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1、Learning to read,Presenter：Chris Defty,Strategies for Teachers, Strategies for Learners,Date: 18th April, 2018,Warmer,In pairs tell each other about the first story you remember reading in Chinese. Did you like it? Why/Why not? .,Outcomes,Participants will know some teacher and learner strategies fo
2、r : Early reading (kindergarten to Grade 3) Matching letters to sounds Later reading understanding meaning; understanding the logic in text,Early Reading,Task 1 In pairs, discuss the following questions How did you learn to read? In Chinese In English,Some theory,General Strategies (from Wendy Arnol
3、d article on www.teachingenglish.org.uk): Phonemic awareness matching of phonemes to graphemes in English,Some theory,Semantics relating text to meaning, providing contexts and opportunities to explore the world-general education and opportunities for making connections across the curriculum.,Some t
4、heory,Syntax not much at primary level but some metalanguage to help support learning is useful (parts of speech),Suggestions based on theory,Techniques for the classroom to encourage reading: Labelling (images to illustrate from classrooms) peripheral learning using written text (images of classroo
5、m rules, topic posters, learners written work, etc.),Suggestions based on theory,Written messages Using motivating activities Extensive reading and developing class libraries,Suggestions based on theory,Scaffolding reading/Reading strategies (do a practical example to illustrate from elementary text
6、book) Prediction from picture and other clues and using skimming to check predictions Using wh questions Identifying key words Using scanning to find key words or paraphrases Using subskills appropriately,Teaching Strategies,There are three main ways in which children learn to read: Look and Say Who
7、le language/real books Phonics,Phonics: Some terms,IPA Phonemes Phonics Analytic Phonics Synthetic Phonics,IPA,“IPA Chart” available under a Creative Commons Attribution-Sharealike 3.0 Unported License. Copyright 2015 International Phonetic Association,The Phonemes of English,Phonics,Analytic Phonic
8、s This is often combined with real books. Children use memory and context to recognise and understand words Synthetic Phonics Children learn separate sound letter matches and blend them to make words,Sample Analytic Phonics,Initial sound and rhyme Eg. cat; hat; bat; sat; rat; vat; Children learn ini
9、tial sounds and the rhyming spelling pattern,Sample lesson (Janelle Cox) ThoughtC,First, the students must know all the letters of the alphabet and their sounds. Next, the teacher will present the words to the students (usually sight words are used to start with). For example, the teacher places the
10、se words on the board: light, bright, night or green, grass, grow.,Analytic Phonics,The teacher then asks the students what is similar about the words. Learners may answer with, “They all have “ight“ at the end of the word.“ or “They all have “gr“ at the beginning of the word.” Next, the teacher foc
11、uses on the sound the words make by saying, “How does the “ight“ sound in these words?“ or “How does the “gr“ sound in these words?“,Analytic Phonics,The teacher picks a text for the students to read that has the sound they are focusing on. For example, the teacher would choose a text that has the w
12、ord family, “ight“ (light, might, fight, right) or choose a text that has the word family, “gr“ (green, grass, grow, gray, great, grape).,Analytic Phonics,Finally, the teacher reinforces to the students that they just used a decoding strategy to help them read and understand words based upon the rel
13、ationships letters have with one another.,Sample Synthetic Phonics Reader,Extensive Reading,You can use graded readers,You can use phonics readers,Later reading,The development of more advanced reading skills with a focus on understanding and using written text can be seen in two broad areas: readin
14、g skills and reading strategies.,Intensive Reading,Intensive reading is: The teaching of vocabulary and grammar through reading written texts. Intensive reading is not: The teaching of reading skills.,Intensive Reading,For an intensive reading class: learners often prepare the text at home so the te
15、xt cannot be used to teach reading skills. teachers translate difficult words and explain grammar so they do the difficult work for the learners.,Reading subskills,Reading Skimming Scanning Inferring Plus some combined reading and writing skills Reading and notetaking Reading and summarising Reading
16、 and translating,strategies,Using images, layout, source, etc. Predicting Analysing for key words Paraphrasing Scanning for special features Scanning for words,Samples from a Grade 8 lesson,1. Prediction and Skimming 2. Key words, paraphrase and scanning From New Standard English Junior Middle School Grade 8,Nature Parks,Activity 2 work in pairs,1. What will be under these headings? Make a list. Nature parks for pandas WWF and animals in danger The pandas home An animal in
