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    Unit 3a Teaching of Reading

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    Winly Tan
    This document discusses teaching reading in primary schools. It begins by outlining the objectives of the unit which are to explain why reading is important, examine different reading approaches, evaluate reading activities, and devise a reading lesson. It then discusses several key aspects of teaching reading including the importance of reading, what is involved in reading such as decoding and comprehension, challenges for ESL students, and teaching principles like using a multipronged approach and scaffolding learning. Specific reading methods are covered like phonics, teaching letter sounds, blending sounds, look-and-say which teaches whole words through repetition, and using a big book for shared reading activities. Guidelines for each method are provided.

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    Unit 3a Teaching of Reading

    Uploaded by

    Winly Tan
    46 views40 pages
    This document discusses teaching reading in primary schools. It begins by outlining the objectives of the unit which are to explain why reading is important, examine different reading approaches, evaluate reading activities, and devise a reading lesson. It then discusses several key aspects of teaching reading including the importance of reading, what is involved in reading such as decoding and comprehension, challenges for ESL students, and teaching principles like using a multipronged approach and scaffolding learning. Specific reading methods are covered like phonics, teaching letter sounds, blending sounds, look-and-say which teaches whole words through repetition, and using a big book for shared reading activities. Guidelines for each method are provided.

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    This document discusses teaching reading in primary schools. It begins by outlining the objectives of the unit which are to explain why reading is important, examine different reading approaches, evaluate reading activities, and devise a reading lesson. It then discusses several key aspects of teaching reading including the importance of reading, what is involved in reading such as decoding and comprehension, challenges for ESL students, and teaching principles like using a multipronged approach and scaffolding learning. Specific reading methods are covered like phonics, teaching letter sounds, blending sounds, look-and-say which teaches whole words through repetition, and using a big book for shared reading activities. Guidelines for each method are provided.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    46 views40 pages

    Unit 3a Teaching of Reading

    Uploaded by

    Winly Tan
    This document discusses teaching reading in primary schools. It begins by outlining the objectives of the unit which are to explain why reading is important, examine different reading approaches, evaluate reading activities, and devise a reading lesson. It then discusses several key aspects of teaching reading including the importance of reading, what is involved in reading such as decoding and comprehension, challenges for ESL students, and teaching principles like using a multipronged approach and scaffolding learning. Specific reading methods are covered like phonics, teaching letter sounds, blending sounds, look-and-say which teaches whole words through repetition, and using a big book for shared reading activities. Guidelines for each method are provided.

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    © All Rights Reserved
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    of 40

    EED 309/05 Principles & Practices of English Language

    Teaching in Primary Schools

    UNIT 3A
    TEACHING OF
    READING

    Unit Objectives
    Explain

    why Reading is important


    Explain the different purposes for which reading is undertaken
    Explain what is involved in reading
    Critically examine the strengths and weaknesses ESL students
    bring into their L2 reading
    Analyse some common genres used by primary school children
    from a teaching-learning perspective
    Select appropriate reading text using criteria related to need,
    level of difficulty etc
    Use different approaches to early reading: look-and-say, Big Book,
    phonics.
    Explain useful general as well as genre-specific teachinglearning
    principles to observe
    Critically evaluate and use some activity types commonly used by
    Reading teachers
    Devise a reading lesson

    Issues in reading

    Why Reading is Important (1)


    Reading in adult life
    (i) Writing makes permanent and keeps alive the
    thoughts of many different people in different
    times and from many different parts of the world.
    (ii) Every human being plays many roles in life.
    Reading is now a necessary part of fulfilling each
    of these roles.
    (iii) Today academic success depends on your ability
    to read.
    (iv) Need to participate in the life the media
    facilitates.

    Why Reading is Important (2)


    For the primary school child, reading enables understanding of:
    the instructions the teacher gives in written form (e.g. homework)

    informational texts that will nurture a curiosity and interest in


    finding out about various things, places and people in the world

    stories, poems and plays that help her to grow, enjoy word play
    and know about different worlds

    letters, notes, shopping lists, greeting cards etc that help her
    participate in relationships

    Types of Reading
    Reading

    to learn vs Learning to Read


    Top-down vs Bottom up reading
    Intensive vs extensive reading
    Rate-building vs power building

    What is Involved in
    Reading

    Decoding
    Purposes : genre and reader
    Structure of Text
    Reading as an active skill: thinking skills,
    creativity
    What reader brings to reading
    Outcome of Reading
    Provenance of Text
    Attitudes to reading
    Reading Repair Strategies
    7

    Reading in English as a Second or Foreign Language

    Positive features
    The students may already know how to read in their L1 unnecessary to sensitize students to some of the features that
    they need to be aware of :
    When the L1 and L2 or FL are alphabetic and they share the
    same alphabet (as in Malay and English), the children need not
    re-learn the alphabet.
    Negative features
    Often the students have to learn to read in more than one
    language at the same time. This can be quite confusing.
    If a language is an L2 or FL for the student, there is a high
    likelihood that one cannot assume that being able to sound a
    word is the same as being able to read.
    Although English and Malay share the same alphabet, the sounds
    produced by the letters are not the same in the two languages.

    Learning to Read

    What You Have to Teach

    They have to recognize that the printed words


    in a language are not the same as pictures.
    Different languages have different print
    conventions.
    Letter-sound correspondences.
    Complementary inter-relationship between
    action, talk and text.
    Need to be able to recognize words instantly
    Children must value learning to read and
    be willing to put in the effort required to
    learn

    10

    Teaching-Learning Principles (1)

    Adopt a multipronged approach

    Learn to know written structures and enjoy the language of


    books

    Build in concept enrichment

    Scaffold learning

    Provide multiple and varied opportunities for repetition

    Provide opportunities for children to recognize the


    complementary inter-relationship between action, talk and
    text and while doing this to learn to think with and through
    texts

    11

    Teaching-Learning Principles(2)

    Ensure success
    Give students opportunities to recognize how useful
    what they are learning is to them
    Devise focus lessons and opportunities to use what
    was learnt in relevant contexts
    Work on the basis of a community of learners
    Arrange for concrete learning rather than for teaching
    Variety
    Awareness that English is a second language for pupils
    Make your activities very enjoyable

    12

    Problem-related Teaching
    Strategies

    Read section Table 3.2 TeachingLearning Strategies

    13

    Phonics method

    14

    What is Phonics?

    Phonics is a system of teaching how to


    convert letters into sounds. It is based
    on the relationship between phonology
    (the sound system of a language) and
    the way words are spelt (the
    orthographic system). It is wise to
    remember that phonics is not
    specifically concerned with individual
    letter sounds. Its emphasis is on spelling
    patterns.

    15

    What Needs to be Taught


    Phonemic

    awareness
    The alphabetic principle
    The letters of the alphabet
    How consonants, digraphs, consonant
    blends, vowels and diphthongs are used

    in writing words
    How to blend sounds together to decode
    words
    The most common phonics rules

    16

    Phonemic Awareness
    A phonemically aware person needs to be
    able to do the following:
    Match printed words with sounds
    Isolate a sound in a word
    Segment a word into its constituent sounds
    Substitute sounds in a word (to recognize
    rhymes, for instance)
    Blend individual sounds to form words

    17

    The Alphabetic Principle


    When teaching phonics, teachers need to
    help children recognize that letters have
    sounds that correspond to them. With
    English, though, they also have to
    recognize that the same letters do not
    always produce the same sounds or that
    the same sounds are not always
    produced using the same letters.

    18

    Blending Sounds into Words


    Many children can identify individual sounds
    but many cannot combine the sounds
    together to form words. This combining
    called blending is something you need to
    work patiently on with children. This is one
    reason why words in context are better
    than isolated words; the children can use
    other clues syntactic, semantic to check
    if the word they have pronounced is a word
    the context supports.

    19

    Phonic Rules or Generalizations


    A few generalizations can help children to
    work more productively on their emergent
    skills in decoding. Many rules dont work
    very well because they work less than 50%
    of the time.
    Read Table 3.4 for some useful phonics rules

    20

    Strengths and Weaknesses


    Strengths
    (i) Child can be an independent reader
    (ii) Child can become a good speller
    Weaknesses
    (i) Many aspects of reading that phonics does not
    touch on e.g. reading for a purpose
    (ii) Decoding is not the same as meaningful reading
    (iii) High degree of abstraction not suitable for all
    (iv) Poor knowledge of phonology and phonics
    among Malaysian teachers

    21

    LOOK AND SAY


    METHOD

    22

    What is It?
    Variously called the whole word approach,
    sight word teaching and the key word
    approach. This approach involves
    teaching phonetically unanalyzed whole
    words to students.

    23

    Words to be Included
    Grammar words (articles, prepositions, pronouns)
    Common adjectives and adverbs
    Names of common things
    Names of colours
    Names of common concepts
    Days of the week, months of the year
    Common actions
    Relationships
    Numbers
    Useful words that do not follow regular phonics rules
    Logical connectors
    Words related to topics students will read about

    24

    Techniques for Teaching Whole


    Words
    Repetition is a very important aid to
    learning. Most methods which help
    students to remember and use words
    have this notion as their foundation.
    Read the course module to get an idea
    of how variations can be built into
    repetition

    25

    The Big Book


    Approach

    26

    The Benefits of Reading to Children

    Children who cannot read, are not incapable of thinking. Reading aloud to
    them, gives them an opportunity to receive information that is beyond their
    reading reach but not beyond their listening reach.

    From listening to stories read aloud, children learn language and ways of
    expression of written language: the vocabulary and grammatical structures
    but also the generic structure (how stories begin, how they are developed,
    how they end).

    Because stories can be about many different kinds of topics, people and
    places, children extend their knowledge of the world through listening to
    stories. It also increases vocabulary related to fields often written about but
    seldom talked about.

    It enlarges their experience in ways that prepare them for formal education.

    A great deal of the childs enjoyment and the benefit he derives from the
    story, however, come from the talk that accompanies the story: discussing
    the pictures , the characters, the possible moral, thinking about how else
    the character could have solved a problem, predicting what is likely to
    follow. These are all enjoyable and education-rich.

    27

    Guidelines for Choosing Stories for Big Book


    Presentation
    Language
    o Use known words, where possible
    o Scaffold understanding
    o Print must be large enough for everyone to see
    o Phonetically regular words can be used to reinforce phonics
    Illustrations and Colour
    o Visual appeal is very important
    o Pictures must support, not distract understanding
    Content
    o Within understanding of children
    o Must allow many repetitions
    o Quick and easy student participation
    o Must provide context for language use and thinking

    28

    Guidelines for Presentation

    Seat children near you on a mat with a stand for the


    book and a pointer
    Rouse childrens interest in the story
    Read the story
    On second reading, model expected student behaviour
    Get students to read story first in chorus, then in
    groups, then individually on a voluntary basis, then by
    nomination
    Do activities that help children understand the plot and
    use the language repetitively

    29

    READING IN UPPER
    PRIMARY SCHOOL

    30

    Selection of Corpus of Texts


    Ask the following questions:
    Are all the kinds of texts students have to and want to read
    included in the corpus?
    Are the texts suitable for boys/girls/both?
    Would these texts appeal to people from different
    geographical, ethnic, cultural and religious backgrounds?
    Are the topics and text types covered sufficiently varied to
    take account of different interests, needs and ability levels?
    Is there a good mixture of types e.g. narratives,
    humourous texts, poems ,informative texts, jokes, letters,
    plays?
    Is the content glocal i.e. does it have both local (to anchor
    the student in his own culture) and global (to give him
    wings) content ?

    31

    Selection of Individual Texts (1)

    Language
    o Words
    o Phrases
    o Linking devices
    o Sentence patterns
    o Contextual clues

    32

    Selection of Individual Texts (2)

    The kind and amount of reasoning


    required
    The kind and density of concepts in the
    text
    Content
    o Would the children find the text
    interesting/useful or both?
    o Do the children have enough life experience
    to understand this text?
    o Can this text or the activities it allows nurture
    the values we want them to possess?
    o Is the content sensitive?

    33

    Selection of Individual Texts (3)

    Pedagogic Suitability
    o Must be suitable for the aims he hopes
    to achieve
    o Can it linked with other subjects the
    student is currently learning

    34

    Responses to Text
    Verbal
    Non-verbal (Channel conversion
    Read section 3.3.2

    35

    Reading
    Aloud

    Listening-while-reading
    Diagnostic reading
    Audience reading
    Expressive play reading
    Choral reading

    36

    Silent Reading Activities


    (1)

    Asking questions
    o Open-ended questions
    o Multiple choice questions
    o True-False questions

    Making a distorted text


    whole
    o
    o
    o
    o
    o

    Filling in blanks
    Cloze
    Unjumbling a text
    Completing a text
    Jigsaw reading

    37

    Silent Reading
    Activities(2)

    Making changes to existing text


    o Changing genre e.g. make a story into a play
    o Change point of view e.g. make one of the characters tell the
    story
    o Write a parallel version e.g. give local details to a foreign story

    Make comparisons
    o With previous knowledge
    o With other texts

    Predicting on-coming text

    38

    ACTIVITIES WITH
    DIFFERENT GENRES

    39

    Activities with Texts from Different


    Worlds
    Read section 3.4

    40

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