• Partagez
  • E-mail
  • Intégrer
  • J'aime
  • Télécharger
  • Contenu privé
Developing Reading Skill
 

Developing Reading Skill

on

  • 108 vues

 

Statistiques

Vues

Total des vues
108
Vues sur SlideShare
94
Vues externes
14

Actions

J'aime
0
Téléchargements
1
Commentaires
0

5 Ajouts 14

http://www.hanadimirza.blogspot.com 5
http://hanadimirza.blogspot.com 4
http://www.hanadimirza.blogspot.ru 2
http://hanadimirza.blogspot.ae 2
http://www.blogger.com 1

Accessibilité

Détails de l'import

Uploaded via as Microsoft PowerPoint

Droits d'utilisation

© Tous droits réservés

Report content

Signalé comme inapproprié Signaler comme inapproprié
Signaler comme inapproprié

Indiquez la raison pour laquelle vous avez signalé cette présentation comme n'étant pas appropriée.

Annuler
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Votre message apparaîtra ici
    Processing...
Poster un commentaire
Modifier votre commentaire

    Developing Reading Skill Developing Reading Skill Presentation Transcript

    • Developing Lear ner s’ READING Skill (K-12) Hanadi Mirza hanadym@hotmail.com Hanadi Mirza
    • Problems with MY Readers  Nat [b] Tap [k] (KG 3)  Sunday = Day of the Sun (Gr. 3)  Major vs. minor characters (Bacc II)  The boys having bags are in class. Having is singular or plural? (univ. 1st yr)  Graded readers are written in narrative style. (univ. 2nd/3rd yr) * Copy/Paste  Social /Fair / Bear / VocaPulary (univ.) Hanadi Mirza hanadym@hotmail.com
    • Part I - Overview on How to Teach Reading in KGs, Elementary, and Cycles 3 8 4 (A comparative Approach) Part II - Group Work: sharing problems teachers face with their readers and suggesting solutions Hanadi Mirza hanadym@hotmail.com
    • Natural Language Development L Listening Piano S Speaking Violin R Reading Drums W Writing Flute Hanadi Mirza hanadym@hotmail.com
    • Reading Process Reading = Decoding (category) Reading Comp= Decoding + Encoding READ Aloud  Pronunciation + Intonation READ Silently  Comprehension Hanadi Mirza hanadym@hotmail.com
    • 1.1- Communicate with others observingrules appropriate to own level NCERD KG 1 (L + S) KG 2 (L+ S+ R) KG 3 (L+ S +R +W) -Listen to what is heard.-Apply some instructions given by others.-Express needs with various methods.-Express what he himself is doing.-Take initiative in speaking to others. Listen to what is heard.Apply instructions given by others.Express needs with various methods.Express what he/she or others are doing.-Apply rules of communication during dialog.Take initiative in speaking Listen to what is heard.-Follow instructions &interact with the urgings of others -Express needs with various methods.methods. Express what he or others are doing.-Appl rules of communicatio during dialog Take initiative in speaking and discussing with others . Hanadi Mirza hanadym@hotmail.com
    • The 5 Elements of Reading L S  R  W I- Phonemic Awareness  Identifying sounds II- Phonics Reading sounds III- Vocabulary  Meaning Making IV- Fluency & Accuracy while Decoding V- Comprehension Read TO Comprehend i.e. Answer in OWN Words i.e. Paraphrase Answer Writing  Identify Sounds then Write Letters Hanadi Mirza hanadym@hotmail.com
    • I- Phonemic Awareness (KGs) 1- Rhyming words 2- Sounds within words a) Beginning sounds b ) Ending Sounds) c) Middle sounds 3- Sound Blending (sounds into a word) 4- Sound Segmenting (a word into sounds) 5- Words within sentences 6- Syllables within words Hanadi Mirza hanadym@hotmail.com
    • II- Phonics (KG2 & KG3) SOUND of a letter NOT Writing  Process of translating written words into speech  Letter Reading NOT Writing    - Sound blending - Word Building - Connect sounds to word Hanadi Mirza hanadym@hotmail.com
    • Phonics 1) m M ABCDEFGHI…. 2) m + a = ma ma + n = man 3) cat = c + at 4) hat pen mat e + d = ed b + ed = bed ca + t can red dog bed Hanadi Mirza hanadym@hotmail.com sat
    • 3- Vocabulary (KGs) Learn 2000-4000 new words per grade level  Pre-teach Vocab 1- Meaning of q word: - Using Meaning prompts - Using Visual prompts (Pictures & Realia) - Acting out a Word - Using Multiple Prompts - Using Relations between words: synonyms, antonym, prefixes, roots … 2 – Application - Guessing Games / Acting out - Put a word in a meaningfulHanadi Mirza sentence hanadym@hotmail.com
    • Pre-Teach Vocab (Cycles 1 & 2) 1- Meaning from Context Clues:    Definition / Synonym / Antonym (Part of Speech) Word Formation using Prefixes & Suffixes Dictionary Skills – Spelling Rules - Dictation 2- Application/Review:     Guessing Games using Pictures / Realia Acting out the word / Cross Puzzle Words Put a word in a meaningful sentence (Cycle 1) Write a (narrative) paragraph using the following 5 words: … (Cycle 2) Hanadi Mirza hanadym@hotmail.com
    • Vocabulary (Cycles 3 & 4)  During Reading 1- Meaning IN Context:  Find a word/expression in the text that means … using the context clues of the text itself 2- Application:  Write a persuasive essay arguing with or against the law of banning smoking in public places in Lebanon. (Lexis & Spelling) Hanadi Mirza hanadym@hotmail.com
    • IV- Fluency & Accuracy while Decoding (follow with finger / ruler) My dog is in the red box. (KG) Four people are waiting in front of the police stations. (Cycle 2) Hanadi Mirza hanadym@hotmail.com
    • Poor Pronunciation  NO Comprehension Using Simplified Phonetics People [pypl] police [polys] food [fooood] purpose [p ərps] Schwa [ ə ]  [euh] sound BBC / CNN / Online Phonetics / Google... Hanadi Mirza hanadym@hotmail.com
    • Spelling vs Pronunciation                 Psychology (ps--) [saykolə djy] Pneumonia (pn--) [nəmonia] Climbing, comb, lamb, bomb (--mb)  [klayming], [kom], [lèm], [bám] Calm, Palm (--l m) [kám] , [pám] Folk , Folktale (-- l k)  [fok] , [fokteyl] Vegetable [ve dj təbl] Comfortable [kámftəbl] Government (nm) [gavərmənt] Suggest, Suggestion [sag djəst], [sagdjəstshən] People, Apple [pypəl], [ápəl] Sensual , Sensuality [sənshəwəl] , [sənshəwality] Nation, Nationality [neyshən], [nashənality] Social , Beautiful [soshəl] , [byurəfəl] Original but Originally [oridjinəl] but [oridjənly] Actually [aktshəly] Say but Says [sey] but [sèz] Hanadi Mirza hanadym@hotmail.com
    • Spelling vs. Pronunciation (continued)                 Determine but Mine [ditərmən] but [mayn] Examine→ [əgzámin] Seduce but Seduction [sidýous] but [sidakshən] Appreciate [aprishiyeyt] Result, Adult → [rizált] , [ədált] World, Work, Word, War [wərld], [wərk], [wərd], [wor] July, Major [djoulay] , [meydjər] Children, Church [tshildrən], [tshərtsh] Pleasure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər] Write/Written, Hide/Hidden  [rayt] / [ritən] , [hayd] /[hidən] Teacher [tytshər] Doctor, Dollars [daktər] , [dálərz] Cat, Cup, Color: (c)  [k] [Kat] , [Kap] , [kalər] Circus, Ceremony: (c)  [s] [sərkəs] , [sərəmony] Gallery, Go, Gut: (g)  [g] [galəry] , [go] , [gat] Giraffe, Generous: (g)  [dj] [djiraf] , [djənərəs] Hanadi Mirza hanadym@hotmail.com
    • (continued)             The + any letter EXCEPT (a/e/i/o/u) →[o‫ ]ﺫ‬never [za] Although , Thunder, Thumb→ [ol‫ ﺫ‬o] , [thándər] , [thám] Thank You [thánk] Never [sank] You The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [‫ ] ﺫﻱ‬never [o‫ ]ﺫ‬nor [zi] The + eu ropean, u nited the+[you] (as 1st sound) [o ‫ ]ﺫ‬NOT [za] Use the [yous] but I/you [youz] Process but processes → [prósəs] but [prosəsyz] Woman but women → [woumən] but [wymin] Police , Policeman [polys] .[polysmən] Symptom→ (--m p) [simtəm] Wanted / Added / Promised / Grinned  [wantid] , [ádid] , [promist] , [grind] Battles, Flags / Groups, Mats Kisses, Churches,—> [bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz] Hanadi Mirza hanadym@hotmail.com
    • VOICED & VOICELESS SOUNDS Past Tense of Regular Verbs       (-ed)  [- id] , [-t] , or [-d] ? [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] Created , Needed / Proved / Fixed Plural Form of Nouns (-s)  [-z] or [-s] or [-əz] ? vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [- əz] Boys, girls / cats, lin ks / classes, foxes  Hanadi Mirza hanadym@hotmail.com
    • V- Reading Comprehension Read for a PURPOSE: - Read for the Gist (main idea) - Read for Specific Info - Read for Details (intensive / inferential Reading)  Develop Schemata for Story Reading / Other Genres Reading Strategies: - Predicting - Questioning - Clarifying - Summarizing | Reading Skills: a) Skimming b) Scanning Hanadi Mirza hanadym@hotmail.com
    • Reading Comprehension (KGs) 1) Cover page  a- Title/Picture / Author /Illustrator (Graphic Organizer)  b- Predict story from Title & Picture  2) Picture Walk using Reading Strategies  3) Retell story using Pictures  4) Decode words with the help of pictures  5) Using Reading Strategies to check students’ comprehension of the written text  6) Summarize the story using pictures to check comprehension of the story itself Hanadi Mirza hanadym@hotmail.com
    • Reading Comp. (Cycles 1 & 2)         1- Pre-Reading Stage Warm-up (Discussion) Pre-Teach Vocab Predict Story from Title/Pictures 2- During Reading Stage (Silent Reading) Answer Factual THEN Analytical Questions Fill in the Story Map / Chart/ Table…. 3- Post-Reading Stage Summarize the Story / Text Read Aloud  Pronunciation + Intonation Connect: R-W / R-S / R- Drawing / …. Hanadi Mirza hanadym@hotmail.com
    • Reading Comp. (Cycles 3 & 4) How to Save Time? 1- Read Questions (Purpose) + Reformulate Q’s 2- Read the text to find the answer to each Q’s      Multiple-Choice Questions: (STRATEGY) 1- Read the Stem without the Distracters (A/B/C/D) 2- Understand the question (Reformulation) 3- Read the text to find the answer to Question 4- Eliminate the wrong choices 5- Double check if he right choice = paraphrase of the answer found in the text Hanadi Mirza the distracter hanadym@hotmail.com
    • Make a Difference In Your Readers’ Future Hanadi Mirza hanadym@hotmail.com www.hanadimirza.blogspot.com www.atel-lb.org Hanadi Mirza hanadym@hotmail.com