Reading to young learners

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    16-Apr-2017
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Transcript of Reading to young learners

  • READING

    ToYoung Learners

    Hanadi Mirza [email protected]

  • Do students

    Read to Learn

    ORLearn to Read?

    Hanadi Mirza [email protected]

  • Language Skills

    LListening

    SSpeaking

    RReading

    WWriting

    Hanadi Mirza [email protected]

  • Reading

    versus

    Reading Comprehension

    READ: psychology / naranjas / pneumonia / cesame / chiot / piaza / pollo

    Hanadi Mirza [email protected]

  • Reading Process

    Reading = Decoding

    Reading Comp= Decoding + Encoding

    Hanadi Mirza [email protected]

  • 1.1- Communicate with others observingrules appropriate to own level NCERD

    KG 1KG 2KG 3-Listen to what is heard.-Apply some instructions given by others.-Express needs with various methods.-Express what he himself is doing.-Take initiative in speaking to others.Listen to what is heard.Apply instructions given by others.Express needs with various methods.Express what he/she or others are doing.-Apply rules of communication during dialog.Take initiative in speakingListen to what is heard.-Follow instructions &interact with the urgings of others -Express needs with various methods.-Express what he or others are doing.-Apply rules of communication during dialog Take initiative in speaking and discussing with others .

    Hanadi Mirza [email protected]

  • Characteristics of Emergent Reader1- Attitude toward Books (Attentive listener & Interested to talk about srory read to him/her)

    2- Behaviors with Books (Handle book correctly & Pretend to read from pics or memory)

    3- Word Recognition I(Logos)

    Hanadi Mirza [email protected]

  • The 5 Elements of Reading

    1- Phonemic Awareness2- Phonics3- Vocabulary4- Comprehension5- Fluency

    Hanadi Mirza [email protected]

  • 1- Phonemic Awareness 1- Rhyming words 2- Sounds within words a) Beginning sounds b) Middle sounds c) Ending Sounds d) Sound Blending (sounds into a word) e) Sound Segmenting (a word into sounds) 3- Words within sentences 4- Syllables within words

    Hanadi Mirza [email protected]

  • 2- Phonics SOUND of a letter NOT Writing

    Process of translating written words into speech Letter Reading NOT Writing Connect sounds to spelling

    Sound blendingWord BuildingConnect sounds to word

    Hanadi Mirza [email protected]

  • Phonics1) m M ABCDEFGHI.

    2) m + a = ma e + d = ed ma + n = man b + ed = bed

    3) cat = c + at ca + t

    4) hat pen can dog mat red bed sat

    Hanadi Mirza [email protected]

  • 3- Vocabulary

    Learn 2000-4000 new words/grade level Pre-teach Vocab

    How to Teach Vocabulary words: 1-Questioning and coaching strategies - Meaning prompts - Structure prompts - Visual information prompts2- Prompts that use more than one cue source3- Demonstrating self monitoring4- Relationships between words: synonyms, prefixes, roots etc

    Hanadi Mirza [email protected]

  • 4- Comprehension

    Comprehension is the REASON we Read. Develop Schemata for Story Reading

    Reading Strategies: | Reading Skills:1- Predicting a) Skimming 2- Questioning b) Scanning 3- Clarifying4- Summarizing

    Hanadi Mirza [email protected]

  • Comprehension (continued)1) Cover pagea- Title/Picture / Author /Illustrator (Graphic Org.)b- Predict story from Title & Picture2) Picture Walk using Reading Strategies3) Retell story using Pictures4) Decode words with the help of pictures5) Using Reading Strategies to check students comprehension of the written text6) Summarize the story using pictures to check comprehension of the story itself

    Hanadi Mirza [email protected]

  • 5- Fluency

    Accuracy Rates

    Frustration level: below 90% Too hard

    Instructional level: 90-94% Just righ

    Independent level: 95 100% Easy

    Hanadi Mirza [email protected]

  • Balanced Reading Program

    Read Aloud PROPER Pronunciation Shared Reading Guided Reading Independent Reading

    Hanadi Mirza [email protected]

  • Schwa

    [ ]

    [euh] sound or Arabic hamza

    Hanadi Mirza [email protected]

  • Spelling vs PronunciationPsychology (ps--) [saykoldjy] Pneumonia (pn--) [nmonia]Climbing, comb, lamb, bomb (--mb) [klayming], [kom], [lm], [bm]Calm, Palm (--l m) [km] , [pm]Folk , Folktale (-- l k) [fok] , [fokteyl]Vegetable [ve dj tbl] Comfortable [kmftbl]Government (nm) [gavrmnt]Suggest, Suggestion [sag djst], [sagdjstshn]People, Apple [pypl], [pl]Sensual , Sensuality [snshwl] , [snshwality] Nation, Nationality [neyshn], [nashnality]Social , Beautiful [soshl] , [byurfl]Original but Originally [oridjinl] but [oridjnly]Actually [aktshly] Say but Says [sey] but [sz]

    Hanadi Mirza [email protected]

  • Spelling vs. Pronunciation (continued)Determine but Mine [ditrmn] but [mayn]Examine [gzmin]Seduce but Seduction [sidous] but [sidakshn] Appreciate [aprishiyeyt]Result, Adult [rizlt] , [dlt] World, Work, Word, War [wrld], [wrk], [wrd], [wor]July, Major [djoulay] , [meydjr]Children, Church [tshildrn], [tshrtsh]Pleasure , Pleasurable bur Leisure [plejr] , [plejrbl] / [lyjr]Write/Written, Hide/Hidden [rayt] / [ritn] , [hayd] /[hidn]Teacher [tytshr]Doctor, Dollars [daktr] , [dlrz]Cat, Cup, Color: (c) [k] [Kat] , [Kap] , [kalr]Circus, Ceremony: (c) [s] [srks] , [srmony] Gallery, Go, Gut: (g) [g] [galry] , [go] , [gat]Giraffe, Generous: (g) [dj] [djiraf] , [djnrs]

    Hanadi Mirza [email protected]

  • (continued)The + any letter EXCEPT (a/e/i/o/u) [o] never [za] Although , Thunder, Thumb [ol o] , [thndr] , [thm]Thank You [thnk] Never [sank] YouThe +a pple/ e lephant/ i sland/ o range/ u mbrella [ ] never [o] nor [zi]The + eu ropean, u nited the+[you] (as 1st sound) [o] NOT [za] Use the [yous] but I/you [youz]Process but processes [prss] but [prossyz]Woman but women [woumn] but [wymin]Police , Policeman [polys] .[polysmn]Symptom(--m p) [simtm]Wanted / Added / Promised / Grinned

    [wantid] , [did] , [promist] , [grind] Battles, Flags / Groups, Mats Kisses, Churches,>

    [btlz] , [flgz] / [groups] , [mts] / [kisz] , [tshrtshz]

    Hanadi Mirza [email protected]

  • VOICED & VOICELESSSOUNDS

    Past Tense of Regular Verbs(-ed) [- id] , [-t] , or [-d] ? [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] Created , Needed / Proved / Fixed

    Plural Form of Nouns(-s) [-z] or [-s] or [-z] ? vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-z] Boys, girls / cats, lin ks / classes, foxes

    Hanadi Mirza [email protected]

  • IMPORTANT to Young LearnersMovement Play / Games BreaksDramaSongs DancePositive Environment Safe + Low AnxietyLiteracy Reading & Writing

    Hanadi Mirza [email protected]

  • Successful Reader

    Independent Reader in KGs (+ Reading Strategies) Successful Elementary Reader Successful Adult Reader

    READ Aloud Pronunciation + Intonation

    READ Silently Comprehension

    Hanadi Mirza [email protected]

  • Todays CHALLENGE Isto READ Fluently AND Accurately

    TOComprehend

    Hanadi Mirza [email protected]

  • Do students

    READ to LearnorLearn to READ?

    Hanadi Mirza [email protected]