Students read the text to confirm their prediction before moving to the next portion of the text. They can either confirm or reject their prediction. Students discuss the confirmation or rejection of prediction by referring the information gathered from the text. This process continues until the entire text has been read. According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text.
Students will be able to answer and discuss questions about the book la forma de las cosas/the shape of things. Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape. Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book.
2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996). According to Fountas and Pinnell (2006, Cited in Johnston, 2015), Interactive Read Aloud is a deliberate and explicit method of reading aloud where the teacher models for the whole class vocabulary development, reading fluently, and comprehension strategies and requires the students to involve in the discussion by giving some questions. As the result, the students become interactive participants in their own learning. Interactive Read Aloud also can be defined as an activity that makes children learn new words and ideas as
When native-speaking children commence to learn reading, in most of the time, they encounter with words they already know form their spoken language, they have developed a wide range of implicit knowledge of the morphology, phonology, and syntactic structure of their L1 (Nation, 2009; Grabe, 2009). Reading in the first language can take three stages. Shared reading is the first formal phase of reading in schools, wherein a teacher utilizes a large blown-up book. It is like a ‘parent reading a child bedtime story’. A story from the beforehand mentioned book is read; pictures and written language are also pointed out by the teacher.
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
1. Explain how oral-reading records are teaching tools. Oral reading records guide the teacher’s instruction. The teacher uses oral reading records to assess the child’s reading level and to determine what strategies the child uses when he tries to figure out a word that he does not know. The reading record is also used to assess the child’s rate of accuracy to determine if he is reading books that are at the right level.
This is a quantitative study which conducted through a survey method that involved questionnaire to get the response from the teachers and students regarding cultivate reading habits among the primary school students. The focus is to find out the students’ reading attitude and habit in terms in reading English language. 3.3 RESEARCH
CHAPTER I INTRODUCTION 1.1 Background of the Study Reading is a process which is done and used by the reader in getting the message and information that is made by the author in the form of written or printed material. Generally, many people read a written or printed material for getting pleasure and relaxation. However, academically the students read a book which is made based on the rules of academic discourse for increasing their knowledge and getting some information that can help them in learning. So they should understand about written symbol on the text in getting the point. Kenyon (2008:5) states that when you plan reading sessions with your learners, make sure that there is time to talk about the text (passage, story and to write).
If teacher have to show the table, teacher can open with interactive smart board. Teacher can attach to all students in the lesson. For example if student doesn't have a text book, teacher can reflect with interactive white smart board on the board and student can follow the lesson, maybe student join the lesson. I think Material using is taking on a new meaning here because normally we expect, when student doesn't have a book, he or she have a difficulty to follow the lesson. At the end of the lesson teacher can reflect questions of book and teacher can want to doing on the interactive whiteboard.