EDTE251 Week 11

EDTE251 Week 11

1. EDTE251 WEEK 11

   • 5 Approaches to Teaching Reading
     • 1) Psycholinguistic Approaches
       • This approach requires children to bring what they already know and their understanding of oral and written texts to make meaning from the written words
         • Students should be taught that literacy is not simply taught in school (as parts of lessons). It is part of everyday life
         • Children need to learn in meaningful real situations rather than simply class instructions, practising skills
       • 3 Cueing Systems
         • Graphophonic- decoding graphemes (letters) into sounds (phonemes)
         • Semantic- knowledge about the world and the meaning of words
         • Syntatic- knowledge of language structure
       • Psycholinguistic Teaching Approaches
         • Reading aloud opportunities- good quality, multicultural texts
         • Enthusiastic Teacher---> provides reading, writing, speaking and listening for pleasure (independent and group), opportunity to demonstrate links between sounds and letters
         • Words games and Word Play
     • 2) Cognitive-Psychological Approaches
       • Readers learn in STAGES starting with grapho-phonic strategies and explicit instructions from teacers
       • Qualitiative differences between beginners and more experienced readers
       • Word recognition should be the first cueing system- visual features
     • 3) Phonics Teaching
       • The understanding that there is a link between SOUNDS and LETTERS/SPELLING of words. This is important as it helps students master alphabetical code-breaking skills needed for proficiency in reading
       • Converts letters (graphemes) into sounds (phonemes) and then blend the sounds into recognisable words
       • Two types of phonics teaching
         • Synthetic
           • Phonemes are introduced first, pronounced then blended together (synthesised). Therfore, children learn phonemes to make up words.
           • Segmentation- hearing individual phonemes within a word Blending- merging phonemes together
         • Analytic
           • whole words are introduced first, then students are asked to analyse each individual part
             • Onsets- part of the syllable BEFORE the first vowel e.g. S/un, D/og
             • Rimes- part of the syllable from the first vowel onwards e.g. s/UN, d/OG, sp/IT
       • Phonics Teaching Approaches
         • Daily whole class direct teaching, follow phonics teaching program, regular assessments, sessions with regular structure e.g. warmup exercise, revision, introduction of new sounds, word making, consolidation
     • 4) Sociocultural Approaches
       • Children read successfully because they learn to read CULTURALLY rather than by instructions. This approach emphases the idea that learning is co-constructed with others in routine everyday activities at home and in society e.g. reading newspaper, researching something on the internet
       • Examples of Sociocultural Approaches: connecting home and school reading, encourage children to bring in texts, introduce popular children's texts, encourage technology based learning, encourage participation
   • Planning for an Inclusive Curriculum (need to be considered in planning and teaching
     • • Set suitable objectives and challenges
       • consider different teaching and learning styles
       • provide equal access for diverse learners
   • Integrating speaking, listening, reading and writing
     • Familarisation with the genre/ text
       • Capturing Ideas
         • Teacher demonstration
           • Teacher scribing
             • Supported writing
               • Independent Writing
   • Expanding Learning Affordances
     • Book Talk
       • Elicit Response
         • (encourage sharing)- tell me what you thought about it/ how you felt
       • Extending Response
         • tell me more about it
       • Encouraging Critique
         • do you agree?
     • Dialogic Teaching
       • Collective: T+Ss (learn together)
       • Reciprocal: T <-> Ss (Share ideas)
       • Supportive: Ss =) Ss (Students teaching each other)
       • Cumulative: T + Ss (create new ideas)
       • Purposeful: T plans with specific learning objectives in mind
   • Planning
     • Cross-Curricular Planning
       • students practise and apply learning in different contexts
       • teachers observe any gaps in understanding
       • students learn the academic language and use literacy skills
         • (assessments can help plan the next steps of learning)
     • Creative Planning
       • set culturally and personally authentic activities
       • provide involvement and creative engagement
       • include a wide range of activities
       • set challenging but achievable learning goals
     • Planning an effective Literacy Lesson
       • set language and literacy objectives
       • use child friendly language
       • use inspiring texts
       • link with previous learning
       • Incorporate whole class and independent work
       • Plenary Session to review learning, encourage discussions and feedback
   • Cummins "Interdependence Theory of Bilingualism"
     • Basic Interpersonal Communication Skills (BICS)
     • Cognitive and Academic Language Proficiency (CALP)
     • A- Face to Face Conversation B-Demonstrations/ experiments c- Telephone Conversations D-Writing a standardized test

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