Reading powerpoint by s.k


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Reading powerpoint by s.k

  2. 2. 1. an exciting discovery 2.allows the child to connect with the thoughts of others from the past and the present. 3.Information platform1/3/2013
  3. 3. In today’s developed countries, knowing toread and write is important for thedevelopment of the whole being. • INFORMATION • DEVELOPMENT OF KNOWLEDGE THOUGHT • LITERACY • INDEPENDENCE READING 1/3/2013
  4. 4. Reading can improve hand-eyecoordination. 1/3/2013
  5. 5. Musical Books.Chairs are placed back-to-back in astraight line, and the teacherplaces a book under each chair.Every child then sits on a chair. Thechildren march around the chairswhen the teacher starts the music.When the music stops the childrensit down and begin to read thebook under their chair. After a fewminutes, the teacher starts themusic again. After the game, theteacher puts the books in a specialbox marked "Musical Books" so thatthe children may later read therest of the story. Grade 2 1/3/2013
  6. 6. Scavenger Hunt. Have a"scavenger hunt" bydividing the class intoteams and giving eachteam a copy of the samebook. Have them findthe page numbers ofparticularobjects, events, orpeople in the book. Givea reward to the winningteam. 1/3/2013
  7. 7. Name That Book! Explain to your studentshow important the cover and title are to astory. Then read a book to your studentswithout telling them the title or showingthem the cover. After reading thebook, give the children a piece of paperto draw what they think the cover andthe title of this book should be.Finally, display the storybook surroundedby the childrens covers. 1/3/2013
  8. 8. All you need for this game is a ball of stringand a story to share. Have your students sit ina circle on the floor. One of the students givesthe beginning sentence of a familiar story.Then the student holds onto the end of a ballof string and rolls the ball to anotherstudent, who will give the next part of thestory in sentence form. This is repeated untilthe story has been told. Soon youll have aspiders web in your students circle. Anystory can be used for variation, or new storiescan be created with each student adding anew idea! 1/3/2013
  9. 9. Readers BINGO. Brainstorm 25 to 30 words that deal withbooks and write them on the board. Give yourstudents 9" x 12" newsprint and have them foldit into nine squares. Then have the studentswrite nine of the words from the board intoeach of the squares on their sheet. Give themcorn or candy for markers. Randomly call offwords from the board. When a student hasfilled in a vertical, horizontal, or diagonal row,he/she should call out "BOOKS!" I give thewinner a paperback book. For variety, theteacher can play Readers BINGO by giving thedefinition of words rather than the wordsthemselves. 1/3/2013
  10. 10. 1.Goal: To establish purpose for readingprimary source, to activate and buildbackground knowledge, and addressunfamiliar vocabulary words/concepts. 2.K-W-L-H ChartK - stands for what students already Know aboutthe topic.W – stands for what students Want to Learn byreading the primary source.L – stands for what students have Learned whilereading the primary source.H – stands for ideas of How to Learn more. 1/3/2013
  11. 11. Anticipation/Reaction Guide1.Identify major concepts or “big ideas” you wantstudents to learn from the primary source. 12.Create four to six statements that support orchallenge students beliefs about the topic.3.Share the guide with students and ask them toAgree or Disagree with the statements and beprepared to defend their opinions. 1/3/2013
  12. 12. 4.Discuss with class. Have students read the primary source to find evidence to support or disprove their responses. 5.After reading, students will confirm or revise their responses.response 1/3/2013
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  14. 14. ABC or Alphablocks BrainstormingABC Brainstorming activates student’s priorknowledge by asking students to brainstorm alist of words, phrases, or sub-topics related tothe primary source’s topic and match those toa letter of the alphabet. A variation, Alphablocks, (credited to Janet Allen) speeds up theprocess by asking students to brainstorm itemswithin alphabet groups (ABC, DEF, GHI, etc.) 1/3/2013
  15. 15. Charts that ask the student toassess their prior knowledge arecalled Knowledge Ratings 1/3/2013
  16. 16. READING ENHANCES WITH JOY we must provide a number of good books. We need to be sure we have a great variety. Children enjoy books about people, other places, about animals and birds and flowers, about events from the past and about everyday life. The child recognizes the enormity of information possible to get from reading 1/3/2013
  17. 17. 1.Students should be divided into small groups (4-6students). The younger the students the smaller thegroups. (Learn more about grouping students).2.Guided reading lessons are to be about 15-20minutes in duration.3.Appropriately leveled reading materials must beselected for the group and each child should havehis/her own copy of the literature. Learn more aboutreading levels/leveled materials. 1/3/2013
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  19. 19. Post Reading: The teacher asksquestions to ensure that thetext has been comprehendedby the readers and praisestheir efforts. Further, theteacher may observe gaps instrategy application andaddress these gaps followingthe reading in a mini-lessonformat. 1/3/2013
  20. 20. Tips for adapting: select one grade-level text andone easier than grade level to read each week sothat your weaker students have the opportunityto read with greater ease & confidenceconsider alternative grouping (interest, social,ability)encourage rereading of selections to increasefluency each time selection is readuse reading partners, parent volunteers, and carepartners to support the struggling readers andchallenge the strong readersencourage reading time to provide more practicetimeestablish a parent volunteer reading program(study buddy) 1/3/2013
  21. 21.  Inindirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). 1/3/2013
  22. 22. When you teach guided reading you are busy observingand instructing a small group of students. The otherstudents in your class must be kept engage in a literacyactivity while you are with your GR group. To ensuresuccess of guided reading, be prepared to invest timeupfront teaching your students the procedures you wouldlike them to follow while you are busy with the GRgroups. Once you are certain that the students canfollow the procedures THEN focus on actually teachingguided reading. 1/3/2013
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  24. 24. Text selection is a critical component of the Reading Workshop; it must be purposeful and have the needs of the learners in mind. According to Fountas and Pinnell, as a teacher reads "a text in preparation for teaching, you decide what demands the text will make on the processing systems of the readers." Texts should not be chosen to simply teach a specific strategy. Rather, the texts should be of such high quality that students can apply a wide range of reading comprehension strategies throughout the reading.1/3/2013
  25. 25. A Teacher will access backgroundknowledge, build schema, set a purpose forreading, and preview the text with students.Typically a group will engage in a variety ofpre-reading activities such aspredicting, learning new vocabulary, anddiscussing various text features. Ifapplicable, the group may also engage incompleting a "picture walk." This activityinvolves scanning through the text to look atpictures and predicting how the story will go.The students will engage in a conversation 1/3/2013
  26. 26. During Reading: The students will read independentlywithin the group. As students read, the teacher willmonitor student decoding and comprehension. Theteacher may ask students if something makessense, encourage students to try something again, orprompt them to use a strategy. The teacher makesobservational notes about the strategy use of individualreaders and may also take a short running record of thechilds reading. The students may read the whole text ora part of the text silently or softly for beginning readers 1/3/2013
  27. 27. After Reading: Following the reading, the teacherwill again check students comprehension bytalking about the story with the children. Theteacher returns to the text for teachingopportunities such as finding evidence ordiscussing problem solving. The teacher also usesthis time to assess the sudents understanding ofwhat they have read. The group will also discussreading strategies they used during the reading. Toextend the reading, students may participate inactivities such as drama, writing, art, or morereading 1/3/2013
  28. 28. Book IntroductionAdult with group. Prepare the children, providingsupport through reading the title, talking about thetype of text, looking at the pictures and accessingprevious knowledge. Aim to give them confidencewithout reading the book to them. If necessary,locate and preview difficult new words andunfamiliar concepts or names. A variety ofbooks/genres can be usedStrategy CheckAdult with group. Introduce or review specificreading strategies that the children have beentaught and remind them to use these when reading.Independent ReadingIndividuals. Children read the book at their ownpace. Monitor individuals and use appropriateprompts to encourage problem-solving. Praisecorrect use of reading strategies. 1/3/2013
  29. 29. Returning to the TextAdult with group. Briefly talk about what has been readto check childrens understanding. Praise correct use ofreading strategies.Response to the TextAdult with group. Encourage children to respond to thebook either through a short discussion where they expressopinions, or through providing follow-up activities.Re-reading Guided Text"Individuals." Provide a familiar book box for each group,containing texts recently used in Guided Reading.Children can re-read texts to themselves or with apartner as an independent activity to give themopportunities to develop fluency and expression and buildup reading miles. 1/3/2013
  30. 30. Early ModelThis model is used for children who arereading up to about NC level 1A/2C. Inthis model the book introduction,strategy check, independent reading,return to text and response to text alltake place generally within one session.This is aided by the fact that the bookssuitable for children reading at this stageare very short. (Baker, Bickler andBodman) 1/3/2013
  31. 31. Transitional ModelThis model is used for children who are reading at NClevel 2C to 3C/B. Generally two guided sessions will beneeded to read a book. The first session generallyfocuses on the book introduction, strategy check andindependent reading. Whilst children are reading attheir own pace, it is important to start to introduce anelement of silent reading. This is to develop the skillsof meaning making when reading independently.Because books at this stage are generally longer, it isnot possible to read the whole book in one session.Once the children have done some reading in thesession they can be asked to read the rest of the bookprior to the second session. This session then focuseson returning to the text and responding to the text.These are the more able children and not those atlevel 1 1/3/2013
  32. 32. Fluent ModelReaders working at a NC level of 3Bupwards will need the fluent model ofguided reading. Here it is not necessaryfor children to read the text during theguided sessions. At these levels childrencan generally decode the words. What isimportant is that they discuss themeaning that they make from the textwhich will form the basis of thediscussion. Therefore the session tendsto focus on return to text and responseto the text with the strategy checkimplicit in the discussions. 1/3/2013
  33. 33. The indirect preparations for reading are the same asfor writing in the preparation forthe mind. Everything the child has been working withup until this time with Practical Lifeand Sensorial materials help the child to read. Indirectpreparation in the language areais also of extremely important for reading. Thedirectress is another major role in thechild’s learning to read. By doing the Sound Games,Sandpaper Letters, and theMoveable Alphabet, the child is getting directpreparations for reading with the help ofthe directress. And when some of the children startreading with the words they createwith the Moveable Alphabet, it is then time to beginteaching them the readingExercises. 1/3/2013
  34. 34. Children with readingdifficulties 1/3/2013
  35. 35. If adequate screening and assessment proceduresare in place, early intervention may begin evenbefore formal instruction in reading.Interventions that are begun when children arevery young have a much better chance of successthan interventions begun later.Interventions begun at Grade 3 are much less likely tosucceed than early interventions. It is essential toidentify reading difficulties by Grade 1 and to putappropriate supplemental interventions in placeimmediately. In this way, reading problems can betackled before they become entrenched and beforerepeated failures affect childrens motivation andcompound their difficulties in learning to read andwrite. 1/3/2013
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  37. 37. To stay abreast of new and emerging literacy developments,teachers can consult with local university-based researchers.So that effective classroom practices that support earlyidentification and intervention might be encouraged,professional development must be available for teachers inKindergarten to Grade 3 and beyond, with a focus on:maintaining high expectations for children with readingdifficultiesunderstanding the nature of reading difficulties and theimpact on achievementunderstanding and applying interventions and othermodificationshelping children to capitalize on early gains 1/3/2013
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