Презентация по английскому языку на тему Reading

Teaching Reading Welcome, students! Five Components of Reading Instruction Phonological Awareness Phonics Fluency Vocabulary Comprehension Phonological Awareness Training Phonological awareness- manipulating and identifying parts of spoken language (i.e. words, syllables, onsets and rimes, and phonemes) Phonemic awareness- conscious awareness that spoken language is made up of individual sounds (i.e. phonemes) Enhancing effectiveness Focus first on auditory features of words Move from explicit, natural segments of language to the more implicit and complex. Use of phonological properties and dimensions of words to enhance performance. Scaffold, blending and segmenting through explicit modeling. Integrate letter-sound correspondence once learners are proficient with auditory tasks. Phonics Alphabetic Principle —Letter-Sound Correspondence: Teacher points to letter /m/ on board. "The sound of this letter is /mmm/. Tell me the sound of this letter." –Use consistent and brief wording—Sounding Out Words: Teacher points to the word  /mop/ on the board, touches under each sound as the students sound it out, and slashes finger under the word as students say it fast. "Sound it out." (/mmm o p/) "Say it fast." (mop) –start by having students sound letters/words out in their heads, then as a class produce the word orally Alphabetic Principle cont... —Reading Connected Text:     Once students have mastered CVC (mom) and VC (at) words, short controlled sentences (mom is at home) should be introduced.      Prompts and procedures should be used for this, as it is sometimes difficult for students to move quickly from lists of words to passages. AlphabeticPrincipalActivity Fluency Fluency, cont.. —Letter-Sound Fluency: Given a set of letters, the student can produce the associated sound within one second. Target goal = 50 letter sounds per minute by mid first grade —Irregular Word Fluency: Given a set of irregular words in a set or in a passage, can identify words in 1 second or less. —Oral Reading Fluency: By the end of grade 2, students should read 90-100 words per minute fluently.It mirrors spoken language fluency Even more about Fluency! FluencyActivity Vocabulary A little about Direct Instruction VocabularyActivity Comprehension Ability to understand what is being read Reason for reading Requires purposeful and thoughtful interaction with text There are seven instructional strategies for comprehension that will be discussed on the next slide Reading Comprehension Strategies Comprehension Activity Basal Reading ApproachCommonly used as a core for teachersBegins with pre-primary readers and goes to eighth grade readersExamples in a series (workbooks, flash cards, skill packets, wall charts, related activities, placement and achievement tests, and computer software) Literature-Based Reading Approach Teacher reading aloud to children Oral reading variation Shared reading Sustained silent reading Word recognition strategies Comprehension strategies Whole Language Approach Phonics Approach Use lowercase letters for beginning instruction. Introduce most useful skills first Introduce easy sounds and letters first Introduce new letter-sound associations at a reasonable pace. Introduce vowels early, but teach consonants first Emphasize the common sounds of letters first Teach continuous sounds prior to stop sounds Teach sound blending early Introduce consonant blends Introduce consonant digraphs Introduce regular words prior to irregular ones. Read connected text that reinforces phonics patterns. Some commercial materials: Lets Read, Basic Reading, and Merrill Reading Program Reading Instructional Methods Multi-sensory Reading Method Oral Reading Fluency Methods Peer-Assisted Reading Method Keyword Method Reciprocal Teaching Mapping Strategies High Interest-Low Vocabulary Method Life Skills Reading Students are paired with one low achieving reader and one high achieving reader and the reading material should be at the lower level. Peer-assisted reading is especially for English Language Learners, students from low socioeconomic backgrounds, learning disabilities, emotional disabilities, and mental disabilities. Keyword Method This method relies on memorization based on visual imagery: Recoding: changing the vocabulary word into a keyword that goes with a visual image (ex. ape for apex). Relating: integrating the keyword with the definition (ex. ape sitting at the highest point [apex] of a rock) Retrieving: recalling the definition by thinking of the keyword and the picture. Reciprocal Teaching This method is an interactive teaching strategy that promotes text comprehension: Predicting: drawing inferences from clues in the text or prior knowledge. Question generating: main idea questions about the text to learn to identify information. Summarizing: different ways to explore the text (ie. creating topic sentences, list content, and discard unimpportant or repeated information. Clarifying: considering why a text was difficult and teaching rereading as a strategy. Mapping Strategies This is a schema-building technique using a pictorial storyboard map for a graphic organized. Students fill in the map as they read, including things like: setting, problem, goal, action, and outcome. Life Skills Reading Drill and Practice Activities Pre-reading Activities: Concepts about Print Phonological Awareness Word-Attack Activities Fluency Activities Vocabulary Activities Comprehension Activities Computer Software Programs for Reading Designing a Reading Program Use effective teaching principles Provide pre-reading experiences Consider the nature of reading development Provide explicit and implicit reading instruction Let's play fun games! WOOOO!