Approaches to Teaching Reading

7/29/2019 Approaches to Teaching Reading

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Materials and Programs for

Literacy Instruction

Chapter 6


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Changes in Approaches

UP until mid-1980s, most children weretaught through basal readers

Holistic movement through the use ofchildrens literature

Currently use a balanced approach with

skills instruction and reading withliterature are integrated


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Basal Approach

Series of readers, or anthologies, and supplementarymaterials that gradually increase in difficulty. Beginswith emergent literacy and extends through sixth-grade reading.

Todays basals have specific provision for below-average, average, and above-average achievers.

Are more language based, offer teachingsuggestions, big books, supplementary libraries,

read-aloud books, wide array of games andmanipulative, audiotapes, computer software,videodiscs, inservice programs, posters, charts,supplementary spelling and language books, end-of-the-unit tests, placement tests, observation guides,

portfolio systems, Web sites, and more


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Basal Teachers Edition

Scope and sequence chart Reduced version of the students text

Lesson plans


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Students Basal Text

Anthology of original contemporary andclassic stories, poems, news clips, and

expository text selections Comprehension questions Glossary of words


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Anatomy of a Basal Reading Lesson

Activating prior knowledge Skill lessons Previewing and predicting Setting the purpose for reading Guiding the reading of the selection Confirm predictions

Comprehension discussion questions Skill instruction and practice Theme projects


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Advantages to Basals

Convenient package of materials,techniques, and assessment devices.

Offer varied reading selections, anabundance of practice material, carefullyplanned units and lessons, and a wealth offollow-up and enrichment activities.

Sequenced from grade to grade, providingcontinuous reading instruction


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Disadvantage to Basals

Core of the program is the anthology, workbook,and manual to provide a base of materials for all

students to move through. Question of pacing and time spent with aselection.

Basal selections are presented to the wholeclass. Selections may lack sufficient challenge forhigh achievers and will be too hard for thosereading below grade level.


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Phonic-Linguistic Basals

Emphasis to reinforce phonic elements orlinguistic patterns.

Tightly controlled vocabulary and are usedprimarily for struggling readers. Selections are contrived so it is difficult to

use context clues.

Examples: Reading Mastery and MerrillLinguistic Readers


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Literature-Based Approach

Teaching reading in which literaryselections are the major instructional

materials. Reading materials can be tailored to

students interests and needs.

Models: core literature, text sets, andthematic units.


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Models

Core Literature: selected literature to beread as a whole class (e.g., Shilohor

Number the Stars). Text Sets: a series of related books tofoster making connections

Thematic Units: series of books organizedaround a central idea, topic, or focus.


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Individualized Reading

Workshop Preparation: state-of-the-art class conference

and a minilesson to present a skill/strategylesson on predicting, inferences, context clues,

etc. Self-Selected Reading and Responding: approx.

30 min. silent reading and meet in literaturediscussion group, write in journal, work on an

extension activity Conferences: meet with teacher to discuss the

book through questioning (see pg. 464)


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Language-Experience Approach

Students dictate a story based on anexperience they have had.

The teacher writes the dictated story. Through discussion, the teacher can help

students organize and reflect on their

experiences.


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Language-Experience for ELL

Accept the childs language and show that it isvalued.

If the teacher edits it, it becomes the teacherslanguage, not the childs.

However, if mispronounced, the teacher shouldspell correctly.

As children grow in language, they will haveopportunities to develop fuller knowledge ofverbs, contractions, and pronunciation.


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Reading Recovery

Designed to reduce reading failure in the1st grade for the lowest performing 20%

of students 1:1 intensive reading instruction for 30

min. per day

Engage in 5 activities


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Reading Recovery Activities

Reread 2 familiar books Teacher takes a daily running record of oral

reading

Work with letters and words (magnetic letterson a cookie sheet)

Child dictates a sentence or two and teacher

helps to write a story Introduce new story discuss new vocabularyand sounding out words


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Success for All

Total school reform grades K-3 Goal is to get all students reading at the

3rd grade Provides individual tutoring sessions Homogeneous groups for reading

90 min. reading block


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Four Blocks

30 min. reading blocks Basal block

Writing block Working with words block Self-selected reading block


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Early Steps

Early intervention program 1:1 intensive daily reading instruction

30 min. per day Reread familiar books Word sort activities (word families or rimes)

Child writes a sentence Introduction of a new book

Documents

Approaches to Teaching Reading