Transcript Direction Instruction Ch. 4

Direction Instruction Ch. 4
Listening lessons, vocabulary
Auditory discrimination,
comprehension,
Visual discrimination, phonics
Listening
• Must follow directions
• Variety of listening activities: processing
language of oral stories and discussion.
– Students can be taught to focus on the speaker,
predict, form mental images, think of questions,
take notes, draw pictures.
Teaching listening ( Anderson,
1993)
• Identify the need for the skill (blocking out
distraction, make 1 word notes.)
• Teach the lesson
• Discuss effective practice.
• Review skills taught
• Select strategies for specific situations.
Method of Practice of Listening
Skills
• Tell riddles. Have student listen and figure
out the answer.
• Tell stories and retell them. Check for
comprehension.
Visual discrimination
• To see differences and similarities of print.
At 3 yrs old , child can sort shape and size
of objects.
• Practice by asking, “Show me the two
words that begin with ‘w: wheels and
whole.’”
Auditory Discrimination
Phonemic Awareness
• Tell the difference and similarities of sound.
Report same or different: cat/cat. Nap/nat.
• Rhyming words: good way to introduce.
Use color word:
• Red, yellow, and brown,
• The leaves are falling all over town.
Visual and Auditory Integration.
• Combining visual and auditory with print.
• Recognize some letters and some words at
this point.
• Big Books, predictable books
• Use hop to read stop, pop, mop, flop
• Change one letter from hop to hot
• pop to pot; stop to step; mop to map, flop to
flap.
Phonics: Sound/symbol
relationship
• Instruction is clear and direct. Use familiar
words to study patterns. Don’t memorize
the rule.
• Shouldn’t dominate the instruction. Study
words from context. Several words from the
pattern should appear in the text.Usually is
complete by end of 2nd grade.
• Common Syllables: Onsets (beginnings) or
rimes (ending) Should be taught as a
These syllables represent 500
words.
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ack: back, black, sack, racket
ank: bank, sank, rank, blank
ay: may, say, ray, maybe
ide: ride, side,
ink: pink, think, rink
ain: rain, train, brain, main
Invented spelling should be
taught with phonics.
• Invented spelling should start with the
correct sound and end with correct sound.
• Phonics should make students aware of the
internal features of the word. (orthographic
patterns) This helps with word recognition.
• The goals of phonics is automatic word
recognition. Then the student spends
energy on comprehension rather than
recognition.
Generalizations.
• Students are taught to make phonic
generalizations and to apply those
generalizations.
• Student can make lists of these words:
• bake shake rake make cake
• These lists can be added to when students
encounter a new one.
New storybooks (Marie Clay
1991)
• Illustrations are used to call up background
knowledge.
• Discuss experiences similar to the new
story.
• Teacher sketch out the plot or sequence of
events up to the climax. This gives an
overview of the story. The student
anticipate what will happen.
Storybooks
• Discussion of Personal experiences clears
up conceptual problems related to plot.
• Teacher uses novel features in talking about
the story.
• Teacher uses a difficult or new sentence
pattern two or three times and has the
students repeat it.
Assessment of Emergent Literacy
• Should help with instructional placement,
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knowing beginning and ending sounds
know short vowel sounds: mat, cat,
reading environmental print; stop, exit,
read sentence that is repeated (predictable text)
read color words
write the end of a sentence: I like . . .
Assessment with Storybooks
• Select a favorite book and go to a quiet
place.
• Ask the child to “Read your book to me.”
• Use the broad categories on p. 138 Sulzby
• Use also informal reading inventories, and
running records. P.499
Language Based Assessment
Techniques
• Note how a child holds a book
• Tell a short story and put extra things that
don’t belong. Wait for the child to correct
you.
• Provide a sentence strip and cut off words
and have the student unscramble the
sentence
• Tell the beginning of a story and ask for an
ending.
Use assessment to adjust
instruction.
• Chall’s stages
• Sulzby’s classification scheme
• Both can be used to plan lessons that are
appropriate to the literacy level of the young
child.
Early literacy program has:
• Print rich environment with art and play
activities; thematic units for reading and
writing, big books, poetry storytelling and
reading aloud.
• Direct instruction in listening, phonemic
awareness, visual discrimination,
background knowledge, vocabulary, and
phonics. (Use assessments)