1、Teach HF how to read,Children of 7-10 years old develop: Awareness and knowledge about print Graphophonic knowledge Lexical knowledge Syntactic knowledge rules and principles that govern sentence structure Semantic knowledge Graphophonic refers to the sound relationship between the orthography (symb

2、ols) and phonology (sounds) of a language.,Some questions about beginning reading,Should I teach my students only orally for a while? Should I start reading and writing from the beginning? Should I teach them single letters, and gradually build these up into words? Should I teach the written form of

3、 meaningful words first (e.g. the, she, he, his, is, are)? If I decided to teach single letters, should I teach them by name first, or by sound? If there are various forms to each letter (such as capital and lower-case forms), at what stage should I teach each? Adapted from Penny Ur A Course in Lang

4、uage Teaching: Practice and Theory, p. 142,Approaches to teaching reading,Phonics teaching Emergent literacy - Look and Say (or Whole/Key word approach) - Whole sentence reading Language Experience approach,Types of Reading Activities,DARTS (Direct Activities Related to Texts) Reconstruction activit

5、ies Analysis activities Reading awareness activities Based on The Primary English Teachers Guide by J. Brewster, G. Ellis, D. Girard, p. 113,Good readers use what they know about language and the world to interact with what they are reading. This helps them create meaning from the words on the page.

6、 Classroom activities that encourage interaction with texts, like directed activities related to texts (DARTs), improve students reading comprehension.,What are directed activities related to texts (DARTs)?DARTs are activities which get students to interact with texts. Their aim is to improve studen

7、ts reading comprehension and to make them critical readers. They can be done by individual students or in groups. What type of activities can you use in DARTs? DARTs can be divided into two groups: reconstruction activities and analysis activities.,Reconstruction activities Definition: activities th

8、at require students to reconstruct a text or diagram by filling in missing words, phrases or sentences, or by sequencing text that has been jumbled. Texts used: modified texts - the teacher modifies the original text, taking out words, phrases or sentences, or cutting the text into segments. Types o

9、f activities: Text completion (Fill in missing words, phrases or sentences.) Sequencing (Arrange jumbled segments of text in a logical or time sequence.) Grouping (Group segments of text according to categories.) Table completion (Fill in the cells of a table that has row and column headings, or pro

10、vide row and column headings where cells have already been filled in.) Diagram completion (Complete an unfinished diagram or label a finished diagram.) Prediction activities (Write the next step or stage of a text, or end the text.),Analysis activities Definition: activities that require students to

11、 find and categorize information by marking or labeling a text or diagram. Texts used: unmodified texts Types of activities: Text marking (Find and underline parts of the text that have a particular meaning or contain particular information.) Text segmenting and labeling (Break the text into meaning

12、ful chunks and label each chunk.) Table construction (Draw a table. Use the information in the text to decide on row and column headings and to fill in the cells.) Diagram construction (Construct a diagram that explains the meaning of the text. For example, draw a flow chart for a text that explains

13、 a process, or a branch diagram for a text that describes how something is classified.) Questioning (Answer the teachers questions or develop questions about the text.) Summarizing,What type of texts can you use in DARTs? You can base a DART on traditional language texts like poems and extracts from

14、 short stories, novels and plays. You can also base them on extracts from magazines, newspapers, pamphlets etc, and passages from history, geography, science etc textbooks.,What are the advantages of using DARTs? When students interact with texts, their reading comprehension improves. They also beco

15、me more aware of how texts are constructed. This makes them more critical of texts. They begin to ask questions about the information that has been included in, and excluded from, the text and about the words and sentence constructions that the writer chose. As students understanding of how text is

16、constructed improves, so too does their own writing. Research has shown that interacting with texts also improves students cognitive development. You dont need fancy equipment and resources to use DARTs. You can use textbooks from various subjects. Therefore, DARTs can be used in under-resourced sch

17、ools. DARTs can make your students textbooks more interesting. If you teach English in a context where English is the medium of instruction but it is not the students first language, using DARTs based on passages from the students textbooks will help prepare them for the texts they will encounter in

18、 other subjects. It will also help prepare them for the types of tasks they will encounter in other subjects. For example, filling in tables, labeling diagrams etc DARTs also help students learn how to use texts without plagiarizing them,Purpose of reading activity,Learning to read Building up lette

19、r and word recognition Developing syntactic awareness Developing morphemic awareness Practicing understanding the meaning of the words and sense relations (inclusion) Reading to learn Checking understanding at sentence level Develop reading for specific details (skimming) Develop reading for general

20、 information (scanning) Developing concepts of, e.g. cause and effect/ problem and solution Develop understanding how discourse markers work (e.g. but, first, then, next, etc.) Practicing using simple discourse markers to understand texts Practicing study skills Practicing reading comprehension Developing awareness of text types, their layout, purpose Consolidating spelling Reading to encourage mental activity and problem-solving Reading to settle or calm pupils (Based on The Primary English Teachers Guide by J. Brewster, G. Ellis