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EML 433 Lecture 3
The Teaching of Reading
| Question | Answer |
|---|---|
| How to visually immerse (3) | Wall posters, print walk, big books. |
| How to aurally immerse 4) | Read a-louds, shared reading, audio books, chant and choral reading. |
| How to model demonstration (2) | Model process, display models of texts |
| How can you model and make explicit processes? | Teacher read a-louds, shared reading and think a-lours for reading and writing |
| How can you demonstrate through collecting, making and displaying? | Joint construction of texts. Why and how questions to develop critical literacy. |
| How can you encourage approximation? (2) | Communicate that it's ok to have a go. Link school learning with skill acquisition (riding a bike, walking, playing an instrument). |
| What do mistakes do? | Help us learn through approximation. |
| How can you improve responding in the classroom? (2) | Attend to approximations, establish many sources of feedback. |
| Phonics is the relationship between what aspects of language? | Written letters and spoken sounds. |
| How many approaches are there to teaching phonics? | There are many approaches to teaching phonics. |
| How should phonics be taught? (2) | Explicitly and systematically. |
| How many techniques should be used when teaching phonics? | Many techniques should be used when teaching phonics. |
| What type of reading has the highest input from the teacher? | Modelled reading (reading to children). |
| Reading with children is called? | Guided reading. |
| What type of reading has the lowest input from the teacher? | Independent reading (reading by children). |
| Modelled reading should follow what 3 step process? | Whole, part, whole. |
| What processes are made explicit in modelled reading? | Invisible processes are made explicit. |
| What does guided reading focus on? | Specific skills within text with small groups of readers. |
| What are the three facets of independent reading? (3) | Reading for pleasure, reading for a purpose, reading for practice. |
| Assessment judgements may be based on (3) | Matching against syllabus outcomes, standard scores, developmental stages. |
| What two aspects reflect reaching practice? (2) | Assessment and student progress. |
| How many steps are in the teaching and learning cycle? | 4 |
| What are the aspects to the teaching and learning cycle? (4) | 1) Analyse evidence & make judgements, 2) plan learning experiences, 3) implement teaching strategies, 4) monitor student progress. |
| We monitor and analyse reading at what 3 levels? | Cues (the information used by the student), Strategies (behaviours the student exhibits), Orchestration (the flexible combination for fluency). |
| Orchestration | The flexible combination of cues and strategies for fluent reading. |
| Strategies | The behaviours the student exhibits when reading. |
| Cues | The information used by the student. |
| What are the 3 cues? | Grapho-phonics, syntax, semantics. |
| What are examples of grapho-phonic cues? | Sight words, sounds, symbols, spelling, letter shapes, correspondence, matching. |
| What are examples of syntax cues? | Grammar, terms, usage, text types. |
| What are examples of semantic cues? | Topic, field, vocabulary, culture, world. |
| What are questions that illicit cues? (3) | Do the approximations look or sound right (visual), fit the structure (syntax), make sense (meaning). |
| What questions illicit semantic cues? (4) | Does it make sense? Do they understand the ideas represented? Does the child use contextual info? Do they relate and engage with text? |
| What questions illicit syntax cues? (4) | Do the words sound right together? Are they grammatically cohesive? Does the word order resemble english? Are text type rules followed? |
| What questions illicit graph-phonic cues? (4) | Do sounds and symbols match? Are familiar chunks of letters recognised? Known words identified? One to one correspondence? |
| What questions can be used to understand readers' strategies? (4) | What is done at the point of difficulty? How does the child predict the word? Do they self monitor or self correct? Are cues cross checked? |
| Name 3 strategies that begin with 'R'. | Reading on, remembering, rereading. |
| Name an A, B and C strategy. | Appealing, Baulking, Cross-checking. |
| How should fluent reading sound? (6) | Smooth and well paced with phrasing and intonation following punctuation and conventions of reading |
| How do fluent readers use cueing systems? | Flexibly in order to understand and convey meaning |
Created by:
Katellord
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