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Te Reading Skills Session 5 (view source)
Revision as of 17:07, 28 April 2023
, 17:07, 28 April 2023Added text
# · Mr Govind notes how important it is to praise and encourage students. How do you do this in your classes?
# · Mr Govind notes how important it is to praise and encourage students. How do you do this in your classes?
==== Case Study: ====
{| class="wikitable"
{| class="wikitable"
|Case Study: Mr Govind encourages students to read aloud
|Case Study: Mr Govind encourages students to read aloud
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.
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
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 are given texts where they are familiar with the majority of words and phrases.
|}
==== '''Group discussion:''' ====
The facilitator initiates a group discussion with the following two questions:
* Is it important for you to read aloud in English to your class?
* Is it important for your students to have opportunities to do this as well?
==== '''Reflection:''' ====
{| class="wikitable"
|-
| colspan="3" |'''Audit your reading routines'''
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| colspan="3" |Think about your own classes. How often do you do the following activities, why do you do them?
Do you do these activities in class? Why do you do these activities
|-
|'''Activity'''
|'''Yes/ NoHow often?'''
|'''Give reasons why you do them.'''
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|I read aloud from the textbook or the board. The students silently follow along with me.
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|I do interactive or shared reading in the class. I read, stop at significant places, ask questions.
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|I read big books in class. I give the book to children and ask them to read. Every time a new group reads
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|I listen to students read aloud in small groups, of mixed ability, they do shared reading.
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|I follow the comprehension strategies. When I do shared reading I stop and ask children questions for visualising, summarising, text to text and text to life connections?
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|I ask students to read a text silently. Then I give them tasks like sequencing, drawing or role play
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|I ask students to read a text silently and I ask them questions about it.
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|}
|}