EDTE251 Week 11

EDTE251 WEEK 11
1. 5 Approaches to Teaching Reading
  1. 1) Psycholinguistic Approaches
    1. 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
      1. Students should be taught that literacy is not simply taught in school (as parts of lessons). It is part of everyday life
      2. Children need to learn in meaningful real situations rather than simply class instructions, practising skills
    2. 3 Cueing Systems
      1. Graphophonic- decoding graphemes (letters) into sounds (phonemes)
      2. Semantic- knowledge about the world and the meaning of words
      3. Syntatic- knowledge of language structure
    3. Psycholinguistic Teaching Approaches
      1. Reading aloud opportunities- good quality, multicultural texts
      2. Enthusiastic Teacher---> provides reading, writing, speaking and listening for pleasure (independent and group), opportunity to demonstrate links between sounds and letters
      3. Words games and Word Play
  2. 2) Cognitive-Psychological Approaches
    1. Readers learn in STAGES starting with grapho-phonic strategies and explicit instructions from teacers
    2. Qualitiative differences between beginners and more experienced readers
    3. Word recognition should be the first cueing system- visual features
  3. 3) Phonics Teaching
    1. 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
    2. Converts letters (graphemes) into sounds (phonemes) and then blend the sounds into recognisable words
    3. Two types of phonics teaching
      1. 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
      2. 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
    4. Phonics Teaching Approaches
      1. 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. 4) Sociocultural Approaches
    1. 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
    2. 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
2. Planning for an Inclusive Curriculum (need to be considered in planning and teaching
  1. 1. Set suitable objectives and challenges
    2. consider different teaching and learning styles
    3. provide equal access for diverse learners
3. Integrating speaking, listening, reading and writing
  1. Familarisation with the genre/ text
    1. Capturing Ideas
      1. Teacher demonstration
        Teacher scribing
        Supported writing
        Independent Writing
4. Expanding Learning Affordances
  1. Book Talk
    1. Elicit Response
      1. (encourage sharing)- tell me what you thought about it/ how you felt
    2. Extending Response
      1. tell me more about it
    3. Encouraging Critique
      1. do you agree?
  2. Dialogic Teaching
    1. Collective: T+Ss (learn together)
    2. Reciprocal: T <-> Ss (Share ideas)
    3. Supportive: Ss =) Ss (Students teaching each other)
    4. Cumulative: T + Ss (create new ideas)
    5. Purposeful: T plans with specific learning objectives in mind
5. Planning
  1. Cross-Curricular Planning
    1. students practise and apply learning in different contexts
    2. teachers observe any gaps in understanding
    3. students learn the academic language and use literacy skills
      1. (assessments can help plan the next steps of learning)
  2. Creative Planning
    1. set culturally and personally authentic activities
    2. provide involvement and creative engagement
    3. include a wide range of activities
    4. set challenging but achievable learning goals
  3. Planning an effective Literacy Lesson
    1. set language and literacy objectives
    2. use child friendly language
    3. use inspiring texts
    4. link with previous learning
    5. Incorporate whole class and independent work
    6. Plenary Session to review learning, encourage discussions and feedback
6. Cummins "Interdependence Theory of Bilingualism"
  1. Basic Interpersonal Communication Skills (BICS)
  2. Cognitive and Academic Language Proficiency (CALP)
  3. A- Face to Face Conversation B-Demonstrations/ experiments c- Telephone Conversations D-Writing a standardized test

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EDTE251 Week 11

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