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Chapters 9, 10, 11 (How good readers read words, What we know about how…
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Readers accurately and quickly pronounce infrequent, phonetically regular words
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Children from literate homes have over 1,000 hours of informal reading and writing encounters before coming to school
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Blaming previous teachers or the childs home situation serves no purpose, so let those thoughts go. Know that these students do have strengths; it just may take a bit longer for you to discover them. You can be the person who makes a difference in their lives by starting them off with a positive attitude about themselves as reader
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Using an enlarged text, with students, we explicitly model where to start reading. We use a pointer or a finger saying to the children "Here is where we need to start reading."
it is important to catch a child who has diretionality issues before s/he starts writing right-to-left on the page
Thats why we choose to begin with reading real books and writing authentic messages together. in this way the message we send to children is that reading and writing are meaningful activities
Search and gather information from the pictures and use their background knowledge in order to learn to predict words of the text
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"For almost every young learner knowledge of ones name unlocks a multitude of understandings. A name forms a link in helping a child learn about print
By letter features, we mean that some letters are made with sticks, some are curvy, some have sticks and balls, some have sticks and humps, and so on
This preliminary work helps train the childs brain to notice specific features about letters before the child is asked to memorize which letter is which
This connection between the language and the kinesthetic movement helps children hold on yo the news letter forms as they are learning them. Remember, intensive work such as this is not for the whole class. It is only for a struggling reader who is having extreme difficulty with letter identification and/ or formation
Phonics is the relationship between written and spoken sounds and letters. Phonemic awareness is the understanding that spoken words are made up of distinct sounds.
Phonemic awareness refers to hearing and noticing things about sounds (ears), and being able to maipulate the sounds (mouth).
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The child would not have to know that they both begin with what we call the letter t, or that t says /t/. Once you ask a child to connect a letter with a sound, you are focusing on phonics
Drawback of phonemic awareness activities is that in some classrooms children are spending too much time doing these activities when they may not need them or in place of spending time doing real reading
Five hours a year for the students, divide that by 180 days. These enjoyable experiences are well suited for use during classroom transitions and unexpected available moments
In other words, do them while standing in line, transitioning to activities, or such times when an extra few minutes become available at the end of the day, right before gym class and so on