Transcript Instructional Procedures Ch. 9

Instructional Procedures
Ch. 8
Reading
Copyright, 1996 © Dale Carnegie & Associates, Inc.
Basals
Language Experience
Whole Language
Computers
Reading achievement in the
#1 goal of School Reform...
Effective reading teachers use all options to
meet the needs of their students:
Basal readers: includes teaching word
identification, meanings, comprehension,
study skills, and literature.
Literature based: Integrates reading skills
with literature selections.
Whole-language
• Concentration on Developing both
reading and writing in a natural way.
• Individualized reading-Students learn
best when they select their own materials
and receive specific skill instruction based
on their own need.
Language experience
• Students learn best through reading
materials based on their own language
and experiences. Students read what
they have written.
• Computer-Students respond best to stepby-step sequential presentation of
information.
Basal readers;
• Have driven reading instruction and are
widely used.
• Each book is increasingly difficult.
• Stories are organized around themes and
involve all the “strands” of language arts.
• Practice material provides support with
word id, meanings, phonics,
comprehension strategies.
Teacher’s Guides provides:
• Pre-reading, during reading, and post
reading development.
• Each story has a three step process:
reading and responding, literature-based
instruction, and integrated curriculum.
• The story is most important. Directed
reading helps the student interact with
the text successfully.
Teacher’s guide for Basal
Readers includes:
• Detailed lesson plans with strategies and
skills for reading, writing, listening, and
speaking. Includes assessment
procedures.
• List of supplemental books from the
library for use in content areas.
• Supplements (extras) for problems areas.
Teacher’s edition.
• Pictures of characters, wkbk pages, etc.
• films, filmstrip, videos , and CD-ROMs
• Teacher’s edition of workbooks.
• Record keeping guide or checklist.
Student’s Basals
• Reading book with literature selections in
graduated difficulty.
• Workbook for each level.
• Libraries with paperback selections.
• Posters, big books.
• Software programs
• Games, and activities.
Advantages:
• Anthology of different genres of
literature.
• Sequential order of reading difficulty.
• Teacher guides
• Balance of time in all language areas.
• Review is provided
Advantages (cont.)
• Controlled vocabulary to keep frustration
levels low.
• Prepared materials save teacher time.
• Formal and informal assessments are
provided.
Newer Basals
• Isolated instruction of word identification
and comprehension skills has been
discouraged.
• Serious attempt of integration all
language arts.
• Fine literature should be used to teach
reading.
Modern Basals
• Have responded to reading research
with:
– quality literature including multicultural
stories.
– Authentic literature and prior knowledge
story preparation.
– Link of reading and writing.
– Lessons are interactive with emphasis on
decoding skills and comprehension
strategies.
Modern basal readers:
• Cooperative and partner grouping is
encouraged.
• Assessment is ongoing (formal and
informal).
• Partnership between home and school
Economy of teacher time
• No teacher would have the time to
prepare lessons in the detail established
in the basal readers.
• Detail is tedious, but experienced
teachers know to look for the ‘meat’
• Teacher must be knowledgeable and
flexible.
Work books
• Value has been debated.
• Deal with a wide variety of skills
• Wkbk. Exercised are brief which makes
them good for students with short
attention spans.
Workbooks should:
• Match the lesson that was taught.
• Provide review of skills.
• Relevant tasks with extra practice.
• Vocabulary and concept age appropriate.
• Page layout: attractive and useful
Workbooks should:
• Content should offer enough practice to
ensure learning.
• Some should be fun.
• Consistent responses with pattern from
page to page.
• Teacher should tell students why these
exercises are important.
Directed reading activity DRA
• Readiness- key words and prior
knowledge.
• Silent reading with a purpose.
• Comprehension development.
• Purposeful oral reading.
• Word id, vocabulary, comprehension and
study skills should be developed.
Pre reading activities:
• Building on background knowledge
• Develop interest in the story
• Predict what will happen.
• Set purpose for reading.
Post Reading discussion
• Answer purpose setting questions.
• Discuss outcomes
• Summarize the story
• Ask questions on different cognitive
levels.
• Reflect on classmates ideas.
• Reread orally with a purpose.
Follow-up activities
• Direct instruction of specific
comprehension skills.
• Practice new vocabulary
• Combine reading and writing.
• Complete creative literature activities.
• Use strategies in content area reading.
A Critical view
• Boring content, cultural bias, no literary
merit, repetitive language.
• 3 reading groups based on SES. Same
groups all year long.
• Restrict top readers to the basal.
• Don’t let student pick their own reading
materials.
Durkin study:
• Few teachers introduced new vocabulary.
• No one developed background
knowledge.
• Rarely did the teachers present
discussion questions before they read the
story. Teachers did not give them
direction for reading silently.
Silent reading of the story:
• Uncommon in 1st grade. In 3rd and 5th,
teachers didn’t ask follow up questions.
• Teachers spent too much time oral
reading.
• All teachers used the practice section,
but not the enrichment section.
Individual differences:
• Teachers didn’t use recommendations for
different strategies.
• Teachers didn’t have time.
• Manual recommendations aren’t
important.
• Give more time for new vocabulary,
background information, and fewer
assignments is a good choice.
Learning to use the basal
• Takes time for 1st year teachers.
• If the steps aren’t followed, sequence of
skills is lost.
• Self designed material may use
capricious approaches.
• Transfer of reading skills to recreational
reading is not automatic.
Literature based instruction:
• Library books and book fairs with SSR.
• Magazines with time to read them.
• Write plays, semester project: Middle
Ages or recycling.
• Career study with guest speakers who
promote reading.
Beyond the basal readers for
• Storytelling
• Language experience
• menus
• recipes
• music
• cereal boxes
• games
• read along cassettes
• projects
• comic books
• plays
• computers
• puppet shows.
Language Experience
Approach:
• Using student experiences for writing
charts and stories.
• Based on the relationship of child’s
language and experiences to produce
meaning related text.
• Includes all areas of language.
Features of LEA:
• Shared experience
• Shared talk about the experience
• Decisions made by the group about the
writing.
• Shared reading of the story or chart.
• Follow-up activities.
Individual Experience Stories:
• Follow up to field trips.
• Direct and indirect discourse: Different
ink for different writers.
• Photo of each child with discourse
balloon attached. Later rewrite using
quotations marks.
• Write summary of science experiments.
Disadvantages of LEA
• Can’t control difficulty of vocabulary.
• Not enough repetitions to learn sight
words.
• Too much of teacher’s time to prepare.
• Individual needs are overlooked.
• Used with other methods it is an
advantage.
Technology in Literacy
Instruction.
• CAI- Computer assisted instruction can
– show different material in different learning
modes: auditory, visual, kinesthetic, tactile.
– permit the learner to respond by writing or
speaking.
– Give supplementary instruction to difficult
ideas.
– Provide immediate feedback.
– Instant record keeping
Software programs
• Drill and practice:
• tutorial dialogues
• simulations,
• learning games
• creative
CMI Computer managed
instruction:
• Diagnostic reading tests
– score the test
– record results
– prescribe appropriate instruction
– The teacher must interact with the program
to make it successful.
• .
Benefits
• State the benefits to your audience for
taking this action:
– Benefit #1
– Benefit #2
– Benefit #3
TIP
State the benefits in terms
that relate to your
audience’s interests, needs,
and preferences.
Benefits Review
• Make the actions and benefits credible by
using reliable, verifiable evidence.
Evidence may take the form of statistics,
demonstrations, testimonials, incidents,
or exhibits.
• Benefit #1
– Evidence
• Benefit #2
– Evidence
• Benefit #3
– Evidence
Close
• Restate the specific action you
recommend and the key benefits. State
the benefits last.
TIP
Remember, your sense of
conviction and your involvement
with the content of the
presentation are critical
to its success.