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Te Reading Skills Session 5 (view source)
Revision as of 22:08, 28 April 2023
, 22:08, 28 April 2023no edit summary
== '''Session 5''' ==
=== '''Assessing reading:''' ===
The facilitator gives the participants a case study to read. In the case study a teacher takes steps to monitor and evaluate students’ reading.
The group of participants and the facilitator discusses the following questions based on the case study given:
# · What are Mr Govind’s methods of evaluating students’ reading comprehension in English?
# · How does he support the less able readers?
# · Do you agree with Mr Govind that when a student makes errors when reading aloud that learning is taking place? Why or why not?
# · Mr Govind notes how important it is to praise and encourage students. How do you do this in your classes?
{| class="wikitable"
|Case Study: Mr Govind encourages students to read aloud
Mr Govind is a Class V English teacher.
Our English textbooks have lots of short stories in them. I used to always read these stories aloud to my students and have them silently follow the stories in the book as I read. Sometimes, though, I noticed that they could not follow the story or had no idea what the text was about when I asked them questions about it.
I wanted to monitor whether or not they could understand what they were reading. One way to do this, I thought, was to have the students read aloud from the textbook, particularly after we had all read the story once together. I could only call on three or four students per day, but I thought that if I did every day, most students could have at least one turn every two weeks. In this way, they would have regular opportunities to read aloud and hear each other read aloud.
I used to think that if I had taught my students well, they would not make mistakes while reading aloud. But I noticed that the students who read without mistakes were actually just pretending to read, reciting the text from memory. And I realised that if they were just memorising what I had read to them, they weren’t actually learning anything. The students who were really reading and understanding tended to read a lot slower, made mistakes and had difficulty reading some words. I realised that those ‘mistakes’ actually showed that learning was taking place.
But students don’t like to make mistakes, so I have to encourage them to keep trying and praising them regularly while they were reading.
Sometimes when a student comes across a word that is hard for them to read, they may be tempted to skip over it. But I try to encourage them to take a bit of time to look at the word and understand what it means. Once they have read and understood the word, I ask the student to go back to the beginning of the sentence and read it again. Repeated readings of difficult words and phrases seem to result in improvements in the students’ speed, accuracy and expressiveness when they read aloud. That’s why it’s important that students get to read texts that are interesting, so that they feel motivated to read them again and again.
However, I find that if a student is stumbling repeatedly when reading something, there is no point in having them continue with it. So I make a note to myself that the student needs further support with reading and I choose a simpler text for them to read the next time. I then work with them in a one-to-one session when I can. I’ve noticed that students’ reading abilities are most likely to improve if they
|}
== '''Glossary''' ==
* ''proficiency = /prəˈfɪʃənsi / a high degree of skill; expertise.ప్రవీణత'' '''<span lang="EN-US"></span>'''
* ''pedagogy = /pedəˌɡäjē / the art and science of teaching బోధన యొక్క పద్ధతి'' '''''<span lang="EN-US"></span>'''''
* ''effective reading = /ɪˈfɛktɪv ˈriːdɪŋ/ ప్రభావవంతమైన పఠనం'' '''''<span lang="EN-US"></span>'''''
* ''high frequency words = /haɪ ˈfriːkwənsi wɜːdz / తరచుగా ఉపయోగించబడిన పదాలు'''<span lang="EN-US"></span>'''''
* ''discourses = /ˈdɪskɔːs/ ప్రబోధం'''<span lang="EN-US"></span>'''''
* ''condense = /kənˈdens/ మరింత సంక్షిప్తము చేయడం , కుదించడం'''<span lang="EN-US"></span>'''''
* ''facilitator = /fəˈsiləˌtādər/ సమన్వయకర్త'''<span lang="EN-US"></span>'''''
* ''Persuasion = /pəˈsweɪʒən/ చర్యను ప్రేరేపించడానికి ఉద్దేశించిన కమ్యూనికేషన్'''<span lang="EN-US"></span>'''''
* ''adaptations /ædæpˈteɪʃᵊnz/ అనుసరణ'''<span lang="EN-US"></span>'''''
* ''acquired knowledge = /əˈkwaɪəd ˈnɒlɪʤ/ పొందిన జ్ఞానం'''<span lang="EN-US"></span>'''''
* ''compare and contrast =/kəmˈpeər ænd ˈkɒntrɑːst / సామ్యమూ మరియు భేదమూ'''<span lang="EN-US"></span>'''''
* ''framework = /freɪmwɜːk/ అల్లికపని'''<span lang="EN-US"></span>'''''
* ''one-to-one ముఖాముఖి'''<span lang="EN-US"></span>'''''
* ''illustrations /ɪləˈstreɪʃən / visual explanation of a text, concept, or process దృష్టాంతం'''<span lang="EN-US"></span>'''''
* ''predictions= /prɪˈdɪkʃᵊnz/ ముందస్తు జ్ఞానం ,అంచనా'''<span lang="EN-US"></span>'''''
* ''Preview =/priːvju/ పరిదృశ్యం'''<span lang="EN-US"></span>'''''
* ''paraphrase =/pærəfreɪz/ సులభమైన పదాలతో వాక్యార్థమును వివరించుట''
'''''<span lang="EN-US"></span>'''''
[[Category:CELT in Telugu]]
[[Category:CELT in Telugu]]
[[Category:Te Reading]]
[[Category:Te Reading]]
[[Category:RIESI]]
[[Category:RIESI]]
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