This paper will briefly look at these two different approaches, discuss some options on how best to deliver an effective reading program, and review a commercial reading program, in this case, Jolly Phonics, and its usefulness in promoting phonological awareness. Phonics based instruction is basically the premise that reading is learned by making sense of the smallest components of language, meaning the letters, then slowly progressing towards the larger components of sounds, words and sentences, teaching the children the relationship between the letters. It is then that they learn to decode language and gain understanding. In essence, they break the code and master the components. This is generally taught through direct instruction, via the use of worksheets and rote exercises.
They necessitate dissimilar skills and teaching methods. Another solution is to construct reading activities so that there is a before, during and after stages of reading knowledge. Expository text comprises the greater part of what we read which includes essays, directions, documents, journals, magazine and newspaper articles, and other things. Students need to familiarize themselves with how these texts work and what to do when they start reading these types of texts. Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Anticipatory Set: Before Beginning the Lesson: Explain each Activity Procedure: Large Group: Small Group: Explain Activities for Differentiating Instruction: Advanced Students’ Activity and Student Directions: Struggling Students’ Activity and Student Directions: Wrap-up/Review Activity of the Day’s Lesson: Day 3: Lesson Preparation for Anchor: Integration of Knowledge and Ideas RL.2.7. Use information gained from the illustrations and words in a print or digital text to
Phonics teaches children to be able to listen carefully and identify the phonemes that makes up each word. This help children to learn to read words and spell words. WHY IS PHONICS IMPORTANT? Learning phonics will help a child to learn to read and spell. Written language can be compared to a code, so knowing the sounds of letters and letter combinations will help a child decoded words as they read.
Passing the quiz is an indication that your child understood what was read. AR gives the student and the teacher immediate feedback on the quiz, which the teacher then uses to help the student set goals and direct ongoing reading practice. To determine the student’s reading-level a short ten minute computer based reading assessment that adjusts the levels of difficulty to student responses is administered. The test establishes a Zone of Proximal Development (ZPD) reading range for the student. Students are then encouraged, or required by some teachers, to select books within their ZPD that also matches their age and interest level.
After that, they can interact with you, allowing teachers to know if your students are processing and understanding what they are hearing. If you realize your students do not understand something, particularly vocabulary use gestures or pictures and focus them with several situations and experiences. Consequently, exposure to English should be through different activities for teaching
“Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next? As children internalize this question, they develop an anticipatory attitude toward print, making predictions as they read or listen to a text in order to generate meaning as the story unfolds”. Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. Some students call this “going out the same door you came in”. This repetition encourages students to predict the events in the story, and to predict these events with more success.
In order for a student to master fluency they must be able to master the five components of reading as well. All of these concepts work hand-in-hand to master the skill of reading and comprehension. Fluency is related to trade books because they students unlimited access to trade books in the classroom this can help students develop reading fluency. For a student to have developed reading fluency, means that they have overall broke the surface and now is able to comprehend what is in the text. By incorporating trade books in the classroom it helps teachers to better assist their students on advancing
As part of a group discussion, the children were asked to answer a number of closed questions such as ‘Can anybody tell me what a noun is?’, ‘Can anybody give me an example of this?’. All of the examples given were written onto the whiteboard and sentences were built up around the word classes being discussed. This provided an excellent way of both assessing the children’s previous learning of word classes and reinforcing it in preparation for the next stage. Following the same pattern of teaching the concept of adverbs was introduced to the class. It was explained to the children that adverbs provided information about ‘how, where and when’ an action occurred and examples were given such as ‘I ran noisily into the classroom’, ‘The girl walked slowly into lunch.’ The children were encouraged to think of their own examples of adverbs and to share these with the class.