have the
groups collect different objects and place the correct number them on
each card. For example, on the 1 card, the students place one pencil; on
the 2 card, they place two crayons, etc.
Digging for Numbers
Provide a small bucket and shovel for the students. Fill a large tray
with sand.
Bury several sets of wooden or plastic numbers in the sand. Divide
the students into pairs, Student A and B. Have Student A say, Two.
Student B looks for the number 2. If Student B finds the 2, he/she keeps
it. Continue until all the numbers have been found. They hide the
numbers again. Then, Student B gives Student A directions on which
numbers to find.
Macaroni Numbers
Bring different shaped pasta to class. Give each student a handful of
the pasta. Tell the class that you will call out a number, for example,
Ten. They are to count 10 pieces of the pasta. Continue to do this with
other numbers the class is learning. Give each student a piece of
tagboard, some pasta, and glue. Have the students glue, in order, the
numbers 1 through 10 onto the tagboard.
Hand Me That Number!
Draw the outline of a different number on a large sheet of white
paper, e.g., an 8. Place the paper and washable paint on a table. Have
the students get in a straight line. One by one, have the students place
one hand in the paint. Then, have each one put his/her handprint in the
number that is on the large paper. Hang the numbers up on the wall so
12 Managing Materials
that the class can refer to them.
Applications: Manipulates for Counting
We suggest you supply your classroom with manipulatives for
counting. The following are suggestions for such manipulatives.
beanbags
coins
dominoes
erasers
candy
seashells
hats
shoes
marbles
balls
rocks
different lengths of yarn
paper bags
paper plates
plastic eggs
paper clips
magnets
paper cups
different sizes of boxes
clothespins
carpet pieces
leaves
twigs
stones
old jewelry
different fruits/vegetables
pasta
13 Managing Materials
Applications: Dramatic Props
Trick Envelope
Take two large manila envelopes and glue them together, so that the
opening flaps are on the outside on opposite sides. Make sure not to let
students see the trick right away. Put a flashcard into one of the
envelopes without students seeing. The show the class as you place a
card into a pocket. Students are led to think that it is a standard
envelope because they cant see the back. Then turn in a circle and pull
out the flashcard. To the students dismay, it is a different card!
Masking!
Bring large paper sacks, or paper plates, to class. To make the paper
sack masks, have the class cut the top half off of the sack. They turn the
sack upside down and cut an eight-inch circle from the front. This circle
will be the face. Then, have the students decorate their masks with yarn,
construction paper, different types of pasta, crayons, and markers. To
make the paper plate masks, have the class draw a face on the paper
plate. For hair, they can tape or glue yarn to the edge of the plate. Cut
out holes for the eyes. Punch a hole on each side of the plate; tie a piece
of yarn in each hole. Once the students are ready to wear their masks, tie
together the ends of the two pieces of yarn. This will hold the mask onto
the students heads.
Act Out the Photos
Have the class cut out pictures from magazines. Put the photos on
the wall. Students choose the characters they want to pretend to be.
Have students perform dialogues from the units, in the character of the
people in the pictures they chose. For example, if the class is working in
Unit 4, one student would point to a person in his/her picture and say,
This is my nose./These are my eyes. with the inflection and
personality s/he imagines the character in the picture would have.
Act Like a Toy
Place many small toys in a large box. Have the class sit in a circle.
Pass the box around the circle. Each student takes one toy from it. They
14 Managing Materials
pretend to be the toy as they perform a dialogue or say some expressions
from the units.
In Someone Elses Shoes
Invite your youngsters to step into someone elses shoes. In advance,
collect a variety of different kinds of shoes, such as work boots, high
heels, and swim fins. (Or find pictures of different kinds of shoes.)
Display the shoes one pair at a time. Ask a child to pretend to put on the
shoes. Then ask him questions to get himthinking about the person who
would wear the shoes. How would someone wearing the shoes walk?
What would the person do? What would the person say? Next, ask the
child to get up and walk around, pretending to be the person who would
wear those shoes. Continue choosing different shoes for the children to
dramatize. After the students have had a chance to be dramatic in
these shoes, have them perform dialogues and expressions from the
units, while remaining in character of the person who would wear the
shoes.
Magic Wand
Find a dowel or a stick that is about a foot long. Attach long ribbons
to the end of various colors and lengths. The wand can be decorated in
any way that the teacher would like. It can then be used for
make-believe time. A selected student can be in charge of waving the
wand and deciding where the class will go. The wand can also be used to
teach students to take turns talking. For example, only the student
holding the wand can speak. Then the one with the wand can pass it to
the next student.
Super Capes
Turn your students into super actors by providing them with actor
capes, which can be made out of pieces of any kind of fabric. Capes can
easily be made by sewing a piece of ribbon into a folded end of a piece of
cloth. Students can wear the capes as they act out dialogues and
expressions from the units.
15 Managing Materials
Applications: Making Musical Instruments
Plastic Bottle Shakers
Request that each student bring two 12 or 16-ounce bottles, with
caps, to class. If a student does not have two bottles, you may provide
them. Have the class decorate their bottles by painting them or using
construction paper. Then have the students remove the caps and fill the
bottles with rice or dried beans. Afterward, they put the cap on the
bottle. Demonstrate how to make rhythmic sounds by shaking the
bottles.
Variation: Instead of bottles, children can use empty film canisters.
Kazoos
Collect a supply of cardboard tubes (one for each student),
wrapping paper, rubber bands, and waxed paper cut into 15
centimeters. The tubes can be paper towel or toilet tissue tubes. Give the
students the cardboard tubes. Have them tape the wrapping paper to
the tube. Show them how to place a piece of the waxed paper over one
end of the tube. Then, put a rubber band over the waxed paper to hold
it down. Demonstrate playing the kazoo by humming through the open
end of the tube.
Simple Maracas
Give each student two large buttons. Give them two small blobs of
Sticky-Tac. Have them use the Sticky-Tac to fasten one button to the tip
of their thumbs and the other button to the tip of their index fingers.
Tambourine
Staple or glue two paper plates together. Make sure that the paper
plates are facing each other. Punch holes around the plates. Tie small
bells into the holes. Have the students color their tambourines.
Variation 1: You can put beans, rice, or stones into your tambourine
for extra sound.
Variation 2: Ribbon or crepe paper streamers can be stapled onto
the instruments.
16 Managing Materials
Cymbals
Bring two metal pot lids to class. To play the cymbals, a student
simply strikes the lids together.
Comb Buzzer
For this instrument, have a student fold a piece of tissue paper over
the tooth edge of a comb. To play it, the student hums through the tissue
paper.
Guitar
Have students bring shoe boxes to class. Have them remove the
cover of the box. Stretch rubber bands around the box. Attach a ruler or
stick to the back of the box on one end to act as the arm of the guitar.
The student plucks the rubber bands to play it.
Variation: These can also be made from empty tissue boxes.
Hand Bells
Have paper tower tubes available. Punch a hole in each end of the
paper towel tubes. Tie two small bells to each side the tube by running a
piece of yarn through the holes and tying them. The students shake
them to play.
Applications: Making Puppets in Class
Puppet Play
Using language from the units, you can create mini-dialogues.
Students can perform the dialogues using puppets. The following are
some puppetry suggestions and puppet reproducibles.
To prepare the class for making all types of puppets, bring a large
box to class and decorate it. Fill the box with all sorts of supplies, such
as: construction paper, magazines, buttons, fabric, glitter, yarn, tongue
depressors, crayons, markers, paint, paintbrushes, straws, paper bags,
plastic bags, old jewelry, old socks, different kinds of hats, pasta,
stickers, doll clothes.
If you want to have puppet theaters for the class, two simple
17 Managing Materials
theaters to construct are: 1) a large box with a hole in one side; and 2) a
large piece of colored cloth draped over a table.
Straw Puppets
Bring old magazines to class. Give each student a drinking straw
and a magazine. Instruct them to cut out one picture of a person. Tape
their pictures to one end of the straw.
Sock Puppets
Have the students bring one or two old socks to class. They can
decorate the toe-end of the sock with eyes, a nose, and mouth. The class
can use the sock puppets to practice the language of the units, do
role-playing, and putting on plays.
Sticker Puppets
Have the students tape stickers to their fingers. Then they can
practice the language from any of the units, do role-playing, or tell
simple stories.
Applications: Interactive Pocket Charts
Interactive pocket charts contribute to an environment that
effectively guides and promotes successful reading strategies for
children. Interactive charts give children the opportunity to manipulate
print and pictures. They make choices and assume ownership and
responsibility for the reading process. Variables such as motivation,
improved self-confidence, and autonomy develop as children experience
success with print. Below, we have included instructions on howto make
a pocket chart. At the end of each unit, under the optional activities
section, you will find pocket chart activities and corresponding
reproducibles. Also, we have provided instructions below for making a
pocket chart.
How to Make a Pocket Chart
1. Start with a heavy piece of poster paper that is about 60 cm x 75
cm.
2. Then, cut a piece of colored construction paper into 6 strips,
18 Managing Materials
each strip about 60 cm x 2 cm.
3. Glue the 6 strips onto the large piece of poster paper, leaving
space between each strip. GLUE ONLY THREE SIDES OF THE
STRIPS, LEAVING THE TOP SIDE OPEN, SO THAT YOU AND
STUDENTS CAN PLACE WORDS, LETTERS, OR SENTENCES
INSIDE THE POCKETS.
4. If poster paper and construction paper are not readily available,
be creative and use any material easily found or on hand.
Using Interactive Charts
Reading is taught most effectively within the context of a
meaningful whole, allowing children to employ a variety of reading
strategies and to construct concepts about the conventions of print.
Charts provide and excellent means for children to construct
relationships between oral and written language and develop important
reading concepts. By effectively guiding children toward focusing on the
print, teachers can assist children in integrating semantic, syntactic, and
grapho-phonic cuing systems.
Suggestions for strategies to focus on include the following:
Directionality: left to right, top to bottom
Differences between a letter, word, and sentence
Spacing
Punctuation
Letter recognition
Consonants and/or vowels
Sound-symbol relationships: beginning sounds, ending sounds,
blends etc.
Vocabulary and word recognition
Rhyming words
You will find the pocket chart is a great way to have children up and
moving as active learners. They can build and rebuild familiar text,
19 Managing Materials
sequence known text, remove words, cover and uncover words, and
replace words with new or different ones.
Steps for using a pocket chart:
1. Read the sentences/phrases/words with the students,
pointing at the words as you read to demonstrate the concept of
directionality.
2. Have them pretend to read along with you, using picture
clues as an aid. Remember, at the pre-reading stage, students are
not actually reading the words, they are pretending to read, using
picture clues and memorization of repetitive structures as support.
3. Have the students fill in blanks with pictures (rebus style).
4. Have students match letters to letters in the chart.
5. Remove the target letters you are focusing on in your lesson,
and have the students replace them in the chart.
For this level, the method for using the pocket chart is applied to
very simple concept materials. To strengthen left-to-right eye
movement, have children match familiar objects, pictures, colors,
numbers, letters, and shapes. The early reading development
connection is to have the students follow the teacher's hand as she
models reading a phrase, for example, Snowball is a rabbit. The chart
would have a picture of Snowball and a rabbit illustration. The students
"read along with the teacher" and then try it independently. Although it
appears to be playing at reading, this activity assists students in
developing many important pre-reading skills. For example, the student
follows the line of text, sees how print works, is successful at an early
reading task, and begins to see how letters and spaces come together to
make words.
Even if children cannot read English, they do read when they
follow the teacher as she/he reads from the Pocket Chart. Reading
pictures is an early literacy skill. These are universal skills that support
the literacy development of all children, no matter what their first or
second languages might be.
20 Managing Materials