1 / 13

Pause, Prompt and Praise Objectives ,

Pause, Prompt and Praise Objectives ,. Be able to implement the pause, prompt and praise technique with students. Be able to select books at a suitable level of difficulty for their low-progress students.

conor
Download Presentation

Pause, Prompt and Praise Objectives ,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pause, Prompt and PraiseObjectives, • Be able to implement the pause, prompt and praise technique with students. • Be able to select books at a suitable level of difficulty for their low-progress students. • Be able to train other parents, peer and volunteer tutors in the pause, prompt and praise strategy.

  2. We hear, we forgetWe see, we rememberWe do, we understand Old Chinese proverb

  3. Introduction: • We read writing. • In reading we are trying to extract the meaning from print. • We first have to be able to read text before we can comprehend the message

  4. Reading cues Knowing about the way our language fits together: eg. I went the road. She are my friend Lexico grammatical graphophonic Letter-sound relationships/ phonics Brick = br—i—ck at = a-t Clues about the meaning from the pictures and text Semantic These are used SIMUTANEOUSLY and UNCONCIOSLY Sometimes, (depending on the diffulculty of the text) we may use one strategy more then others.

  5. Graphophonic Cues: From the brain the circumoesophageal commissues pass around the gut to find the suboesophoageal ganglion lying ventrally in the head. Nerves arising from here innervate the mouth parts. From the suboesophageal ganglion paired connectives pass back to the pro-thoriac ganglion in the floor of the prothorax. The ganglia supplying the first to abdominal segments have probably fuse with the meta-thoracic ganglion.

  6. LEXICO GRAMMATICAL CUES: Some golfings were yarping plegs into a card. Unmittly the card had a jarrow in it and frumbled Into spards, espedrating the golfings. Jarrowed cards often frumble • What were the golfings doing? • Why did the crad fumble? • What happened to the golfings? • What frequently happens to jarrowed crads? We use knowledge of how language fits together to answer these questions –even if we can’t understandthe story.

  7. SEMANTIC CUES The boys arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress and tears in her eyes. She gave Henry a note which he bought over to the group of young hunters. Read to the boys, it caused great excitement. After a minute, but rapid examination of their weapons they ran down to the valley. Does were standing on the edge of a lake, making an excellent target.

  8. BOOK LEVEL GUIDE APPLICABLE TO ANY READING MATERIAL • Choose the book/ story. • Count off first 100 words (passage) • Hear child read passage 0- 4 errors = leisure reading (easy) 5-10 errors = instructional level 10+ errors = frustration level

  9. COMMON MISTAKES READERS MAKE • ADDITIONS: • Where letters or words are added to what is really there: look-looking he holds- he was holding • 2. SUBSITITUTIONS: • Where words are replaced by other words. • Often the word is replaced by one that looks or sounds the same as the one in the text. Sound- sand Fiery-fierce

  10. Next page 3. OMISSIONS: Letters or words are missed out Standing- stand No precious metals - no---metals Sometimes these mistakes make sense and sometimes the don’t 4. REFUSALS: sometimes children will just stop when the reach an unknown word. A strategy to deal with these problems is called PAUSE, PROMPT & PRAISE

  11. Prompting in Guided Reading(Adapted from PPP) • FOR CORRECT READING • We should praise when children read a sentence correctly. • We should PRAISE when children correct themselves after a mistake • We should PRAISE when children get a word correct after we have prompted them. FOR PROBLEM READING 4. We should PAUSE to give children a chance to solve the problem. If the child says nothing/or guesses 7. We should ask the child to read on to the end of the sentence or, we should ASK the child to begin the sentence again If the mistake does not make sense 6.We should prompt with clues about the meaning of the sentence e.g.. Would the crow sing the in the morning. If the mistake does make sense 5. We should prompt with clues about the how the word sounds e.g. we should ask a questions like what is this beginning sound/ask the student to breakup the word ect If the word is not correct after prompts 8. We should say ” the word is -------------”

More Related