Shared Reading, is where the teacher models and support students. Generally, the teacher reads for enjoyment first then later, the teacher may focus on theme, title, cover, illustrations, and predictions. Significantly, it is during this type of reading that student contribution is strongly encouraged. Language concepts are emphasised, and in this way, typical phonics/grammar knowledge is strengthened. Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs.
For students, it is not only something that they need in work, it is a must that students have to memorize it. Word wall is really one of the effective way to make students memorize the words. Hence, word wall is actually help the students in memorizing as often as they see it every day and use them in learning process whether written or
Each of these conditions (immersion, (demonstration, engagement, expectations, responsibility, employment, approximation, and response) support the teacher and student in learning and provide a context within which to learn (Rushton, Eitelgeorge & Zickafoose 2003). In relation to Brian Cambourne's conditions, I believe that establishing a positive classroom community is essential for creating a successful classroom. Students should always have a safe environment in which they belong and are actively engaged in their learning. The classroom should be a place where students are immersed in literacy and are provided with many opportunities to discover different forms of text in ways that apply to their world. Within my classroom community, I will model the skills required for language and the students will be active participants in their learning.
Teacher gives students information related to the text and explains about the purposes for reading the text. The second stage is reading, students begin reading using reading strategies, the examination of illustrations, reading from beginning to end, and note taking. The third stage is responding, the students respond to what they read through reading logs, journals, or grand conversations. In this stage, teacher lets the students
Moreover, teachers could expose learners by using tunes, poems and phrases to improve stress, intonation and rhythm. Promoting reading and the discussion of what they have read, to make improvements in their word knowledge and in their knowledge in all language systems. Some exercise activities can be Mimicking Pairs, Cuisenaire Roads (word and sentence stress), focusing on context, rising or falling, intonation and feelings. In the former, teachers can model a word and students repeat by copying the same stress and tone. The second is an activity where rods represent stresses words or syllables.
Model Reading Informal Assessment - The teacher will observe the students as they read aloud. The teacher will circulate amongst the students for assistance. Think Alouds Formal Assessment - The teacher will check off on the "think-aloud checklist" for each student to monitor their comprehension of the story. Story
This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading. Some of these experiences focus on meaning. For example, children take part in oral language activities that concentrate on concept and vocabulary development; children hear good stories and informational texts read aloud; they read and discuss with other children what they read, often under the guidance of their teachers. Other experiences focus on word recognition of printed words as children engage in print awareness, letter recognition, writing, and spelling activities. Children take part in phonics lessons and word-recognition strategy instruction.
For example, I write on the board a key word of the topic in study and I ask them to brainstorm words that they relate to it. I have noticed that this activity helps them to focus and at the same time it motivates discussion regarding the topic and the words being said. Another activity that my students love is the KWL (Know, Want to Know, Learned), it is a pre-reading activity that they complete based on the title of the chapter or the text. They have reported to feel involved with the text because they discover that they actually have questions and that they may find the answers in the text. In the case of while reading activities, I always motivate them to underline important ideas and when we read together I stop at the end of each paragraph to ask them questions.
Introduction : Teaching requires more than having degree of education . Teachers should recognize student needs and getting the class involved in the learning process .That requires recognizing the new trends of teaching approaches . Language skills are a main component of the English language . Reading is a key for developing other language skills . Reading skills include skills acquired through reading, such as comprehension, fluency and independence.