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Role of Idiomatic Language in Reading Comprehension of Grade 2 Students

Role of Idiomatic Language in Reading Comprehension of Grade 2 Students. Using Amelia Bedelia books to teach idioms. Comprehension.

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Role of Idiomatic Language in Reading Comprehension of Grade 2 Students

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  1. Role of Idiomatic Language in Reading Comprehension of Grade 2 Students Using Amelia Bedelia books to teach idioms

  2. Comprehension • Victor Froese states that: “…comprehension is an interactive process by which the reader personally constructs his own meaning based on the text before him or her” (p. 74).

  3. Froese goes on to say that: “little time is spent in comprehension instruction and instead much time is spent in testing comprehension” (p. 76).

  4. It is often referred to as a skill, and, in fact is considered the key skill in reading. Yet, it is also called the “phantom skill.” While teachers talk about comprehension and reference it frequently, as one examines the intricacies of reading instruction, one finds that the skill of comprehension is not explicitly taught (p. 11). In her book Literacy Matters Robin Fogarty agrees with Froese. When discussing comprehension she states:

  5. Comprehension Strategies:Grades 1-2 Teacher’s Resource BookMiriam P. Trehearne • Monitoring Comprehension • Using Metal Imagery/Visualization • Visual Representation of Text • Making Use of Prior Knowledge/Predicting • Summarizing/Retelling • Using Text Structure • Generating Questions • Answering Questions

  6. What is an idiom? • An idiom is a word or phrase that says one thing but means another. http://www.kidsreads.com/series/series-amelia.asp

  7. Comprehension  Idioms • Take a minute to think about and/or discuss with a partner the comprehension strategies we’ve looked at and how idioms would effect the use of these strategies. • We will be sharing…

  8. Factors that Effect Reading Comprehension: • motivation/purpose/goals/engagement • vocabulary/word & background knowledge • automaticity of decoding • fluent reading • understanding and use of comprehension strategies Trehearne, pg. 423

  9. According to Bainbridge Edwards & Malicky:“Idioms and compound words are also part of the system of semantics. These are phrases whose meaning is not related to the meanings of the individual words in the phrase. For example, “to kick the bucket” has nothing to do with either kicking or a pail: it means “to die.” The meanings if idioms have to be learned in the same way as individual vocabulary items; they are unique and have to be understood in context” (p. 100)

  10. Cain, Oakhill and Lemmon look at three aspects that may make comprehension of idioms easier for young students. They are: • Familiarity with idiom • Transparency of idioms (also known as semantic analyzability) • Presence of context

  11. If idioms are to be ‘taught’ the best way to do so is keeping those 3 aspects from Cain et al. in mind. • Using children’s literature is the perfect opportunity to discuss idioms and the role they play in comprehension. • This will allow students to become more familiar with idioms and the role they play in comprehension.

  12. Activities We will • look at idioms ~ out of context, and hopefully some that are unfamiliar and not transparent • visit some literacy centers (based on multiple intelligences) that can be used in the classroom to explore idioms

  13. Other Children’s books with Idioms: • Ted Arnold • Parts • More Parts • Marvin Terban • In a Pickle and Other Funny Idioms • Mad as a Wet Hen and Other Funny Idioms • Punching the Clock: Funny Action Idioms • Fred Gwynn • A Little Pigeon Toad • The King who Rained • A Chocolate Moose for Dinner http://www.librarything.com/tag/idioms

  14. References • Bainsbridge Edwards, J., & Malicky, G. (1996). Constructing Meaning: Integrating Elementary Language Arts. Scarborough, Ont: Nelson Canada. • Cain, K., Oakhill, J. & Lemmon, K. (2005). The Relation Between Children’s Reading Comprehension Level and their Comprehension of Idioms. Experimental Child Psychology, 90 (65-87). • Fogarty, R. (2007). Literacy Matters: Strategies Every Teacher Can Use. Thousand Oaks, CA: Corwin Press. • Froese, V. (1991). A Language Approach to Reading. Scarborough, Ont: Nelson Canada. • Trehearne, M. (2004). Grades 1-2Teacher’s Resource Book. Toronto, Ont: Thomson Canada.

  15. Websites Referenced • Idiom matching activity from: http://esl.about.com/b/2007/03/13/idiom-matching-quizzes.htm • Multiple intelligence outline from: http://www.todaysteacher.com/MILearningActivities.htm • Idioms from: http://www.idiomsbykids.com/

  16. Amelia Bedelia • Lindsay, E. (2009). The World of Amelia Bedelia: A Teaching Guide. NY. Retrieved from: www.harpercollinschildrens.com/kids/gamesandcontests/features/amelia/AmeliaBedeliaTG.pdf • http://www.k12connections.iptv.org/Docs/ICNBookClubTeachUsAmeliaBedelia.doc

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