Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 264 views

    Beginning Reading

    Uploaded by

    api-268616497
    Learning to read is a complex process that develops through experiences with oral language, books, and printed materials. There are four stages of word consciousness: not differentiating words from objects, using words as labels, understanding words convey meaning, and understanding words have specific meanings. Effective teaching approaches include alphabetic understanding by focusing on letters and sounds, phonics by teaching letter-sound relationships, whole language by integrating reading, writing, and discussion of whole texts, and whole-part-whole by balancing phonics and whole texts. Teaching strategies are guided reading where teachers model reading and students read independently, language experience where students create and read their own stories, and reader's workshop where students spend daily time reading books.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Beginning Reading

    Uploaded by

    api-268616497
    264 views2 pages
    Learning to read is a complex process that develops through experiences with oral language, books, and printed materials. There are four stages of word consciousness: not differentiating words from objects, using words as labels, understanding words convey meaning, and understanding words have specific meanings. Effective teaching approaches include alphabetic understanding by focusing on letters and sounds, phonics by teaching letter-sound relationships, whole language by integrating reading, writing, and discussion of whole texts, and whole-part-whole by balancing phonics and whole texts. Teaching strategies are guided reading where teachers model reading and students read independently, language experience where students create and read their own stories, and reader's workshop where students spend daily time reading books.

    Original Title

    beginning reading

    Copyright

    © © All Rights Reserved

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Learning to read is a complex process that develops through experiences with oral language, books, and printed materials. There are four stages of word consciousness: not differentiating words from objects, using words as labels, understanding words convey meaning, and understanding words have specific meanings. Effective teaching approaches include alphabetic understanding by focusing on letters and sounds, phonics by teaching letter-sound relationships, whole language by integrating reading, writing, and discussion of whole texts, and whole-part-whole by balancing phonics and whole texts. Teaching strategies are guided reading where teachers model reading and students read independently, language experience where students create and read their own stories, and reader's workshop where students spend daily time reading books.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    264 views2 pages

    Beginning Reading

    Uploaded by

    api-268616497
    Learning to read is a complex process that develops through experiences with oral language, books, and printed materials. There are four stages of word consciousness: not differentiating words from objects, using words as labels, understanding words convey meaning, and understanding words have specific meanings. Effective teaching approaches include alphabetic understanding by focusing on letters and sounds, phonics by teaching letter-sound relationships, whole language by integrating reading, writing, and discussion of whole texts, and whole-part-whole by balancing phonics and whole texts. Teaching strategies are guided reading where teachers model reading and students read independently, language experience where students create and read their own stories, and reader's workshop where students spend daily time reading books.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    BEGINNING READING

    Learning to read is a complex process that happens in response to experiences and


    learning opportunities. Reading readiness depends on childrens emotional maturity,
    experience with oral language and experience with books and other printed
    materials.
    STAGES OF WORD CONSCIOUSNESS
    1) Cannot differentiate between words and objects.
    2) Uses words as labels for objects.
    3) Understands that words convey meaning.
    4) Understands that words have definite semantic meaning.
    TEACHING APPROACHES
    ALPHABETIC UNDERSTANDING
    Focus on letters of the alphabet and spelling words out loud.
    Developed as children sing songs, play with words, chant rhymes and listen to
    stories.
    Teaching Tips:
    1) Make phonemes prominent by modeling specific sounds and asking
    students to reproduce them.
    2) Begin with easy words and progress to more difficult ones.
    3) Provide support and assistance.
    4) Provide opportunities for individual practice of sounds.
    PHONICS
    Focus on learning letter-sound relationships.
    Teaches consonants, vowels, rhymes, word-blending and phonics
    generalizations.
    Not a complete reading program in itself. Must be used in conjunction with
    meaningful opportunities for reading and writing.
    WHOLE LANGUAGE APPROACH
    Focus on words and letters within whole texts and reading for meaning.
    Integrates all communication and language skills in lessons where students
    read, write and discuss.
    Relevant stories and books are necessary to engage students.
    WHOLE-PART-WHOLE APPROACH
    Balance between phonics and whole word approach. Teaches letter-sound
    relationships in meaningful ways.
    Method:
    1) Begin with whole text to give meaning to reading.
    2) Focus on knowledge about the parts of language that may be useful for
    reading and writing.

    3) Return to whole texts for application and practice.


    TEACHING STRATEGIES
    GUIDED READING
    Students learn effective reading strategies through observation and
    practice with a fluent reader.
    Method:
    1) Introduce book. Read title, display cover and discuss predictions.
    2) Read book to students while they follow along in big book or
    individual copies. Model fluent reading and encourage students to chime
    in when possible.
    3) Respond and reread independently or in groups.
    4) Teach minilessons on prevalent sounds/words.
    Use books that contain repeated words or sentences, rhyme or other
    patterns that help kids to predict the next sentence.
    (i.e. If You Give a Mouse a Cookie by Numeroff).
    LANGUAGE EXPERIENCE APPROACH
    Students learn word recognition, as well as the link between reading and
    writing, by reading a story composed as a class.
    Method:
    1) Provide an experience to spark ideas.
    2) Discuss story ideas.
    3) Record dictation.
    4) Read text aloud as class.
    READERS WORKSHOP
    Students develop concepts about print and practice decoding words by
    spending time with books on a daily basis.
    Books can include picture books, works previously read or those that are
    easily decodable.
    Mini-lessons and sharing can be used to expand upon reading skills.
    RESOURCES
    www.wcboe.k12.md.us/mainfold/curric/elementa/EmRdgProc.htm
    www.ed.gov/databases/ERIC_Digests/ed418515.html
    www.track0.com/canteach/elementary/beginning.html
    www.beginningreading.com
    www.ascd.org/readingroom/edlead/9803/strickland.html
    www.lindamoodbell.com/definitions/emergentliteracy.htm
    Laughlin, M.K. & Swisher, C.L. (1990). Literature-based reading: childrens books
    and activities to enrich the K-5 curriculum. Canada: Oryx Press.
    Tompkins, G., Bright, R., Pollard, M., & Winsor, P. (1999). Language arts: Content
    and teaching strategies (Canadian Edition). Scarborough, Ontario: PrenticeHall Canada.
    Tarasoff, M. (1993). Reading instruction that makes sense. Victoria: Active
    Learning Institute.

    You might also like