CELT-P Module 3 – Portfolio task template Module 3 – Developing reading and writing skills in the primary classroom Portfolio task – Plan, teach and evaluate a reading skills lesson. Task focus –Helping learners to develop reading skills by teaching a lesson with prereading, while-reading and post-reading activities. Date Name of teacher Name of trainer Part 1 – Before you teach the lesson Provide details of the text and your class. Give a general description of the text. A few sentences is fine. Description of the text Don’t forget you need to include the text as a scan. Say why your learners are reading this text. Connect this to what they have been learning in the course. Also think about: Reason for choosing this interests, motivation, future exams, what language it’s practicing, text etc. Write a short paragraph. Class Number of learners Level Age Learners will practise reading for gist and detail. Learners will practise speaking/writing about the topic. For the level of the learners, you should write their level according to the CEFR: A1, A2, B1, B2, etc. Note: the age of the learners must be between 6 and 12. Aim for learners Lesson Procedure–Write the procedures you will follow when you use the text and tasks in class. Aim: Why you are Procedure: What you and the learners will Stage/Task doing the task do You should have a student-centred activity here that leads into the topic of the text. This means Pre-reading To get learners you will be providing the learners with task interested in the topic instructions and then some feedback after they are done. Pre-teach vocabulary To help learners understand the text Gist reading task To help learners get a general idea of the text Detailed reading task Post-reading task To help learners to understand most of the text To get learners to speak or write about the text Refer to the Pre-teach vocab stage from Module 2 portfolio task for guidance. Follow the same guidance for the receptive skills task from Module 2 portfolio task. This requires a time limit though. Follow the same guidance for the receptive skills task from Module 2 portfolio task. This requires a time limit though. Follow the same guidance for the post-listening task from Module 2 portfolio task. Cambridge English CELT-P | Module 3 | Portfolio task | © UCLES 2016 1 Portfolio task template Interaction patterns – Tick () to show how learners will work at each stage. Stage Whole class Pairs Groups Individual Pre- reading Pre-teach vocab Gist reading Detailed reading Post-reading Part 2 – After you have taught the lesson Complete the self-evaluation and the checklist of evidence to submit. When did you teach the lesson? Write the date when you taught the lesson. It must be within the course dates. What went well? Write a paragraph. Describe what went well and say why/how it went well and suggestion why you think so. What didn’t go well? Write a paragraph. Describe what didn’t go well and say why/how it went well and suggestion why you think so How can you continue to improve on Answer all parts of this question. planning and teaching reading Write a paragraph. You also need to suggest ways lessons in the future? that you will improve on “what didn’t go well”. Evidence Completed portfolio Reading text Activities used submitted () task template Make sure you have all of your evidence submitted. Use v/x where appropriate. Part 3 – Evaluation criteria (Trainers complete this for the work submitted.) The teacher has /R/X Trainer comment selected a text relevant to their context The same for on-line and the needs of a chosen class provided a realistic reason for selecting the text for this class planned an appropriate pre-reading activity for the text and this class selected appropriate vocabulary to preteach and planned appropriate procedures to pre-teach it planned an appropriate gist reading activity for the text and the chosen class The same for on-line The same for on-line The same for on-line The same for on-line planned an appropriate detailed reading activity for the text and this class The same for on-line planned an appropriate post-reading activity for the text and this class The same for on-line (plan a speaking activity if it is difficult to organise writing on-line) planned appropriate procedures for using the text and the activities with this class The same for on-line planned appropriate interaction patterns for the different lesson stages Technical problems should be taken into consideration. Trainees have to plan at lead one pair work activity using breakout rooms. 2 Cambridge English CELT-P | Module 3 | Portfolio task | © UCLES 2016 recorded that the text and activities were used with the chosen class considered, after using them, the benefits and challenges of using this type of text and these activities with the chosen class identified action points for using this type of text and these activities in the future submitted for evaluation: the reading text, the activities used and the portfolio task template with all parts completed completed the portfolio task on first submission resubmitted the portfolio task The same for on-line The same for on-line The same for on-line The same for on-line
