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DOCUMENT RESUME CS 011 614 ED 366 935 Goldman, Milton E. AUTHOR FASTBACK Using Captioned TV for Teaching Reading. TITLE 359. Bloominton, Phi Delta Kappa Educational Foundation, INSTITUTION Ind. ISBN-0-87367-359-X REPORT NO 93 PUB DATE NOTE 36p. IN Phi Delta Kappa, P.O. Box 789, Bloomington, AVAILABLE FROM 47402-0789 ($1 each for members, $1.25 nonmembers). etc.) Viewpoints (Opinion/Position Papers, Essays, PUB TYPE Teaching Guides Classroom Use Guides (120) (For Teacher) (052) MF01/PCO2 Plus Postage. EDRS PRICE English Copyrights; Elementary Secondary Education; DESCRIPTORS Use; (Second Language); Lesson Plans; Mass Media Remedial Reading Improvement; *Reading Instruction; Programs; *Television Teaching; *Closed Captioned Television; Content Area IDENTIFIERS Reading Motivation ABSTRACT powerful Suggesting that captioned television is a this fastback offers a motivator for teaching reading comprehension, television, including taping procedure for teaching with captioned notes that captioned captioned programs off the air. The fastback advanced television is useful in intermediate and in grades 5 to English-as-a-Second-Language (ESL) programs, students levels are significantly 12 and adults whose reading comprehension and remedial programs, below expectations for their grade or age, for students whose special education, reading, or English programs and eighth-grade reading tested comprehension is between fourth- for choosing appropriate levels. The fastback provides suggestions of copyright and off-air recording programs and explanations sample lesson plans for regulations. The fastback also provides two captioned television in the content ESL students and advice for using (RS) television study guide is attached. areas. A sample captioned *********************************************************************** best that can be made Reproductions supplied by EDRS are the * from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION II Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lkfThts document has been reproduced as *coved from the person or organization ongmating it. 0 Minor zhanges hay* been made to improve reProduchon quality Po4nts of view or opmions stated in this docu- otlictal ment do not rtacessanly represent OERI posibon or OokcY 1 . 8 - 0 , e - I 4) a I I kl II "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY \-\ A>-C\1.- TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." MILTON E. GOLDMAN ESL teacher at Hamilton High Milton E. Goldman is a reading and He is an innovator in teaching School in Los Angeles, California. television. In 1987 he won the reading skills with closed-captioned "Television Worth Teaching" award. CBS Broadcast Group's national International Reading Association-Family He also won the California in 1989 and the Classroom In- Circle "Leaders of Readers" award from Los Angeles TV Sta- structional Television Award (CITVA) chosen Los Angeles City Schools tion KLCS-TV in 1991. He was the He has published articles in Teacher of the Year for 1988-89. the Journal of Reading, and California Teachers of English Journal, the English Journal. reading, and ESL for al- Goldman has taught English, remedial also the lec- and senior high schoois. He vvas most 30 years in junior in the UCLA the Content Areas course turer for the Reading in 1977 to 1988. Graduate School of Education from and Donovan R. Walling Series Editors, Derek L. Burleson C 5 TV Using Captioned Reading for Teaching by Milton E. Goldman Card Number 93-84644 Library of Congress Catalog ISBN 0-87367-359-X Foundation Phi Delta Kappa Educational Copyright © 1993 by the Bloomington, Indiana 4 Chicago This fastback is sponsored by the of 10 Chicago Metro Council, a consortium which chapters of Phi Delta Kappa, area toward publi- made a generous contribution the Chicago cation costs. The chapters in of Chicago/ Metro Council include University University, De Paul University, Northwestern Illinois Northeastern University, Loyola University, Chica- University, Chicago State Education, Illinois, National College of go and Du Page Triton, Homewood Illinois, County. this The Chicago Metro Council sponsors Genck, past fastback in memory of Fred University president of the Northwestern dedicated edu- Chapter, active Kappan, and 1993. cator, who died in ; Table of Contents 7 Introduction 8 Levels A Word About Reading 10 Teaching with Captioned TV Taping Programs Off the Air 15 18 Choosing Appropriate Programs 20 ESL Students Two Sample Lessons for 21 ESL "Sesame Street" for Beginning 22 ESL "Reading Rainbow" for Intermediate Content Areas 25 Using Captioned TV in the 28 Copyright Regulations 29 Suggestions for Further Reading Guide 31 Sample Captioned TV Study 6 Introduction powerful motivator for teaching Welcome to captioned television, a Students literature skills. But be careful. reading comprehension and only once it is recommended for use will clamor for TV. Although regular teaching program, week as a supplement to your or twice a After just as they do at home! will want it every day your students prime-time of your students' favorite all, you will be showing some will be turned sound of these programs network shows, though the captioned dialogue. off while they read the They electronically imposed on the TV screen. Captions are subtitles Originally de- and sound effects of a program. represent the dialogue produced by hard of hearing, captions are veloped for the deaf and the video- of a television program onto encoding the edited dialogue separate signal. Usually, viewers must possess a tape or broadcast tele- between the signal source and a caption-decoding device placed known as captions. These signals are vision set to receive the coded reveal the cap- decoder must be used to "closed captions," since a burned-in or "open record your programs with tions. However, if you wired to a tele- video player or recorder captions," all you need is a explained These distinctions wi" be vision set in the normal manner. in a later section. captioned television is designed Teaching with silently viewed whose reading com- grades 5 to 12 and adults primarily for students in their grade below expectations for prehension levels are significantly special in remedial programs, Captioned TV will be useful or age. 7 for students whose tested education, reading, or English programs eighth-grade reading levels. comprehension is between fourth- and students in intermediate and advanced It also is recommended for Special education, low- English-as-a-second-language classes. remedial readers may use intermediate ESL students, and severely low vocabulary levels and high captioned cartoons because of their students who may find captioned repetition of key vocabulary. Other who read "real time" captions television useful are advanced readers, broadcast with news or documentary programs. address a variety of skills: Captioned television can be used to study of sight vocabulary, base Basic reading skills, including dictionary work, words words, multiple meanings, compounds, word analysis. within words, pronunciation, and including literal recall, interpre- Reading comprehension skills, inferences, prediction, and tation, drawing conclusions, making critical thinking. including identifying complete Grammar and syntax practice, referents, transforming di- and incomplete sentences, pronoun using prepositions to describe ob- rect into indirect dialogue, inflected forms to describe parts of jects in a scene, and using speech. paragraphs, summaries, Writing skills, including producing précis, dialogues, and scripts. for teaching with captioned tele- This fastback offers a procedure captioned programs off the air. vision, including recording your own and explanations of Suggestions for choosing appropriate programs regulations are provided. Sample les- copyright and off-air recording included. son plans also are Levels A Word About Reading suitable programs to use with stu- Television comedies are the most it diffi- narration in these shows makes dents. However, the lack of s 8 formulas levels. Typically, readability cult to determine readability words per sentence; but television depend on sentence length and change words per sentence and constant dialogue, with only four to six analysis. itself to conventional readability of speaker, does not lend less vocabulary to rank programs from It is more convenient to use tends to use more For example, "Head of the Class" to more difficult. of gifted it takes place in a classroom difficult vocabulary, because literary language. "Perfect Strangers," students who use scientific and difficult. and malapropisms, also is because of one character's puns "Grow- characters are teenagers, such as Programs where the main Show," "Who's the Boss," and "The Cosby ing Pains," "Family Ties," "Full such as "Family Matters" and tend to be less difficult. Programs vocabulary because of the larger num- House" have the least difficult in the casts. bers of very young children 9 9 TV Teaching with Captioned teachers should consider when There are a number of things that important to entice your students by using captioned TV. First, it is the them a TV comedy show. Tell announcing that you will show have chosen and the title of students both the title of the series you going to show them. the particular program you are that will arouse their interest Ask the students a focusing question who "Have you ever known a student in the program. For example: she starts getting poor grades and usually gets good grades; but when watch this episode she tells you to get lost? Let's you ask her why, class Sarah's grades make her whole of 'Head of the Class,' where cook something in the living room? upset." Or, "Have you ever tried to Balki in this episode of 'Perfect Let's see what happens to Larry and their bake up a storm of pastry for Strangers,' when the boys try to business." new catering students to discuss the focusing ques- Take a few moments to allow curiosity and concentrate their at- tion. This will further pique their the the subject of the program. See tention on relating personally to of other focusing questions. sample study guide for examples preview the vocabulary words that Before showing the program, words known as "glossing." Most of the will be in the program. This is directly these words should be defined should be conceptually difficult; illustrated until students can pro- for the students by the teacher or should Words of eight or more letters also duce their own meanings. 10 io