reading to young learners

Hanadi Mirza Hanadi Mirza hanadym@hotmail.comhanadym@hotmail.com

READINGREADING

ToToYoung LearnersYoung Learners

Do students Do students

Read to LearnRead to Learn

ORORLearn to Read?Learn to Read?

Language SkillsLanguage Skills

LL ListeningListening

SS SpeakingSpeaking

RR ReadingReading

WW WritingWriting

ReadingReading

versusversus

Reading ComprehensionReading Comprehension

READ:READ:

psychology / naranjas / pneumonia / psychology / naranjas / pneumonia / cesame / chiot / piaza / pollocesame / chiot / piaza / pollo

Reading ProcessReading Process

Reading = DecodingReading = Decoding

Reading Comp= Decoding + EncodingReading Comp= Decoding + Encoding

1.1- Communicate with others observingrules 1.1- Communicate with others observingrules appropriate to own levelappropriate to own level NCERD NCERD

KG 1KG 1 KG 2KG 2 KG 3KG 3

-Listen to what is -Listen to what is heard.-Apply some heard.-Apply some instructions given instructions given by others.-Express by others.-Express needs with various needs with various methods.-methods.-Express Express what he himself is what he himself is doing.-doing.-Take Take initiative in initiative in speaking to speaking to others.others.

Listen to what is Listen to what is heard.Apply heard.Apply instructions given by instructions given by others.Express needs others.Express needs with various with various methodsmethods.Express what .Express what he/she or others are he/she or others are doingdoing.-Apply rules of .-Apply rules of communication during communication during dialogdialog.Take initiative in .Take initiative in speakingspeaking

Listen to what is Listen to what is heard.-Follow heard.-Follow instructions &interact instructions &interact with the urgings of with the urgings of others -Express needs others -Express needs with various methods.-with various methods.-Express what he or Express what he or others are doingothers are doing.-Apply .-Apply rules of communication rules of communication during dialog during dialog Take Take initiative in speaking initiative in speaking and discussing with and discussing with others .others .

Characteristics of Characteristics of Emergent ReaderEmergent Reader

1- 1- Attitude toward BooksAttitude toward Books

(Attentive listener & Interested to talk about (Attentive listener & Interested to talk about srory read to him/her)srory read to him/her)

2- 2- Behaviors with BooksBehaviors with Books (Handle book (Handle book correctly & Pretend to read from pics or correctly & Pretend to read from pics or memory)memory)

3- 3- Word RecognitionWord Recognition I(Logos) I(Logos)

The 5 Elements of ReadingThe 5 Elements of Reading

1- Phonemic Awareness1- Phonemic Awareness2- Phonics2- Phonics3- Vocabulary3- Vocabulary4- Comprehension4- Comprehension5- Fluency 5- Fluency

1- Phonemic Awareness1- Phonemic Awareness

1- Rhyming words1- Rhyming words 2- Sounds within words2- Sounds within words a) Beginning soundsa) Beginning sounds b) Middle soundsb) Middle sounds c) Ending Soundsc) Ending Sounds d) Sound Blending (sounds id) Sound Blending (sounds intonto a word) a word) e) Sound Segmenting (a word e) Sound Segmenting (a word intointo sounds) sounds) 3- Words within sentences3- Words within sentences 4- Syllables within words4- Syllables within words

2- Phonics2- Phonics

SOUND of a letter SOUND of a letter NOT WritingNOT Writing

Process of translating written words into speechProcess of translating written words into speech Letter Reading Letter Reading NOT WritingNOT Writing Connect sounds to spelling Connect sounds to spelling

Sound blendingSound blending Word BuildingWord Building Connect sounds to wordConnect sounds to word

PhonicsPhonics1) m M ABCDEFGHI….1) m M ABCDEFGHI….

2) m + a = ma e + d = ed2) m + a = ma e + d = ed ma + n = man b + ed = bedma + n = man b + ed = bed

3) cat = c + at ca + t 3) cat = c + at ca + t

4) hat pen can dog4) hat pen can dog mat red bed satmat red bed sat

3- Vocabulary3- Vocabulary

Learn 2000-4000 new words/grade levelLearn 2000-4000 new words/grade level Pre-teach Pre-teach VocabVocab

How to Teach Vocabulary words:How to Teach Vocabulary words: 1-Questioning and coaching strategies1-Questioning and coaching strategies - Meaning prompts- Meaning prompts - - Structure promptsStructure prompts - Visual information prompts- Visual information prompts2- Prompts that use more than one cue source2- Prompts that use more than one cue source3- Demonstrating self – monitoring3- Demonstrating self – monitoring4- Relationships between words: synonyms, prefixes, roots etc… 4- Relationships between words: synonyms, prefixes, roots etc…

4- Comprehension4- Comprehension

Comprehension is Comprehension is the REASON we Read.the REASON we Read.

Develop Schemata for Story ReadingDevelop Schemata for Story Reading

Reading StrategiesReading Strategies: | : | Reading SkillsReading Skills::1- Predicting a) Skimming 1- Predicting a) Skimming 2- Questioning b) Scanning 2- Questioning b) Scanning 3- Clarifying3- Clarifying4- Summarizing4- Summarizing

Comprehension (continuedComprehension (continued))

1) Cover page1) Cover page a- Title/Picture / Author /Illustrator (a- Title/Picture / Author /Illustrator (Graphic Graphic

Org.)Org.) b- Predict story from Title & Pictureb- Predict story from Title & Picture 2) Picture Walk using Reading Strategies2) Picture Walk using Reading Strategies 3) Retell story using Pictures3) Retell story using Pictures 4) Decode words with the help of pictures4) Decode words with the help of pictures 5) Using Reading Strategies to check 5) Using Reading Strategies to check

students’ comprehension of the written textstudents’ comprehension of the written text 6) Summarize the story using pictures to 6) Summarize the story using pictures to

check comprehension of the story itselfcheck comprehension of the story itself

5- Fluency5- Fluency

Accuracy RatesAccuracy Rates

Frustration level: below 90% Frustration level: below 90% Too hard Too hard

Instructional level: 90-94% Instructional level: 90-94% Just righ Just righ

Independent level: 95 – 100% Independent level: 95 – 100% Easy Easy

Balanced Reading Program Balanced Reading Program

Read Aloud Read Aloud PROPERPROPER Pronunciation Pronunciation Shared ReadingShared Reading Guided ReadingGuided Reading Independent ReadingIndependent Reading

SchwaSchwa

[ ə ][ ə ]

[euh] sound or Arabic “hamza”[euh] sound or Arabic “hamza”

Spelling vs PronunciationSpelling vs Pronunciation

Psychology (ps--) [saykoləPsychology (ps--) [saykolədjdjy] y] Pneumonia (pn--) [nəmonia]Pneumonia (pn--) [nəmonia] Climbing, comb, lamb, bomb (--mb) Climbing, comb, lamb, bomb (--mb) [klayming], [kom], [lèm], [klayming], [kom], [lèm],

[bám][bám] Calm, Palm (--l m)Calm, Palm (--l m) [kám] , [pám] [kám] , [pám] Folk , Folktale (-- l k) Folk , Folktale (-- l k) [fok] , [fokteyl] [fok] , [fokteyl] Vegetable [ve Vegetable [ve dj dj təbl] təbl] CComfortable [kámftəbl]omfortable [kámftəbl] Government (nm) [gavərmənt]Government (nm) [gavərmənt] Suggest, Suggestion [saSuggest, Suggestion [sagg djdjəst], [sagdjəstshən]əst], [sagdjəstshən] People, ApplePeople, Apple [pypəl], [ápəl] [pypəl], [ápəl] Sensual , Sensuality [sənshəwəl] , [sənshəwality] Sensual , Sensuality [sənshəwəl] , [sənshəwality] Nation, Nationality [neyshən], [nashənality]Nation, Nationality [neyshən], [nashənality] Social , Beautiful Social , Beautiful [soshəl] , [byurəfəl] [soshəl] , [byurəfəl] Original but Originally [oridjinəl] but [oridjənly]Original but Originally [oridjinəl] but [oridjənly] Actually [aktshəly] Actually [aktshəly] Say but Says Say but Says [sey] but [sèz] [sey] but [sèz]

Spelling vs. Pronunciation (continued)Spelling vs. Pronunciation (continued)

Determine but Mine [ditərmən] but [mayn]Determine but Mine [ditərmən] but [mayn] Examine→ [əgzámin]Examine→ [əgzámin] Seduce but Seduction [sidýous] but [sidakshən] Seduce but Seduction [sidýous] but [sidakshən] Appreciate Appreciate [aprishiyeyt] [aprishiyeyt] Result, Adult → [rizált] , [ədált] Result, Adult → [rizált] , [ədált] World, Work, Word, War World, Work, Word, War [wərld], [wərk], [wərd], [wor] [wərld], [wərk], [wərd], [wor] July, Major [djoulay] , [meydjər]July, Major [djoulay] , [meydjər] ChChildren, Church [ildren, Church [tshtshildrən], [tshərtsh]ildrən], [tshərtsh] PleaPleasusure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər]re , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər] Write/Written, Hide/Hidden Write/Written, Hide/Hidden [rayt] / [ritən] , [hayd] /[hidən] [rayt] / [ritən] , [hayd] /[hidən] Teacher Teacher [tytshər] [tytshər] Doctor, DollarsDoctor, Dollars [daktər] , [dálərz] [daktər] , [dálərz] CCaat, Ct, Cuup, Cp, Coolor: (c) lor: (c) [k] [Kat] , [Kap] , [kalər] [k] [Kat] , [Kap] , [kalər] CCiircus, Crcus, Ceeremony: (c) remony: (c) [s] [sərkəs] , [sərəmony] [s] [sərkəs] , [sərəmony] GGaallery, Gllery, Goo, G, Guut: (g) t: (g) [g] [galəry] , [go] , [gat] [g] [galəry] , [go] , [gat] GGiiraffe, Graffe, Geenerous: (g) nerous: (g) [dj] [djiraf] , [djənərəs] [dj] [djiraf] , [djənərəs]

(continued)(continued) The + any letter EXCEPT (a/e/i/o/u) →[oThe + any letter EXCEPT (a/e/i/o/u) →[oذذ] never [za] ] never [za] Although , Thunder, Thumb→ [olAlthough , Thunder, Thumb→ [olذذ o] , [thándər] , [thám]o] , [thándər] , [thám] Thank YouThank You [thánk] Never [sank] You [thánk] Never [sank] You The +The +aa pple/ pple/ ee lephant/ lephant/ ii sland/ sland/ oo range/ range/ uu mbrella→ [ mbrella→ [ذيذي ] never [o] never [oذذ] ]

nor [zi]nor [zi] The + The + eueu ropean, ropean, uu nited the+[you] (as 1st sound) [o nited the+[you] (as 1st sound) [oذذ] NOT ] NOT

[za] [za] Use the [yous] but I/you [youz]Use the [yous] but I/you [youz] Process but processes →Process but processes → [prósəs] but [prosəsyz] [prósəs] but [prosəsyz] Woman but women →Woman but women → [woumən] but [wymin] [woumən] but [wymin] Police , Policeman [polys] .[polysmən]Police , Policeman [polys] .[polysmən] Symptom→Symptom→ (--m p)(--m p) [simtəm] [simtəm] Wanted / Added / Promised / GrinnedWanted / Added / Promised / Grinned [wantid] , [ádid] , [promist] , [grind][wantid] , [ádid] , [promist] , [grind] Battles, Flags / Groups, Mats Kisses, Churches,—> Battles, Flags / Groups, Mats Kisses, Churches,—> [bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz][bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz]

VOICED & VOICELESSVOICED & VOICELESSSOUNDSSOUNDS

Past Tense of Regular VerbsPast Tense of Regular Verbs (-ed) (-ed) [- id] , [-t] , or [-d] ? [- id] , [-t] , or [-d] ? [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] Created , Needed / Proved / FixedCreated , Needed / Proved / Fixed

Plural Form of NounsPlural Form of Nouns (-s) (-s) [-z] or [-s] or [- [-z] or [-s] or [-əəz] ?z] ? vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-əəz] z] Boys, girls / cats, lin ks / classes, foxesBoys, girls / cats, lin ks / classes, foxes

IMPORTANT toIMPORTANT to Young Learners Young Learners

Movement Movement Play / Games Play / Games BreaksBreaksDramaDramaSongs Songs DanceDance Positive Environment Positive Environment Safe + Low AnxietySafe + Low AnxietyLiteracy Literacy Reading & Writing Reading & Writing

Successful ReaderSuccessful Reader

Independent Reader in KGs Independent Reader in KGs (+ Reading Strategies)(+ Reading Strategies)

Successful Elementary Reader Successful Elementary Reader Successful Adult ReaderSuccessful Adult Reader

READ Aloud READ Aloud Pronunciation + Intonation Pronunciation + Intonation

READ Silently READ Silently Comprehension Comprehension

Today’s CHALLENGE Today’s CHALLENGE

to READto READ

FluentlyFluently AND AND AccuratelyAccurately

ComprehendComprehend

Do students Do students

READ to LearnREAD to Learn

Learn to READ?Learn to READ?

reading to young learners

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reading comprehension

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