Physics Class for Kids: Creating Learning Environment for Young
Language Learners
(Reading & Writing )
Arranged By Group 3:
Deary Alfaanny Zendrato
Anugrah Abadi Jaya Halawa
Puspa Fati Handayani Gulo
Yuslinda Sari Zega
Yohana Tatar Siswinda Lombu
Delan Septiani Hulu
Ayu Kartika Zai
Lecturer: Ms. Yasminar A. Telaumbanua, M.Pd
Creating an environment for Young Language learners
Reutzel and Clark (2011) explain that the physical arrangement and organization of a
classroom can be powerful and supportive of effective literacy instruction. Literate
environments should motivate students and emphasize the importance of speaking,
reading, and writing (The Access Center, 2007). Creating a literate classroom
environment where students feel well, productive, energized, and safe requires design
knowledge (Roskos&Neuman, 2011). Below you will find practical, helpful
suggestions and a picture to aid you in designing a literate environment to benefit
literacy development for your students. Suggestions are based on the work of Reutzel
and Clark (2011), Roskos and Neuman (2011), and The Access Center (2007).
1. READING
The nature of Reading
A. Why we need to develop reading skills
Reading itself builds on oral language levels and key
factors that influence (L2) reading skill development
include the ability to comprehend and use both listening
and speaking skills because you need to:
Hear a word before you can say it
Say a word before you can read it
Read a word before you can write it (Linse 2005)
B. How to explore reading with young learners
Early literacy strategies
Phonemic awareness (grapho-phonics)
Young learners of English need explicit instruction on
the link between the symbols (letters) in English and the
sounds they make. They need to be taught that there is a direct
link between the phonemes (sounds) and graphemes (letters)
in order to be able to start ‗blending‘ or sounding out simple
words, e.g. vowel consonant (VC), followed by consonant
vowel consonant (VC).
C. Developing literacy
Cameron (2001) gives a very useful list of ideas for creating a literate environment in the
classroom‘ as this may be the only place young learners see print in the foreign language.
This list includes:
• Labels – labelling children‘s trays, desks, coat hooks, as well as furniture and objects
around the classroom and school.
• Posters – colourful posters are especially eye-catching which could include a rhyme that
is being learnt, advertising something, e.g. reading, cleaningteeth.
• Messages – for homework or ‗Don‘t forget to bring …‘
• Reading aloud – by teacher or older child
Some other activities that will help to make reading ‗pleasurable‘
(Arnold 2009) which is crucial for success in literacy, include:
Focusing on reading fluency may include timed repeated reading
(Nation, 2009).
Running dictation (in pairs, so all learners are involved in reading).
Learners making their own story books (or comics) to share with
each other (Wright, 1997, p.114-130).
2. WRITING
A Writing and Young Learners B The Nature Of Writing
Writing can be an engaging, interesting Writing is a complex skill to develop
and inspiring activity for young learners. and master, focusing on both the end
Children are active learners and thinkers product and the steps to arrive there.
(Piaget 1965), learn through social
interaction (Vygotsky 1978) and learn
effectively through scaffolding by more
able others (Maybin et al 1992), who can
be adults or peers.
C Why we need to develop
writing skills with young
learners
Good writing skills are based on good reading skills, you need to recognise words in order to
write and use them comprehensibly (Linse 2005).
• Many young learners will not have fully developed their own L1 writing skills, and these
strategies may not necessarily transfer to writing in English.
• Writing allows young learners to practise new vocabulary and structures.
• It allows for a high degree of personalisation and creativity.
• It provides young learners to take risks and try out new language, with more thinking time.
• Writing skills equip young learners with a solid base for future development and learning.
• A focus on writing tasks in the classroom creates variety and caters for different learning
styles.
• Teachers can diagnose learners‘ strengths and areas to develop in terms of vocabulary,
structure, spelling etc.
• Focusing on this area can instil the joy of writing from an early age.
E Writing as a product
D Theories To Consider
Writing is a complex skill to develop
Much of the theory behind L2 writing is and master, focusing on both the end
based on research into the development of product and the steps to arrive there.
L1 writing skills. Success is gauged by the accuracy of
Writing as a process involves: the content and accuracy of the text.
1. Thought-showering or Accuracy focuses on:
brainstorming‘ notes, ideas, words 1. Grammar and vocabulary
and phrases about a topic 2. Spelling and punctuation
2. Categorising and ordering the ideas 3. Legibility and appropriate genre
according to the task requirements conventions
3. Writing a first draft
4. Revising the first draft by improving Content focuses on:
content and accuracy 1. Conveying information
5. Implementing the improvements in successfully to the reader
the re-written text 2. Providing enough detailed
information
3. Logically ordering ideas
4. Using appropriate register
5. Originality of ideas
F Considerations for classroom writing
1. Encourage collaboration between young learners.
2. Provide visuals
3. Topics should be engaging for your young learners.
4. Look at writing tasks from a different perspective
5. Let young learners choose their own characters to write about
6. Set challenging but achievable tasks
7. Have extension activities available for fast finishers
8. Encourage pride in the presentation of their writing \
10. Mark positively and give feedback on areas of content as well as language. \
11.Give clear and simple criteria and encourage self/peer correction of written tasks\
12. After pair/group work, make time to share writing as a class \
13. Include presentation of learners‘ work.
