microteaching chinese literacy skills: tuning up teachers ...€¦ · microteaching for teacher...

Microteaching Chinese Literacy Skills: Tuning Up

Teachers and Lessons“Read-On” Startalk 2016

Presenters: Claudia Ross, Baozhang He, Sara Chao, Brooke Cheng

Our Startalk Program - Overview

Early-career teachers of Chinese (1-3 yrs experience)

K-16 collaboration in 4 teams: Immersion 5-8, 6-8,

9-12, 13+

10-day residential program, College of the Holy Cross,

Worcester, MA, July 22-July 31, 2016

Participants and Leadership Team

Organizing Team and Team Leaders

Organizing Team

Claudia Ross, College of the Holy Cross

Baozhang He, College of the Holy Cross

Meng Yeh, Rice University

Team Leaders

Ya-Ching Hsu Kelkis

(Grades 5-8 Immersion)

Brooke Cheng (6-8)

Sara Chao (9-12)

Peng Ke (13+)

Participant Representation 2012-2016

Goals – 2012-2016

2012, 2016 –Character literacy

2013-15 Text literacy

� Identify best practices in Chinese literacy instruction

based on L1 and CFL research

� Develop material for literacy instruction incorporated within Standards-based thematic units

� Design model units for 4 grade levels for classroom

teachers and teacher-trainers in CFL

Enduring Understanding

Read-On 2016 (Character Literacy)

Character acquisition is the

foundation for Chinese literacy

development and should be an

integral part of a Standards-based

curriculum for K-16.

Research Foundation - 1

Research on native speakers and CFL learners has shown � Successful emerging readers notice and use the internal structure of characters including

Character shapes, e.g. 星星星星 , 期期期期 , 这这这这 , etc.Component parts(部件部件部件部件), e.g. 哪哪哪哪====口口口口++++月月月月++++阝阝阝阝Including Radicals (部首部首部首部首): 忄：快，慢，情Phonetics (声旁): 青青青青：：：：情情情情，，，，晴晴晴晴，，，，请请请请And other component parts that are neither the radical or

the phonetic in a specific character: 做= 亻+ 古(gǔ) + 攵(pū)


Research on CFL learners has shown:

� Successful emerging readers develop automaticity in character and

word recognitionShen, Helen, and Xin Jiang, 2013. Character Reading Fluency, Word Segmentation

Accuracy, and Reading Comprehension in L2 Chinese. Readings in a Foreign Language

25.1.1-25.

� Character recognition is basic to reading comprehensionShen, Helen 2005, Linguistic complexity and beginning level L2 Chinese reading. JCLTA

40.1.1-27.


Research on elementary school-aged and college-aged CFL learners

has shown:

� The hand-writing of characters significantly contributes to long-term

character retention.

Ellen Knell & Haii West 2015, “Writing Practice and Chinese Character Recognition in Early Chinese Immersion Students, Journal of the Chinese Language Teachers Association (now CSL), 50 No: 3 Pages: 45-61.

Guan C. Q., Liu Y., Chan D. H. L, Ye F., and Perfetti C. A., 2011, “Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese,” Journal of Educational Psychology, 103, 509-522.)

Microteaching for teacher development and module field-testing

�Introduce material developed in teams with a focus on character acquisition within a thematic context that also incorporates speaking and listening and 3 modes of communication

�Use authentic classroom presentation (90% + target language appropriate for target audience

�Use authentic classroom management techniques

Assessment of Microteaching – page 1 of 3

Facilitating a learner-centered classroom

Practice Evidence

Planning

The teacher has clearly established what

learners should know and be able to do as a result of the lesson.

Learning experiences are age-appropriate.

Learning experiences are appropriate for

the proficiency level of the learner.

Instructional materials are well-prepared

and organized and include a strong focus on character learning, character and word

recognition, and lower-level literacy skills.Lesson design is research-based and

learning experiences are sequenced in ways that allow for maximum student learning.

Assessment of Microteaching – page 2 of 3Learning Experiences

Learners clearly understand the learning

targets for the lesson.

The teacher actively models language

production prior to having learners work collaboratively or individually. Learners

clearly understand how to engage in

language tasks.

Learners work individually, in pairs, and in

small groups. The learner, not the teacher, is the more active participant.

All students learners are engaged and

learners work collaboratively to complete meaningful tasks in the target language.

Learners use the target language for real-

life purposes.

Assessment of Microteaching – page 3 of 3

Assessment

The teacher offers support and

encouragement while providing descriptive feedback.

The teacher allows for ongoing

feedback from a variety of sources to improve learners’

performance.

Group discussion as formative assessment

(Watch a segment of ES immersion video)

Using the Assessment checklist:

� Was the goal of the lesson clear? Was it achieved?

� How could the lesson be improved?

� How could the presentation be improved?

Curriculum Modules

Complete units, including daily lesson plans,

goals, objects, learning and assessment

activities for 2012-2015* are posted at:

http://college.holycross.edu/projects/startalk-

chinese-literacy/

*2016 units will be available by March 2017

http://college.holycross.edu/projects/startalk-chinese-literacy/

2016

MS

group李书芬老师Shufen Li (WA) 陈诗嫚老师

Brooke Cheng (IL)

邓丽冰老师Alice Flores (WA)

朱盈斌老师Cecil Chee(CA)

洪玉琴老师Jessica Hung（CA）

Our Students

� 8th grade students who have learned 100

characters so far .

� Speaking Proficiency level at Intermediate-Low

level.

� Reading proficiency at Novice High level.

You are an exchange student in Beijing. It’s going to

be your first time spending Chinese New Year there.

Your host family will take you shopping for Chinese

New Year. You will need to learn how to dress for the

special occasion and shop within your tight budget.

Shopping for Clothes: What should I wear?

Our culture and the conditions in which we live

determines the way we dress.


1. What factors influence the way we dress?

2. What factors influence the way we shop for

clothing?

1. Students will be able to shop for clothing for special

occasions using proper vocabulary and sentence

structures;

2. Students will be able to read clothing

advertisements to obtain information about prices and

sales; students will be able to use the target vocabulary

in characters to write an advertising flyer.

Interpretive Communication: I can read information about

prices, clothing items on signs and sales ads.

Presentational Communication: I can describe my clothing,

including colors, sizes and styles in reading and writing in

learned structures.

Interpersonal Communication:

I can negotiate prices and make purchase.

Communication:

Culture: I undetstand the traditions and dress for

specific occasions such as Chinese New Year.

Connections: I can negotiate prices and make

purchases within my budget. I can calculate sales

discounts.

Time suggested

9 45-minute lessons

Character Teaching汉字教学部首：衣，扌，部件：巾，彡，斤汉字构造: 左右，上下位置笔顺/笔画：汉字太极，stroke animation认得的字：服饰的字，价钱的字，服饰量词组词：•大衣，上衣，雨衣，雪衣，睡衣•打折，买一送一，大特价，讨价还价

Sentence Structure语法有的...有的；在 +动作太...了

Text 文本�Sales ads

�Authentic writing piece http://www.govyi.com/zuowen/xiaoxue/x1/si/20110904223931_1020677.shtml

Authentic Text 文本寒假的前一天，妈妈带我出去买过年穿的新衣服。大街上可热闹了，到处人来人往、车来车往，大家都准备年货了，我感觉到了节日的气息。我和妈妈走进了一家名叫“阳光宝贝”的服装店，哇！里面怎么这么多人啊？有大人、有小孩，有的在试穿衣服、有的在付钱……里面的衣服可多了，有男装、有女装、有大童的、有小童的各式各样、五颜六色，真是应有尽有啊！经过精心挑选，我终于选中了一套蓝色的衣服，价格是275元，经过妈妈的一番讨价还价，最终以248元的价格买来了这套衣服，衣服买来了我很高兴，但是这讨价还价虽然让价格便宜了一些，但也浪费了我们宝贵的时间。

Modified Text寒假的前一天，妈妈和我去买过年穿的新衣服。大街上人来人往、车来车往, 很热闹。我和妈妈走进了一家服装店，一哇！里面好多人啊! 有的在试穿衣服、有的在付钱……里面的衣服好多, 有男装、有女装、五颜六色，好漂亮! 我左看右看, 东看西看,不知道哪一件好。最后, 买了一条粉色的裙子和一件天蓝色的毛衣，一共是四百七十五元。但是太贵了, 所以妈妈讨价还价，最后只花了两百元, 真便宜! 我很开心，妈妈也很高兴。我真希望明天就是春节, 可以穿上我的新衣服!

Micro Teaching: Chinese Characters

Jessica Hung 洪玉琴老师：衣部Shufen Li 李书芬老师：打折

Cecil Chee朱盈斌老师：量词的语法Alice Flores 邓丽冰老师：部件的识别1

1 Brooke Cheng, 7/28/2016

2016 Holy Cross Read-On

Group: Middle School

Jessica Hung

Students’ Previous Knowledge

• Students have a prior knowledge of:

– The sound & meaning of major clothing items, such as 衣服，衬衫，裤子，裙子，袜子。– The concept of character components and 独体字– The concept of stroke order

Objectives

1. Identify and differentiate two forms of the same

radical “衣”2. Expand their vocabulary with the character “衣”（雨衣、雪衣、泳衣、睡衣、风衣）

衣 yī

zěnme xiě 衣

Animation of衣看笔顺, 写写看 ✏

你学了什么衣服？chèn shān

衬衫qún zi裙子

wà zi

袜子kù zi裤子

衣和衤人亻

2

衣和衤1 3

4

5 6 7 8

collar beddingclothing

sleeve roberobe of a monk

dress

robe of a monk

请你找一找衤杉衫视祝礼神祖衬裙袜村裤

这个字对不对？衤彡

有没有这个字？衤寸

有没有这个字？衤宀

有没有这个字？衤辶

部件”斤、巾、彡” 的教与学Alice FloresMiddle School Team2016 StarTalk Read-on

Objectives:

1. Student can Identify the components “斤、巾、彡”

2. Student can Write the components “斤、巾、彡”

Can-do Statement

I can

1. recognize the components “斤、巾、彡”2. write the components “斤、巾、彡”3. look up new words on an online dictionary

部件 “斤”的教与学

活动 1. -两人一组，圈出部件 “斤 ”

活动2-“斤” 在哪儿?1.斧 2.所 3.断 4.新 5.折 6.哲 7.欣 8.匠 9.芹

fǔ suǒ duàn xīn zhé zhé xīn jiàng qín右边左边下方斤斤斤斤斤斤斤斤斤 2，3，4，5, 71，9，右上 --- 6左包围 --- 8

Bring/belt Dài

帅帛帖带

活动 7-分一分 1.帜，2.拆，3.欣， 4.衫，5.须， 6.带，7.猫，8.师，9.新、 10.布 11.彬、12.淋巾斤彡1, 6, 8 2, 3，9, 4， 5, 11

1

1 亲爱的，你这个部分，好像没有worksheet？I think we need to have a worksheet in Doogle Doc. because there's nothing students can work with.brooke cheng,

寒假的前一天，妈妈带我去买过年穿的新衣服。大街上人来人往、车来车往, 很热闹。我和妈妈走进了一家服装店，哇！里面好多人啊! 有的在试穿衣服、有的在付钱……里面的衣服好多, 有男装、有女装、有帽子、有裤子、五颜六色，好漂亮! 我左看右看, 东看西看,不知道哪一件好。活动活动活动活动8-圈出含有部件圈出含有部件圈出含有部件圈出含有部件“斤、巾、彡” 的字

寒假的前一天，妈妈带我去买过年穿的新衣服。大街上人来人往、车来车往, 很热闹。我和妈妈走进了一家服装店，一哇！里面好多人啊! 有的在试穿衣服、有的在付钱……里面的衣服好多, 有男装、有女装、有帽子，有裤子，五颜六色，好漂亮! 我左看右看, 东看西看,不知道哪一件好。

How Healthy Are You?STARTALK Read-On V College of the

Holy CrossHigh School Group July 21 – August 1,

2016

Sara Chao 趙喆玄 ChenhsuCheng 鄭承㫬Fumei Chiu邱馥媺 Nai-I Finney胡乃懿 Ting Mi 米婷 Baozhang He 何宝璋

2016 Learning Goals


Healthy lifestyle holds the key to one’s happiness.健康的生活方式为快乐之本Essential Questions

1.What does a healthy lifestyle entail?2.How does one benefit from having a healthy lifestyle?

Target Vocabulary學過的 • Radical：足、手• Words: 吃飯、睡覺、起床新的 • Radical: 扌、口、氵、鳥、隹• Words: 健康、笑、早、睡、運動、喝開水、吃零食、應該、正在• Recognize: 鶴、鴨、孔雀、麻雀、建议

Target Sentence Structures學過的 • Pattern: 越來越……新的 • 正在verb• Subj. 應該多 verb, 少 verb

Carver’s 5 Gears of Reading

5 Scanning掃讀 4 Skimming略讀 3 Rauding閱讀 2 Learning理解課文 1 Memorizing熟記課文Pre-Reading During Reading Post Reading

Combination of

Reading(looking at printed words for

meaning) and

Auding (listening to spoken words

for meaning.

Normal reading of information

Learning information from

academic text

Integrate information into

organizational

frameworks

Requires rehearsing of

actual form in

addition to the

other processes

Reading for word

recognition and

some prediction

of meaning, some

inferences,

general gist of

the text

Fastest rate, visual

recognition of

random words

Day 1a: 《健康歌》Day 1b: 網路載圖Day 2: 《健康歌》Day 3-5: 《小白鶴笑了》

Nai-I Finney

Delay the time to learn

characters…I waited for four weeks before I introduced

characters. I can see [students] understanding

characters better than last year’s [group].

Demonstration:

-Activating background

knowledge

Fumei Chiu

I can put myself in students’

shoes to see the difficulties and struggles in learning to

read Chinese characters.

Demonstration:

-Introduction of new

characters

-Radicals, stroke

orders, numbers

-Word segmentations

健 http://www.ArchChinese.com/chinese_english_dictionary.html?code=5065英文意思：strong, robust, healthy, strength

康 http://www.ArchChinese.com/chinese_english_dictionary.html?code=5eb7英文意思：healthy, quiet, happy, peaceful,Post program extension:

“I spend more time on

introducing new characters… I

still use my character map with addition of structure. I ask

students to draw the structure out. I also give students

characters and ask them to categorize them.” – Fumei Chiu

图文配对1.她常常晚睡.2. 她常常早睡.3. 她常常晚起.

Exit ticket –put / between words to make each segment meaningful.例子：爸爸/喜欢/做/运动。1. 妈妈常常早起。2. 弟弟喜欢吃零食。3. 多喝开水。 Post-program extension:- the key to reading fluency is automaticity- timed read aloud (1-1.5 min daily)- Both teacher and students have noticed improvement in reading

Chensu Cheng

Adding the space between

words actually help my [students] comprehend better.

�Purpose:� -Use of graphic organizers

� -Focus on components’ patterns�Meaning components�Sound components

� -Tie into reading

隹隹雉雉雞雞雀雀隻隻誰誰雖雖

máquè麻雀sparrow

kǒngquè孔雀peacock

zhì = small chicken

suī = although

zhuī = short tailed bird

jī = chicken

jǐ = m.w. 只

Ting Mi

Purpose:-Using radicals to scan passage

-Reading comprehension

-Assessments

Reading

Reading

VIDEOMicro-teach

摇头摆手摆手Activity 1: 找一找

Please scan through the Reading and circle all

the characters relate to “扌” radical.

扌扌扭扭抖抖拍拍打打复习

扌扌摇yáo摇摆bǎi摆摇头摆手摆手

HW: (Vocab & Grammar)

• 1. Tinytap

• http://goo.gl/wE1wzQ

• http://tinyurl.com/jiankang2016

• 2. Worksheet

Assessment

microteaching chinese literacy skills: tuning up teachers ...€¦ · microteaching for teacher...

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