双语教学module_3.ppt

TeachingEnglishReadinginaBilingualClassroom,ESL/BilingualLearners,“Childrendonotbecomereadersunlesstheyhavetime,materials,models,andmotivation.”(Cunningham&Allington,1999),Overview,Whatiseffectivereadinginstruction?Explainanddemonstratethefivecomponentsofreadinginstruction.Additionalinstructionthatfostersasuccessfulreadingexperience,CharacteristicsofEffectiveInstruction,ProvidetimeProvideteachermodelingReadtochildrenReadwithchildrenProvideaprintrichenvironmentProvideavarietyofstrategies,Time,FortalkForreadingForwriting,TeacherModeling,Providesaninsightto“thinkingaboutthinking”AllowsopportunitytovisuallyseewhatisexpectedofthemEncouragesparticipationInteractivethroughsharedreadingandsharedwriting,ReadingTo,ModelswhatgoodreadingsoundslikeExposesstudentstovocabularyImplicitteachingpointscanbemade,ReadingWith,ProvidessupporttoreaderItisnon-threateningAllowsforone-on-oneinteraction,ProvideaPrintRichEnvironment,ThatincludesstudentworkShowsstudentsthatprintbearsmeaningIncludesanarrayofbooksthatchildrencanrelateto,ProvideaVarietyofStrategies,ToaccommodatelearningstylesDifferenttypesoftextcallsforavarietyofgraphicorganizers,IntroductiontotheFiveComponents,ReadingComponents,PhonemicAwareness,Phonics,Fluency,Vocabulary,Comprehension,PHONEMICAWARENESS,PhonemicAwareness(PA),WhatisPhonemicAwareness?,Theabilitytohearandmanipulatesounds.Itdealswithstudentsbeingabletohearanddifferentiatesoundsthroughorallanguageactivities.,PhonemicAwareness(contd),Whyisitimportant?,Itpreparesreadersforphonics,soundingoutwords.Itestablishesafoundationforlaterreadingskills.,ActivitiestoDevelopPhonemicAwarenessintheClassroom,RhymingWordActivity,1.Usewordfamilies.2.Handsongames.3.Usingwordsincontext.4.Writewordswitharhymingpattern.,PhonemicActivity,SoundblendingSoundcountSoundmatchSoundswitchingSyllablecount,PHONICS,HowdoIteachphonicseffectively?,InadditiontosetphonicsinstructionGivingstudentsampleopportunitiestoworkwithwordsandmaketheconnectiontoreadingandwriting,Incorporatingrhymingpoemsforreadalouds,forsharedreading,andsharedwriting,ActivitiesforTeachingPhonics,SightWordActivity,UsemanipulativesIncorporatewritingUsewordsinsentences,BigBooks,SelectbookswithpatternsExposestobasicsightwords,MakingWords,BeginningsoundsEndingsoundsMedialvowelsoundsBeginningblendsVoweldiagraphsex:toad,fleet,FLUENCY,ComponentsofFluency,SpeedAccuracyProsody,Whyisfluencyimportant?,Afterprimarygradesstudentsareexpectedtoreadindependently.Non-fluentreaderslikelytoavoidreading.Studentswhoavoidreadingarelesslikelytobeexposedtoideasandvocabularyandmaylooseintellectual,aswellasacademicground.,CreatingFluentReaders,Includes:ModelingfluentreadingProvidingmanyopportunitiestoreadthesametextorallyseveraltimesSelecttextataneasylevelIncorporatingavarietyoftechniquessuchasaudiotapes,buddyreading,choralreading,andreaderstheatre,ActivitiesforCreatingFluentReaders,PairedReading,Tworeadtogetherfromthetext.Studentsmonitorreading,Poems,Repeatedreadings.Repetitionofspellingwordpatterns.Timeforindependentpractice.,PoemsandSongs,Choosesongsandrhymesthatareenjoyedbyyourstudentsorconnecttoascienceorsocialstudiesconcept.Printthewordsonchartpaper.Engagethestudentsinrepeatedreadingorsingings.,ReadersTheater,SelectascriptorcreateoneAssignpartsofthetextstoeachgroup.HighlightthepartofeachstudentProvidelotsofpracticetimeforgroupsEncouragestudentstoreadfluentlyandexpressivelywithgoodphrasing.Helpstudentsdefineandpronounceanywords.Perform,VOCABULARY,Vocabulary,TwoKinds1.WrittenVocabulary-readingandwriting2.OralVocabulary-listeningandspeaking,Vocabulary,IscrucialforcomprehensionCanbetaughtindirectlyTakesplacewhenstudentsareactiveinfiguringouthowwordsrelatetoexperiencesTakesplacewhenstudentspersonalizewords,Vocabulary(contd),Studentsneedtobeimmersedintowordsthrough:ReadaloudsDialogbetweenstudenttostudent,studenttoteacher,andstudenttoadult,ActivitiesforVocabulary,VocabularyCluster,UsescienceandsocialstudiesStudentsgathercontextcluesfromreadingStudentsmakepredictions,WordWall,OpportunitiestouseinwritingChantsforinteractivelearningInstantrecognitionincontext,VocabularyContextClues,1.Thinkaboutthestory.2.Checkthepicture.3.Gobackandgetyourmouthready.4.Lookforchunks.5.Doesthewordlooklikeanotherwordyouknow?,SharedReadingExperiences,ChoralreadingSharedreadingVocabularyknowledgeisintroducedthroughdiscussionandorallanguage,ReadAloud,Selectafictionornonfictiontextthatrelatestoascienceorsocialstudiesconcept.Throughread-aloudsstudentswilllearnvocabularytentimesfasterthanthosereceivingintensiveword-listinstruction.,Comprehension,Whyiscomprehensionimportant?,Itisthemostimportantthingaboutreading!AndItallowsstudentstomakemeaningbeyondliteralrecall.,Comprehension,Successfulinstructionincludes:GuidanceScaffoldingDiscussionReadMoreandReadWidely,ActivitiesforComprehension,GraphicOrganizersforComprehension,StorypyramidforstoryelementsDiscussionofcharacter,setting,events,problem,andsolution,GraphicOrganizersforComprehension,StorystairstepRetellingofstorySequenceofstoryplotsandeventsUseforbothnarrativeandexpositorytext,KWL,Abefore,during,andafterreadingstrategy.Usedtoseewhatstudentsknowaboutatopic.Itcandeterminetheamountofscaffoldingneeded.,WhatIKnow,WhatIWantToKnow,WhatILearned,OtherSuggestions,LanguageExperienceApproach(LEA)Makingconnections,LanguageExperience,StoryretellingCheckforstudentsinterpretationofstoryStudentsrelatepersonalexperiencestostory,StepsforLEA,Talkaboutanexperience.Brainstormaboutideasforwriting.Studentdictatesandtheteacherwrites.Studentreadsbacktoteacher.Studentillustrates.,MakingConnections,Tootherbooksread,readto,orreadwithTotheirownexperiencesTootherthingsgoingonintheworldtheycanrelateitto,FinalThoughts,LEARNINGMUSTBE