Teaching+reading

=Teaching Reading  = HOME NEXT  Different approaches in teaching reading    teachers to model, share, guide and encourage independent reading. (seventreelibrary.blogspot.com/2007_04_01_archive.html)
 * Scaffolded Approach/ Modelled Reading**- teacher is in full control, models and encourages independent reading. The main aspects is for
 * Shared Reading-** teacher reads big picture story books that children can follow and become involved in. For example, children can read a common pharse that is used throughout the book or guess what is going to happen next.
 * Guided Reading-** children break up into little groups and this also incorporates the Scaffolded Approach.
 * Independent Reading**- child reads on their own with little or no assistance from teacher or parent. Tries to allow the child to solve difficult areas of reading on their own, with self correcting and drawing on their own experiences to help problem solve. (Hill, 2006)

Figure 4.1 (Hill, 2006 pp 73)



The Youtube video above gives a demonstration of Phonemic awareness. It is in the form of a well known nursery rhyme //Jack and Jill,// which relates to the early stage of teaching reading through song and rhyme.
 * Code Breakers **are ways to help children read.
 * Alphabetic Principle **- is the link between the letters to the sounds of spoken language. For children to adopt this concept they need awareness of phonics and also letter knowledge.
 * Phonemic Awareness **- in language we need to be consciously aware of spoken words and sounds. As we begin to read are phonemic awareness relates to syllables, rhyms, alliteration and phonemes. When a child can take note of various sounds they are able to use the Alphabetic principle.
 * Letter Knowledge -** is the understanding of the Alphabetic Principle and remembering sounds. Child maps out sounds and letter clusters.media type="youtube" key="TwXC1TX1ee0&hl=en" height="355" width="425"([|http://www.youtube.com/watch?v=TwXC1TX1ee0)]


 * Three Main Steps in a Reading Lesson **


 * BEFORE READING-** involves getting to know students prior knowledge, letting them make assumptions of what the book is about and also introducing knew vocabulary that is in the book before starting to read.[[image:http://www.belmont.k12.ma.us/news/webnews_images/Boy&Books.jpg width="221" height="146" align="right"]]


 * DURING READING**- prompting children to have a go of guessing what is coming next, letting children problem solve and also getting children involved in reading, such as if there is a common phrase or rhyme within the text allow children to say it with or after you.


 * AFTER READING**- planning activities to enhance knowledge and independent reading.

(engla.jppss.K12.la.us) Comprehension activities allow children to become critical readers and problem solve. There are three main aspects of comprehension which are ‘the reader, the text and the activity’ (Hill, 2006 pp 190). This takes into account that all children come from different backgrounds, therefore interrupt texts differently as their knowledge and experiences are all unique. The text and activity aspects focus on what the text presents in written and visual forms and how this can be interpreted.

Comprehension is a key tool in teaching children to gain meaning. It makes them recall information from what was read and further develop and understand the meaning. A child may be able to read, but they need to be confident and know the meaning behind the text. Through comprehension activities children are able to clarify meanings, be critical readers and summarise information.

(Hill, 2006) = "Reading comprehension is the act of simultaneously extracting & constructing meaning from the text" = (Hill, 2006 pp 190)

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