OverviewPart i)Identifying reading strategiesPart ii)Developing learner
materials to use as reading resources
Part iii)Applying reading strategies
Part i) Reading strategies
• THINK-PAIR-SHARE-SMALL GROUP
What do you think?How do learners learn to read?
Identifying reading strategies
• Semantics – making meaning from text eg.THINK-PAIR-SHARE
Once upon a time there was a fungo who lived in a huy singo.
The huy singo was built high up in some grantins.
READ the text. What is this about?
Identifying reading strategies• Semantics – making meaning from text and
visuals
The fungo’s huy singo was very deep.It had to climb up the high grantinsquickly so that the tinnies did noteat it!
Identifying reading strategies• Syntactic – grammar
Once upon a time there was awhite fungo. It could run fast.
THINK-PAIR-SHARE Learning point?Adjective + nounVerb + adverb
Identifying reading strategies
THINK-PAIR-SHAREYou have used two processes which are
necessary for reading.DECODING = saying wordsENCODING = making meaningCan you have encoding without decoding?CAUTION: reading out words DOES NOT MEAN
UNDERSTANDING THEM
Identifying reading strategies
• Graphophonic = linking letter and sound.
Understanding that not every word in English can be ‘sounded out’ but it is a good place to start!
Why do we need phonics?
‘ … phonics is key to learning to read and spell (decoding and encoding print) …’
Washtell (2008)
What teachers need before teaching phonemic awareness
An understanding between the difference of teaching the alphabet/letter names and the phoneme sounds of the letters
An understanding that young learners need to have explicit instruction on making a connection between the symbols/letters and sounds
An understanding that young learners need a FLOOD of opportunities to LISTEN and SPEAK
What teachers need before teaching phonemic awareness?
There are phonological differences between L1, L2+ e.g. extra sounds
There may be differences between how phonological differences are represented as symbols e.g. Hebrew script and English
Children need to hear a word in order to build up their listening database and so they can say it
What teachers need before teaching phonemic awareness?
Children need to be able to hear and blend the sounds in words in order to be able to say unknown words when they read them
Children need to be able to hear and segment the sounds in words in order to be able to write words
If children can read words they are more likely to be able to write them meaningfully!
What teachers need before teaching phonemic awareness?
Children need to learn about phonemic awareness using multi-sensory teaching
Children have different learning styles e.g. visual, auditory, kinesthetic
Visual learners need a combination of text, visuals, watching others
Auditory learners need a combination of listening to stories, questions, drama
Kinesthetic learners need a combination of role play, mime, drama, following instructions
Something to consider about language learning ….
THINK-PAIR-SHARE
read write say hear
You need to …… a word before you can ….. itYou need to ….. a word before you can …. itYou need to …. a word before you can …. It(Linse 2005)
14
You need toHEAR
a word before you canSAY
it
WHY?15
You need toSAY
a word before you canREAD
itWHY?
16
You need toREAD
a word before you canWRITE
itWHY?
17
Identifying decoding strategies
• Graphophonic can be divided into 3 sections
1)Synthetic phonics = each letter has a sound
2)Analytic phonics = seeing patterns in words
3)Whole words = high frequency words which need to be memorised
Aa Bb Cc Dd Ee Ff Gg Hh Ii
ce ge
ci gi
ch gh
Jj Kk Ll Mm Nn Oo Pp Qu/qu Rr
rhph
Ss Tt Uu Vv Ww
wh
Xx Yy Zz
sh th
SYNTHETIC PHONICS
Lessons to be learnt from classrooms in the UK
• Phase 1 – focus on listening e.g.- songs, stories, rhymes- distinguish between speech
sounds- blend and segment orally- introduce rhyming words
First letters to be learnt and order
Set 1 s a t pSet 2 i n m dSet 3 g o c kSet 4 ck e u rSet 5 h b f/ff l/ll s/ss
Rationale for decoding symbols
Blending is for readingSegmenting is for
spelling/writing
Sound talk strategy - blending
a t. .
Sound talk
chop__ . .
light. ___ .
Blending sounds for reading
di
plo
do
cus
di plo do cus
Segmenting sounds for writing
stegosaurusHow many syllables can you hear?Clap them!
Where do the syllables fall?
Understanding the high frequency words that need to be learnt
the that not look put
and with them don’t could
a all were come house
to we go will old
said can little Into too
in are as back by
he up no from day
I had mum children made
of my one him time
it her then Mr. I’m
High frequency wordswas what do get if
you there me just help
they out down now Mrs.
on this dad came called
she have big oh here
is went when about off
for be It’s got asked
at like see their saw
his some looked people make
but so very your an
Masterson, J Stuart, M Dixon M Lovejoy S (2003) Children’s Printed Word Database: Economic & Social Research Council funded project R00023406 - Primary National Strategy UK
Part ii) Developing learner materials to use as reading resources
Fiction/story – pictures only
Non-fiction/information – pictures only
TASK: make your own nonfiction book.
Developing learner materials to use as reading resources
TASK: Read the text in small groups. Look at the pictures as a source of context.
Developing learner materials to use as reading resources
THEORY:If a learner can write language then they can read it. By reading the text they have written they are making meaning and developing their language ability.
Developing learner materials to use as reading resources
THEORY:If a learner has written language it is ‘high interest’ and at the ‘right level’ for them.
Developing learner materials to use as reading resources
THEORY INTO PRACTICETASK:Write sentences to match your pictures.Read your text to a partner. Listen to a partner. Read a partners text.
Part iii) Applying reading strategies
THINKRead the text silently.Do you understand what it is about?
THINK-PAIRCan you explain it to a partner?
04/12/23 34
Although some glial cells have voltage-gated ion channels in their membranes, glial cells generally do not produce action potentials and their role in the nervous system has long been a puzzle. One suggestion has been that glial cells help to regulate the concentration of K+ and the pH in the extracellular fluid of the nervous system.
Part A)
04/12/23 35
Part B)
Glial cell membranes are highly permeable to K+ and adjacent glial cells are often electrically coupled by junctions that allow K+ to flow between them. This flux permits glial cells to take up and redistribute extracellular K+, which otherwise could build up to high concentrations in narrow extracellular spaces following activity in neurons.
04/12/23 36
THINK
What language skills are you
using?04/12/23 37
PAIR
Work with a partner.
Take it in turns.
Read the text out to each other.
04/12/23 38
Although some glial cells have voltage-gated ion channels in their membranes, glial cells generally do not produce action potentials and their role in the nervous system has long been a puzzle. One suggestion has been that glial cells help to regulate the concentration of K+ and the pH in the extracellular fluid of the nervous system.
Part A)
04/12/23 39
Part B)
Glial cell membranes are highly permeable to K+ and adjacent glial cells are often electrically coupled by junctions that allow K+ to flow between them. This flux permits glial cells to take up and redistribute extracellular K+, which otherwise could build up to high concentrations in narrow extracellular spaces following activity in neurons.
04/12/23 40
Reading out loud - SHARE
What does the text mean?How does it feel to read?Can you understand what you
are reading?What are you missing?
04/12/23 41
THINK
What language skills are you
using?04/12/23 42
Now read this text to yourself
Glial cells are found in the brain.There are five types of glial cells.They are not nerve cells.Neurons transmit nerve messages.Glial cells are in direct contact withneurons and often surround them.
04/12/23 43
Look at the picture
Glial cells
04/12/23 44
Aiding comprehensible inputTHINK-PAIR-SHARE
Now what can you explain aboutglial cells?Where can you find them?What do glial cells do?What helped you understand
better?
04/12/23 45
THINK-SHARE
What language skills are you
using?04/12/23 46
Conclusion
4) They need to HEAR words before they can .... them
5) They need to SAY words before they can .... them
6) They need to READ words before they can ... them
7) A mixed ability class is an advantage because ...
Learners need EXPLICIT instruction on:1)Graphophonics or sounds so YL can BLEND sounds and read words2)Semantics so YL can MAKE MEANING3)Syntactics so YL can be accurate in speaking and writing
BUT
Conclusion
Time to reflect 3…2…1…
3 things I remember
2 ideas I could adapt
1 question I have
Thank youWendy ArnoldInvitation to all to join IATEFL YLT SIG discussion group – Just send an empty message to:[email protected]
References
Kelly, A (2008)’How we got to where we are’ in J.Graham & A. Kelly (Eds) Reading Under Control 3rd edition. Oxon:Routledge
Linse, C (2005) Young Learners. New York:McGraw HillPrimary National Strategy UK – Letters and sounds: principles and practice of
high quality phonics/ 6 Phase teaching programme. http://nationalstrategies.standards.dcsf.gov.uk/node/84969
Vance, M http://www.ican.org.uk/talkingpoint/related%20topics/language%20and%20literacy/the%20role%20of%20speech%20discrimination.aspx
Washtell, A (2008) ‘Getting to grips with phonics’ in J. Graham & A. Kelly (Eds) Reading under control 3rd edition. Oxon:Routledge
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