Lesson 4 Reading

8/14/2019 Lesson 4 Reading

1/23

Lesson 4: Listening and

reading

prepared by Kinsley Ng Sen Fa, Segi College Penang, Program DECE


2/23

LISTEN!


3/23

The goal of good language art

program is to guide the youngchild toward development of

advanced listening skills. E.g.simple rhymes and repetitions and

purposeful listening experience.


4/23

S ta ge s o f lis te ning proce s s

Responding tostimuli

AwarenessFocus

Discrimination

Understanding the

meaning

ClassificationIntegrationmonitoring

Organizing the stimuli

Sequencing the soundSynthesizing

scanning


5/23

Some of the wayschildren listen

Appreciative listening-The child finds pleasure inhearing music, poems and stories.Its personal for each child

- light listening

Purposeful listeningThe child follows directionands and gives response

Creative listening- The childs imaginationand emotions arestimulated by her listeningexperience. Encouragefree expressions andaction.

Discriminationlistening- The child becomesaware of changes inloudness and pitch.Sounds becomedifferentiated in theenvironment. The child isable to discriminate thespeech sounds.

Critical listening- The child understands,evaluates, make decisions andformulate opinions. Teacher

poses critical question to createconflicts - Socratic method


6/23

Purposeful listeningactivities: encourage the

child to listen in order to

Do somethingfor themselves

Tell another howto do something

Operate some

type of toy or equipment

Carry a

message

Recall details

See how many names or facts that can remember

Learn new skills,such as singingnew songs or finger play


7/23

Appreciativelistening activities

light listening

Chanting

Moving to music

Discuss sounds,rhythm and music

Talking about

happy, sad or funny feelingsthat soundsproduce

Tapping, clappingand other soundsmaking activities

Playbackgroundmusic for certainpursuits


8/23

Critical listeningactivities comprehension +

evaluation

A probable outcomeor guess is prompted

Personal preferenceor dislikes are

discussed

Group votes are

reviewed andoutcomes areanticipatedErrors are

discovered or detected

A problem isdiscussed andsolutions areoffered


9/23

Teachers skills

Be a role model -Bend and lower

ourselves whenlistening tochildren

LISTEN to them!Clear and simpleinstruction, with asequence of what

comes first, next andlast

Use signal to gettheir attention toys, or anything producespleasant sound

Silent pause

before beginningan activity

Stimulatesinterest finger play, short rhyme

Encouragement,eye contact andsmiles, it seemseveryone is listening; itstime to begin.
http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149


10/23

Reading !
http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149


11/23

Fun reading- being read to

Over-emphasizedTechnicalreading

VS

Drilling on repetitiousreading to train decoding

without actualcomprehension or

appreciation

Not age-appropriate -Could endanger the

childs budding interestin readingImitativereading


12/23

Whenconsideringreadingactivities

What

precedesand what

follows thereading

activities

How is this

bookrelevant tochildrens

lives

How to arousetheir interest? not every child is

interested in books

How to gauge their understanding?

How to build on

their futuredevelopment


13/23

Novelty books sensory experience, stampand pasting books, activitybooks

Picture books bigbook,

Wordless books encourage childrensnarrative skills Non-fiction books provide

facts and discussion (how thingswork and function)

Types of books andtheir advantageous features

Teacher/child-madebooks self-rewarding andoffer sharing experience


14/23

Reading-teachingmethods !

The naturalapproach

The wholelanguage

approach

Literaturebased

readingapproach

Decoding -phoneticapproach


15/23

Reading-teaching

methods !

There is no proven best method. It boilsdown to the teachers enthusiasm andunderstanding of the method used


16/23

Ideally: one-to-onechild reading difficult

because of group size and multiple

responsibilities expected of teachers

Print-rich

environment Environment is the mostimportant teaching aid!Give print experience to

children.

Being read to at ayoung age the

awareness that talk can be

written and written talk canbe read

Associate withchilds own life

writes own name andsignificant others of hisfamily child finds outsound similarities and

makes comparisons withunfamiliar words

Reading and writingdevelop as

complementary skills Environment is the most

important teaching aid! Give printexperience to children.

Introduce literatureelements knows parts of a

book and their functions,components of literature (setting,

plot, characters, theme, moral of story)

Teachingreading


17/23

The naturalapproach

A child learns to read in a literate societyas he learned to walk

Exposure to classic literature and child-authored literature (writing) areimportant

Encouragement of childrens creativewriting as a meaningful approach. E.g.use childrens photos to arouse interest.

Can incorporate other approaches suchas phonic, linguistic, or sight-wordrecognition.


18/23

The wholelanguage

movement

Advocates offering children in meaningful andfunctional literature in full literacy text appreciative reading!

Not worksheet or dotted

handouts

Spontaneous conversational exchanges are typical and seen as enhancing / extendinglearning

Writing, listening, reading and speakingactivities grow from a childs experiences /interest and inseparable.

Focus on meaning not language


19/23

Look andsee

method

Identify and memorize words by their shapes andconfiguration.

Children who are good at noticing slight differenceand who have good memories seem to progressand become good readers

Probably confused similar words, such as Juneand Jane, Saw and Sew.


20/23

Literature-based

approach

May use basal reading series or childrens literature

Literature permeates the curriculum.Discussion, art, drama and writingrelated to stories are encouraged

Emphasizes comprehension and senseof the story structure. Children areencouraged to ask questions and givecomments


21/23

Decoding-phoneticapproach

Based on teaching children the 44 language sounds(phonemes) 26 alphabet letters and combinations(graphemes)

When children know which sounds are represented bywhich letter, they can read unknown words.

Teach phonemic awareness wordsare composed of individual sounds.

Some words are sight words (car, write)


22/23

Evaluationand criticism

Whole language approach does notenquire planning and management

lack of instruction in phonics - inability

to assess childrens learning progress

Decoding-phonetic approach emphasizestechnical reading at the expense of meaningful

and appreciative reading many Englishwords are irregular (sight words)


23/23

There are alphabetletters

Words are

clusters of letters

The print, not thepictures in a

book, tells the

story

Spaces in printingare there for a

reason

Alphabet letters existin uppercase and

lowercase

There are first letter and last letters in

words

Some important cues childrengradually understand concerning

print

Punctuationmakes words

have meaning

Documents

Lesson 4 Reading