EDUC 647 Week 10.pptx

Advanced Methods (Class Ten)

1. What Works: V (Reading)
2. Reading

ENGLISH LANGUAGE INSTITUTE

Teaching Reading:

1. We need to read every letter accurately to understand a text. (True/False)?

1. Understanding every word guarantees understanding the text. (True/False)?

1. Reading time is determined by the number of words. (True/False)?

Reading: (Ur, 2024)

1. We need to read every letter accurately. (True/False)? Good readers focus on the overall meaning and often overlook or mentally correct errors (like "house" instead of "horse" in a story about a knight).

1. Understanding every word guarantees understanding the text. (True/False)? Background knowledge of the subject (a "top-down" strategy) is often essential to comprehend specialized or technical texts, even if all the individual words are known.

1. Reading time is determined by the number of words. (True/False)? A text's difficulty is more related to its "sense units". A coherent sentence is read much faster than a disconnected list of the same number of words.

Building Phonemic Awareness

Before learning letters, learners must be able to hear and differentiate the individual sounds (phonemes) of English. This is especially important for students whose first language (L1) has a different sound system.

Building Phonemic Awareness

• Identification: Asking students to raise their hands when they hear a specific target sound in a series (e.g., hearing /θ/ in /θ/ /ð/ /d/ /t/).
• Odd One Out: Having students identify the different sound in a set (e.g., /t/ /t/ /d/ /t/).
• Rhyming: Asking students to identify which of two words rhymes with a target word (e.g., "Which word rhymes with patch? One: cash; Two: catch.").
• Positioning: Challenging students to identify if a sound is at the beginning, middle, or end of a word. 1. even 2. three 3. steep.

Building Phonemic Awareness

• Adding Sounds: Having students identify what sound was added to a word (e.g., sand —> stand).

• Counting: Asking students to count the number of sounds in a simple word (e.g., cats).

• Blending: Giving students component sounds and asking them to blend them into a word (e.g., /m/, /æ/, /n/ —> man).

Learning Letters

• When to start: It's often better to establish basic spoken proficiency first, so reading becomes about recognizing meaning, not just decoding symbols.
• Method: The phonic method (teaching single letters and building to words) is practical. Start with the most common letters (e.g., a, e, s, n, t, r) and common digraphs (e.g., th, sh).
• Sound vs. Name: For young learners, it's more helpful to teach the sound a letter usually makes (e.g., /h/) rather than its name (e.g., 'aitch'), as names are rarely used in the act of reading.

Learning Letters

• Order: Ur states,”Teach the most common letters first rather than following the conventional alphabetical order.” (E,T,A,O,I,N,S,R…)

Learning Letters

• Order: Teach the most common letters first rather than following the conventional alphabetical order.

• Case: Teach upper- and lower-case forms together.

• Alphabet Linking Chart (Fountas & Pinnell, 1998)

• Letter Books (Fountas & Pinnell, 1998)

• Name Charts (Fountas & Pinnell, 1998)

Letter Sorting and Matching

• Consider paper alphabets or magnetic alphabets.

Letter Sorting and Matching

From Word Matters (Fountas & Pinnell, 1998)

• Letters in my name and NOT in my name.
• Letters in ABC Order
• Letters of different colors
• red, green, yellow,etc.
• Same size or different size
• c,d,e,b – (c,e) -> (d,b)
• Letters made from different media
• crayon for consonants, marker for vowels
• Upper and lower case letters

Letter Sorting and Matching

• Letters with
• tails
• (y,p)
• Letters with
• circles
• (o,a,d,p)

• Letters with
• sticks
• (p, b, l, m)
• Letters with
• “tunnels”
• (h, m, n)

Letter Sorting and Matching

• Letters that are:
• tall
• (h,l,f)
• short
• (c, u, a,n)
• with lines crossing through them:
• (t, f, x)
• with dots
• (i, j)

Letter Sorting and Matching

• Letters that are:
• tall
• (h,l,f)
• short
• (c, u, a,n)
• with lines crossing through them:
• (t, f, x)
• with dots
• (i, j)

Letter Sorting and Matching

• Letters that are:
• with curves
• (n, m, e, f)
• with slants
• (x, y)
• vowels
• consonants

Building Meaning through Word Structures

• Contractions (I’ll, you’ll, etc.)
• Affixes (prefixes, suffixes)
• re-, un-, bi-
• -er, -est, -less, -ly
• Synonyms/Antonyms
• Identify some pairs of synonyms
• Antonyms?
• Homonyms (read, reed)
• Homographs (bat, bat) Homophones (here, hear)

Building Meaning through Word Structures

• Plurals’ recognition
• What are the rules for plurals?
• Add “s”
• Add “es”
• F to V (life-lives)
• Y to i (study- studies)
• Change spelling (mouse - mice)
• Same spelling (deer - deer)

Building Meaning through Word Structures

• Possessives
• Add ‘s to any word.
• If it ends in “s,” just add apostrophe.
• Clipped words - What are the shortened forms?
• automobile
• hamburger
• bicycle
• Abbreviations
• Doctor, Mister, etc.

Building Meaning through Word Structures

• Greek and Latin Word root instruction.
• Look up a Greek root, and post it.
• Aqua?
• Water
• Chronos?
• Time
• Port-?
• Carry

Tasks

Letters in Words:

• Match letters (upper and lower case) to pictures of words that start with that letter (e.g., 'h' and 'H' to a picture of a house).

Tasks

Letters in Words:

• Show a picture and a set of letters; students cross out the letters they can't hear in the word.

Tasks

Single Words (Cognates):

• Have students identify cognates—words that are similar in their L1 (e.g., pasta, television, video).
• Work with Rimes:
• Rimes (phonograms): a cluster of letters, a part of a word, or a spelling pattern:
• examples: -ack, -ail, -ain, etc.
• students collect and write, then keep as a resource.
• See Wiley and Durell (1970) 37 most common phonograms

Tasks

• Work with Rimes:

Tasks

Single Words (English):

• Ask students to order words by the size of the object they represent (e.g., a mouse, a bag, a tree).

• Draw lines between words that are connected (e.g., table —> chair, man —> woman).

• Circle the "odd one out" in a set (e.g., run, walk, jog, eat).

Tasks

• Phrases and Short Sentences:

Have students draw what a phrase describes (e.g., "a red bottle," "a blue clock").

Tasks

• Phrases and Short Sentences:

Show a picture and have students copy only the sentences that are relevant to it.

Tasks

• Phrases and Short Sentences:

Give a simple riddle for students to solve (e.g., "It is in Australia. It is big. It can jump.").

Fluent Reading

Fluent Readers Display:

• Speed: Reading in meaningful word groups, not just individual word decoding. “He t- - - s a sh- - -r / e- - -y day.
• Selective attention: Focusing on significant parts of the text.
• topic sentences, introduction, conclusion, names, dates, key words, repeated words/phrases.

Fluent Reading

Fluent Readers Display:

• Guessing unknown vocabulary: Using context to infer meaning.
• using affixes, word roots, parts of speech.
• Prediction: Anticipating what will come next.
• Motivation and purpose: Reading because they want to and have a reason to.

For Fluent Reading, Teachers Should…

• Keep Language Accessible: Students should already know 95-98% of the words in a text for fluent reading.
• Develop automaticity:
• Increase automaticity through word recognition:
• (General Service List: 2,000 most common headwords/word families) play - plays- played,etc.
• According to Nation: “High Frequency words are so important

that anything that teachers and students can do to make sure that they are learned is worth doing” (2001, p. 16)

For Fluent Reading, Teachers Should…

• Use Familiar Topics: Activate students' prior knowledge before reading.
• Encourage Skimming: Have students look quickly through a text for the main idea.
• Encourage Scanning: Use tasks that require students to search for specific items of information.

For Fluent Reading, Teachers Should…

• Promote Good Vocabulary Habits: Tell students not to worry about every unknown word. Encourage them to guess from context (inferencing) or ignore a word completely if the overall meaning is clear.
• Encourage Prediction: Ask questions like, "What do you think will happen next?".
• Encourage Re-reading: After comprehension tasks, have students re-read the text to build speed and familiarity.

Systematic Reading Approaches See Canvas

• KWL (Know – Want to know – Learnt)
• SQ3R (Survey, Question, Read, Recall, Review).

References

Fountas, I. C., & Pinnell, G. S. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Heinemann Ur, P. (2021). A Course in English Language Teaching. Cambridge University Press