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Thematic Course on Supporting Students with Special Education Needs

Thematic Course on Supporting Students with Special Education Needs. Reading Comprehension Dr. J. Robertson Hong Kong, July 18, 2014. Pinduli by Karen Beaumont. Instructional Activities Pre-Reading: Connecting 1. Split Images During Reading: Processing 1. Bubble Thinking Story Grammar.

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Thematic Course on Supporting Students with Special Education Needs

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  1. Thematic Course on Supporting Students with Special Education Needs Reading Comprehension Dr. J. Robertson Hong Kong, July 18, 2014

  2. Pinduli by Karen Beaumont Instructional Activities Pre-Reading: Connecting 1. Split Images During Reading: Processing 1. Bubble Thinking • Story Grammar

  3. Predictions?

  4. Panda Bears (Reading for Information) “Students are more engaged in activities when they can build on prior knowledge and draw clear connections between what they are learning and the world they live in.”…Brewster & Fager (2000) • Instructional Activities • Pre-Reading: Connecting • Think of a Time • Know Wonder Learn • Pre-Reading: Connecting • 1. Vocabulary Self-Collection

  5. Vocabulary Encourage students to use both ”outside” and “inside” word strategies. Teach students to figure out the meaning of new words they read using one of three systems: • Context clues • Word Parts • Resources

  6. think what would make sense skip the word and read on use picture cues go back and re-read chunk the word (look for little words inside) sound the word out How do we teach children to figure out unknown words?

  7. What the research says: Vocabulary is best developed through real encounters with the words in context, over time, and in small doses Acquiring a word requires acquiring all of its subtle and complex qualities-hard to teach with direct instruction What we can do: Eliminate or reduce vocabulary lists and tests Provide in-context vocabulary through the reading of paragraphs Evaluate the level of vocabulary we expect students to attain; set priorities, determine what matters Stephen Krashen The Power of Reading and Vocabulary Development

  8. Frequently used vocabulary should be taught since automatic recognition of these frequently used words plays an important role in successful L1 and L2 reading. After acquiring automatic recognition of the more common vocabulary, less frequently used words can be learned through extensive reading in context. Vocabulary acquisition through reading is beneficial since learners can encounter many words and learn their subtle or complex meanings in contexts which can not be adequately represented by synonym or definition from a dictionary. Krashen(1989) The Power of Reading and Vocabulary Development

  9. Harry the Dirty Dog by Gene Zion Instructional Activities Pre/During-Reading: Reading Like an Author

  10. Harry the Dirty Dog by Gene Zion STORYLINE ONLINE: • Watch online video of actor Betty White reading this story at http://www.storylineonline.net

  11. What the research says When teachers read aloud and discuss stories with students, students read more Hearing stories and discussing them encourages independent reading Hearing stories has a direct impact on vocabulary development Children who are read to at least three times a week read better Students enjoy being read to What we can do: Read aloud to students in all classes across the curriculum Read even short pieces, such as newspaper articles Find and read stories with suspense about topics in your area ….Stephen Krashen The Power of Reading Aloud

  12. “The best reason to ask students to respond to literature is that crafting a response enhances understanding for the respondent. When we ask students to respond, we are asking them to go deeper, ask critical questions, argue with the author, or make connection to their own lives” … Stephanie Harvey

  13. Reading Strategies are what good readers use… They require: Explicit modeling One at a time instruction Repetition Favourite activities that encourage practice “It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each deliberately kept simple so as to support the complexities of the work in-progress. They are deliberately kept predictable so the unpredictable can happen.” …Lucy Calkins

  14. Our Message • The teacher is the program • Every teacher is a teacher of reading • Research tells us what successful teachers do • Reading 44 describes what successful readers do

  15. The Reading Workshop From http://www.busyteacherscafe.com/literacy/reading_workshop.html

  16. Exploring Reading Strategies: Group Activity Select a text or picture book Discuss which of the 12 reading strategies could be taught/reinforced using this book/text – develop at least one pre/during and post activity to demonstrate to the class Use activities/ideas explored in class Record your ideas/lesson plans and prepare a short presentation

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