Reading and the Language Arts

You make the difference!

Studies have shown that reading instruction effectiveness does not lie with any one program. It is when an effective teacher caters to a child’s needs that true progress can be made.

Such a teacher…

Believes that all children can read and write.

Make connections to children’s previous experiences.

Use a variety of teaching techniques. Offers a variety of literature materials. Tailor instruction to individual students. Acts as a reading coach and provides

helpful strategies.

Classrooms that Work: They all can read and write

Students must be motivated. Students must be taught word attacking

strategies. Students must develop comprehension. Students must be part of an integrated

curriculum. Students must participate in effective

assessment strategies.

So where should reading begin?

Phonemic Awareness The Primary focus of phonics instruction

is to help beginning readers link letters to sound.

http://www.youtube.com/watch?v=2Yti78OGxg0&feature=related

Phonics

Is one of many tools. Necessary to read and write. Phonics can be reinforced during shared

reading and writing. Can easily be assessed during writing

time. Can be easily implemented through fun

and meaningful text.

Norton pg 170-171

Programs to aide the teaching of phonics

1. Hooked on Phonics http://www.hookedonphonics.com/learntoreadcontent/?ShowPopup=0&gclid=CImE7au59KQCFUhY2godmGeahw

2. Go Phonics http://www.gophonics.com/

3. Reading Horizons http://www.readinghorizons.com/

Vocabulary Comprehension

By age five a child with normal language development may know more than 5,000 words.

Young children need the opportunities to listen to stories, poetry, and riddles.

Vocabulary can be taught by indirect and direct instruction.

Example of Direct Instruction of Vocabulary words

Words are shown and discussed.

Words are taught by associating them with a variety of concepts.

Words may be contrasted to show relationships.

http://www.youtube.com/watch?v=By38ELy8p4Q&feature=related

Example of Indirect Instruction of Vocabulary words

Students can see words in context while reading. This helps them decode the word and understand its proper meaning.

Vocabulary Development in the Lower-Elementary Grades

Concept Books can be used to teach the meaning of many common vocabulary words.

These books rely on illustrations to help children understand the meaning of words.

Books come in a varying degree of difficulty.

Vocabulary Development in the Middle and Upper Elementary Grades.

Journal writing and learning logs may be used to help students use the vocabulary they learn in reading and spelling.

Students must be taught context clues

Teachers should Model Context Clues

Definition

“grassland gave way to tundra, frozen land where only sedges, moss, and lichens may grow.

Other Contrast Clues

Comparison Summary Familiar Expression Experience Synonym

Schema Theory

Emphasizes the important of activating prior knowledge.

Pre-reading and many pre-reading strategies are used to activate the prior knowledge needed by the students.

Semantic Mapping

Vocabulary Web

Thematic Units

Units of study centered around a theme.

References

Donna E. Norton. The Effective Teaching of Language Arts, 6th edition. Copyright 2004. Pearson Merrill Prentice Hall. Upper Saddle , New Jersey.

Go Phonics. http://www.gophonics.com. Accessed Oct, 11, 2010.

Hooked on Phonics. http://www.hookedonphonics.com/learntoreadcontent/?ShowPopup=0&gclid=CImE7au59KQCFUhY2godmGeahw. Accessed Oct, 11th 2010.

References

Phonemic Awareness. http://www.youtube.com/watch?v=2Yti78OGxg0&feature=related. Accessed Oct, 10th 2010.

Reading Horizons. http://www.readinghorizons.com. Accessed Oct, 11, 2010.

Say what you see! http://www.youtube.com/watch?v=By38ELy8p4Q&feature=related. Accessed Oct 14, 2010.