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Differentiated Instruction in English for Year 3 Using the Rotterdam Approach

This resource outlines an innovative approach to differentiated instruction for Year 3 English classes, focusing on the Rotterdam method. It includes lesson plans centered around language pronunciation, including consonants and sounds specific to English. The program incorporates activities like warming-ups, jigsaw reading tasks, and study assignments that encourage students to engage with picture books and storytelling. Various teaching methods are addressed, including individual and group work, integrating visual aids and digital resources while accommodating diverse learning styles.

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Differentiated Instruction in English for Year 3 Using the Rotterdam Approach

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  1. Differentiated Instruction English Year 3 The Rotterdam approach… Karin Winkel Ton de Kraay Rotterdam, 00 januari 2007

  2. Start • Karin Winkel • k.winkel@hro.nl • http://pabolicious.wordpress.com/

  3. English JK II • Attendance • Classroom language! • Do’s and don’ts • Programme of the lessons: • Warming up • Pronunciation of English • Jigsaw: read the stories • Studytask: what can we do with picture books? • wrap up

  4. Warming up

  5. Pronunciation Consonants: / j / as a sound can be found in: yet, stupid, news, tube, duty / w / This sound is quite different in English. A Dutch /w/ (wit) makes the w sound like an English / v /. The English version is more like a short -oe- sound like in zoet. To produce the right sound it is essential to round your lips... oe + /est/ = west oe + /it/ = wit oe + / eIt / = wait oe + /i:k/ = week In words like: twenty, quiet and swim you round your lips when you pronounce the sounds before the /w/

  6. Say out loud: WallyWinklewriggleshis white, wrinkled wig. Wayne went to Wales to watchwalruses. We willlearnwhy her lowlylone, wornyarn loom willrarelyearnimmoral money. We won, we won, we won, we won Wetterweatherneverweatheredwetterweatherbetter.

  7. / r / making an /r/ sound is usually not a problem. Leaving it out is! There's never an /r/ before a consonant or a pause; only before a vowel farm – far far away (linking /r/) argument a flaw_in the argument(intrusive /r/) Are you certain we're meeting her there? Bernard's father's an Air force officer. Surely it was rather warmer four years ago Mother and father are even more annoyed over it. More and more of us are able to share our experience That area of Asia includes Indonesia and Malaysia.

  8. Studytask • Digitaal verwerkt prentenboek/gedicht/kort verhaal/lied/kindervers • Powerpoint maken van het gekozen ‘verhaal’ • Inspreken en opnemen van het verhaal in het Engels • Illustreren • Eis 1: Everyday English, gebruik van High frequency words • Eis 2: Structures / chunks / repetition

  9. English corner: voorbeelden van zelfstandig te verwerken (computer) activiteiten om de kern van de les in te slijpen. • Het ontwerpen van een vervolg- activiteit in de kleine kring / individuele leerling waarbij wordt tegemoet gekomen aan MI • Reflectie

  10. Whatcanyou do with a (good) story?

  11. Whatcanyou do with a picture book? • Words (high frequency / low frequency) • Sentences • Sequence • General contents (understanding/extra meaning/…) • Extra activities

  12. Words

  13. Sentences

  14. Sequence • Story structure • Change / visualise / analyse / compare

  15. General contents

  16. Extra activities

  17. Workflowlesson 2-5 • Running Sequences = jigsaw deelname : geef de les/ introduceer de activiteit/lees het verhaal voor/etc.

  18. Timeplan per lesson • 15min / warm up, questions and instruction • Round 1 5 min. performance x 4 / feedback • Round 2 5 min. performance x 4 / feedback • Round 3 changegroupforsecondchances / turn • 15 minutes / questions and wrap up.

  19. GROUPS OF 4

  20. Les 2 Student 1,2,3,4Takeyour OWN story/book/poem/…

  21. Task A,B,C,D • Voorlezen van het verhaal met intonatie en gebaren • Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire • Uitbeelden (uitbeeldbare versie met HF words/TPR/drama eisen/handpoppen/ inzet medestudenten) • Digitale vervolgactiviteiten (top 3)

  22. Task A,B,C,D Les 2 • Voorlezen van het verhaal met intonatie en gebaren • Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire • Uitbeelden (uitbeeldbare versie met HF words/TPR/drama eisen/handpoppen/ inzet medestudenten) • Digitale vervolgactiviteiten (top 3)

  23. Task A,B,C,D Les 3 • Voorlezen van het verhaal met intonatie en gebaren • Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire • Uitbeelden (uitbeeldbare versie met HF words/TPR/drama eisen/handpoppen/ inzet medestudenten) • Digitale vervolgactiviteiten (top 3)

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