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copyright (c) 2003 Allyn & Bacon Chapter 12 Facilitating Reading This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.
copyright (c) 2003 Allyn & Bacon Current Trends in Reading Instruction Reading is a skilled and strategic process – Decoding – Alphabetic principle – Phonological awareness Reading entails understanding and constructing meaning from text – Comprehension/comprehension monitoring Reading is a socially mediated language-learning activity
copyright (c) 2003 Allyn & Bacon Strategies Phonological Awareness Phonological awareness – Rhyming – Alliteration – Blending – Segmenting – Manipulating Consider students’ level of development Model each activity Use manipulatives and movement Move from less to more difficult tasks Provide feedback Make learning FUN!
copyright (c) 2003 Allyn & Bacon Strategies Letter-Sound Correspondence Teach a core of frequently used consonants/short vowel sounds Blend/segment words and read words in decodable text Separate introduction of letter-sounds with auditory/visual features Use a consistent key word Teach that some letters represent more than one sound
copyright (c) 2003 Allyn & Bacon Strategies Letter-Sound Correspondence Teach that different letters can make the same sound Teach that sounds can be represented by a single letter or combination of letters Color code consonants and vowels Add kinesthetic component (tracing or writing) Use mirrors and have students feel their mouths
copyright (c) 2003 Allyn & Bacon Strategies Word Identification Teach high-frequency sight words Check to see that students understand meaning Introduce new words before students see them in text Review words previously taught Limit number of words introduced in session Reinforce by adding kinesthetic component Try to avoid confusion Provide multiple opportunities to review word
copyright (c) 2003 Allyn & Bacon Phonic Analysis Identifying and blending letter-sound correspondence into words Builds on child’s foundation of how print functions Direct and systemic instruction Balanced reading program Automatic word recognition to aid in comprehension
copyright (c) 2003 Allyn & Bacon Structural Analysis Teach meanings along with recognition of meaning parts Explain and demonstrate how “big words” are really “small words” with additions Decode by covering all but one part of the word Make class/student dictionary Use word maps
copyright (c) 2003 Allyn & Bacon Teaching Decoding and Sight Words Making Words Word Sorting Word Walls SWAP DISSECT – Discover word’s context – Isolate the prefix – Separate the suffix – Say the stem – Examine the stem – Check with someone – Try the dictionary
copyright (c) 2003 Allyn & Bacon Strategies Improving Reading Comprehension Comprehension Monitoring – Activate background knowledge – Predict – Generate/answer questions – Clarify – Summarize – Use text structure K-W-L Strategy – Access what you KNOW – Determine what you WANT TO LEARN – Recalling what you did LEARN
copyright (c) 2003 Allyn & Bacon Question-Answer Relationships Strategy (QAR) (Raphael, 1982, 1984, 1986) Right There Think and Search Author and Me On my Own
copyright (c) 2003 Allyn & Bacon Story Retelling Reconstruction of stories they have heard or read Sense of story structure Recall of details is enhanced Oral language and vocabulary are improved Peer interaction and student involvement are promoted
copyright (c) 2003 Allyn & Bacon Strategy Story Retelling SCORE Setting Trouble Order of Action Resolution End
copyright (c) 2003 Allyn & Bacon Collaborative Strategic Reading Previewing Click and Clunk Getting the Gist Wrap Up Cooperative Learning Groups
copyright (c) 2003 Allyn & Bacon Roles in Cooperative Learning Groups (Johnson & Johnson, 1989) Leader Clunk Expert Announcer Encourager Reporter Time Keeper