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Reading to Young Learners

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Reading to Young Learners

  1. 1. READING To YouNG LEARNERs Hanadi Mirza hanadym@hotmail.com
  2. 2. Do students Read to Learn OR Learn to Read? Hanadi Mirza hanadym@hotmail.com
  3. 3. Language Skills L Listening S Speaking R Reading W Writing Hanadi Mirza hanadym@hotmail.com
  4. 4. Reading versus Reading Comprehension READ: psychology / naranjas / pneumonia / cesame / chiot / piaza / pollo Hanadi Mirza hanadym@hotmail.com
  5. 5. Reading Process Reading = Decoding Reading Comp= Decoding + Encoding Hanadi Mirza hanadym@hotmail.com
  6. 6. 1.1- Communicate with others observingrules appropriate to own level NCERD KG 1 KG 2 KG 3 -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
  7. 7. Characteristics of Emergent Reader 1- Attitude toward Books (Attentive listener & Interested to talk about srory read to him/her)  2- Behaviors with Books (Handle book correctly & Pretend to read from pics or memory)  3- Word Recognition I(Logos) Hanadi Mirza hanadym@hotmail.com
  8. 8. The 5 Elements of Reading  1- Phonemic Awareness  2- Phonics  3- Vocabulary  4- Comprehension  5- Fluency Hanadi Mirza hanadym@hotmail.com
  9. 9. 1- Phonemic Awareness 1- Rhyming words 2- Sounds within words a) Beginning sounds b) Middle sounds c) Ending Sounds d) Sound Blending (sounds into a word) e) Sound Segmenting (a word into sounds) 3- Words within sentences 4- Syllables within words Hanadi Mirza hanadym@hotmail.com
  10. 10. 2- Phonics SOUND of a letter NOT Writing  Process of translating written words into speech  Letter Reading NOT Writing  Connect sounds to spelling    Sound blending Word Building Connect sounds to word Hanadi Mirza hanadym@hotmail.com
  11. 11. 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
  12. 12. 3- Vocabulary Learn 2000-4000 new words/grade level  Pre-teach Vocab How to Teach Vocabulary words: 1-Questioning and coaching strategies - Meaning prompts - Structure prompts - Visual information prompts 2- Prompts that use more than one cue source 3- Demonstrating self – monitoring 4- Relationships between words: synonyms, prefixes, roots etc… Hanadi Mirza hanadym@hotmail.com
  13. 13. 4- Comprehension Comprehension is the REASON we Read.  Develop Schemata for Story Reading Reading Strategies: 1- Predicting 2- Questioning 3- Clarifying 4- Summarizing | Reading Skills: a) Skimming b) Scanning Hanadi Mirza hanadym@hotmail.com
  14. 14. Comprehension (continued) 1) Cover page  a- Title/Picture / Author /Illustrator (Graphic Org.)  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
  15. 15. 5- Fluency Accuracy Rates  Frustration level: below 90%  Too hard  Instructional level: 90-94%  Just righ  Independent level: 95 – 100%  Easy Hanadi Mirza hanadym@hotmail.com
  16. 16. Balanced Reading Program  Read    Aloud  PROPER Pronunciation Shared Reading Guided Reading Independent Reading Hanadi Mirza hanadym@hotmail.com
  17. 17. Schwa [ə] [euh] sound or Arabic “hamza” Hanadi Mirza hanadym@hotmail.com
  18. 18. 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
  19. 19. 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
  20. 20. (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
  21. 21. 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
  22. 22. IMPORTANT to Young Learners  Movement  Play / Games  Breaks  Drama  Songs  Dance  Positive Environment  Safe + Low Anxiety  Literacy  Reading & Writing Hanadi Mirza hanadym@hotmail.com
  23. 23. Successful Reader Independent Reader in KGs (+ Reading Strategies)  Successful Elementary Reader  Successful Adult Reader READ Aloud  Pronunciation + Intonation READ Silently  Comprehension Hanadi Mirza hanadym@hotmail.com
  24. 24. Today’s CHALLENGE Is to READ Fluently AND Accurately TO Comprehend Hanadi Mirza hanadym@hotmail.com
  25. 25. Do students READ to Learn or Learn to READ? Hanadi Mirza hanadym@hotmail.com

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