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Revisiting Teaching Reading_GinaBanez.pptx
- 1. REVISITING Teaching Reading Ma. Feliza Gina A. Bañez Teacher 3 LAC Resource Speaker
- 2. Sharing What is beginning reading? Why there is a need to teach beginning reading?
- 3. Objectives Revisit teaching beginning reading Create a technique to teach beginning reading in your class
- 4. Beginning Reading • is the solid foundation on which almost all subsequent learning takes place.
- 6. 1. Pupils must be able to read so they can learn.
- 7. 2. Reading needs to be taught.
- 8. 3. All teachers need to be reading teachers.
- 9. 4. All teachers benefit from learning how to teach reading.
- 11. 1. Phonological awareness activities build on and enhance children’s experiences with written language (e.g., print awareness) and spoken language (e.g., playing with words). These activities also set children’s readiness and foundation for reading, especially the reading of words. The sounds of words
- 12. Teaching Tips a. Make phonological awareness instruction explicit. Use conspicuous strategies and make phonemes prominent to students by modeling specific sounds and asking students to reproduce the sounds. b. Ease into the complexities of phonological awareness. Begin with easy words and progress to more difficult ones.
- 13. Teaching Tips c. Provide support and assistance. The following research-based instructional sequence summarizes the kind of scaffolding beginning readers need: (a) model the sound or the strategy for making the sound; (b) have students use the strategy to produce the sound; (c) repeat steps (a) and (b) using several sounds for each type and level of difficulty; (d) prompt students to use the strategy during guided practice; (e) use steps (a) through (d) to introduce more difficult examples.
- 14. Teaching Tips d. Develop a sequence and schedule, tailored to each child’s needs, for opportunities to apply and develop facility with sounds. Give this schedule top priority among all classroom activities.
- 15. 2. Word recognition is clear and widely accepted, and the general finding is straightforward: Reading comprehension and other higher-order reading activities depend on strong word recognition skills. These skills include phonological decoding. This means that, to read words, a reader must first see a word and then access its meaning in memory (Chard, Simmons & Kameenui, 1995). Reading words
- 16. Teaching Tips a. Develop explicit awareness of the connection between sounds and letters and sounds and words: Teach letter- sound correspondence by presenting the letter and modeling the sound. Model the sounds of the word, then blend the sounds together and say the word.
- 17. Teaching Tips b. Attend to (a) the sequence in which letter-sound correspondences are taught; (b) the speed with which the student moves from sounding out to blending words to reading connected text; and (c) the size and familiarity of the words.
- 18. Teaching Tips c. Support learning by modeling new sounds and words, correcting errors promptly and explicitly, and sequencing reading tasks from easy to more difficult. Schedule opportunities to practice and review each task, according to the child’s needs, and give them top priority.
- 19. How to read with a Beginning Reader
- 20. When reading with a beginning reader, it's important to: 1. Give them time to read. Reading is a skill, and like many other skills, it takes time to develop.
- 21. When reading with a beginning reader, it's important to: 2. Let them reread the same books.
- 22. When reading with a beginning reader, it's important to: 3. Encourage attention to the print.
- 23. When reading with a beginning reader, it's important to: 4. Take turns reading.
- 24. When reading with a beginning reader, it's important to: 5. Have realistic expectations.
- 25. Make a technique in teaching beginning reading. Workshop
- 27. Do you want to apply the new knowledge you gained in our LAC? What do you think is the importance to our learners? What To Do Next?
- 28. 1.In your class, how do you teach reading? 2.Why is it important to know how to teach decoding and word recognition skills? 3.What specific method do you use? What are your best practices? Next Steps
Editor's Notes
- The truth is that learning to read is anything but natural. In fact, it does not develop incidentally; it requires human intervention and context. While skillful readers look quite natural in their reading, the act of reading is complex and intentional; it requires bringing together a number of complex actions involving the eyes, the brain, and the psychology of the mind (e.g., motivation, interest, past experience) that do not occur naturally. The two processes described here, phonological awareness and word recognition, are essential to teaching beginning reading to children with diverse learning and curricular needs, such as students with learning disabilities. For these children, as for many children, learning to read is neither natural nor easy. Also, research has made it clear that, for those students who fall behind in reading, opportunities to advance or catch up diminish over time. Therefore, the teaching of beginning reading is of supreme importance and must be purposeful, strategic, and grounded in the methods proven effective by research.
- All children need this foundation, and research has shown the way to building it for students with diverse needs and abilities
- Children who have been immersed in a literacy environment in which words, word games, rhyming, and story reading are plentiful are more likely to understand what reading is all about than those who have experienced an impoverished literacy environment. A beginning reader with successful phonological awareness is ostensibly ready for word recognition activities
- killful readers do this so automatically and rapidly that it looks like the natural reading of whole words and not the sequential translation of letters into sounds and sounds into words. Mastering the prerequisites for word recognition may be enough for many children to make the link between the written word and its meaning with little guidance. For some children, however, more explicit teaching of word recognition is necessary.
- and over again. Most beginning readers are inconsistent. They may know a word one day but not the next. They may read a particular word correctly on one page, but they have to stop and sound it out again on the next page. When you listen to a beginning reader, you hear short, choppy words with little attention to punctuation. Sometimes a new reader can tell you very little about what they just read. At the beginning stage of reading, all of these reading behaviors are to be expected. Beginning readers are building their fluency. This means they're working to make several skills, like matching a letter to a sound and decoding, more smooth, accurate and automatic. Without fluency, each word must be decoded, and that takes time and energy. This means that other reading behaviors like reading with expression and comprehension have less of a focus.
- A beginning reader should spend at least 20 minutes a day reading to or with someone. The books read during this time should be relatively easy for your child.
- Rereading the same words over and over again helps build fluency. Over time, you'll notice that your child will stop less often to decode words.
- If your child is stuck on a word, help him look at the first letter(s) and encourage him to sound it out. If it's a difficult word, or one that can't be sounded out, simply supply the word and continue reading.
- By listening to your fluent reading, your child will hear what good readers sound like. After you've read a short passage, ask your child to reread the same passage. This provides a chance for her to practice reading with expression.
- For example, students should be reading approximately 60 words per minute correctly by the end of first grade, and 90-100 words per minute