1

Lesson 2

MENU
1. WHAT HAPPENS WHEN WE READ?
2. WHAT CAN OUR PUPILS DO IN THEIR FIRST LANGUAGE?
3. WHAT WE EXPECT FROM SECOND LANGUAGE LEARNERS?
4. PRE FOUNDATION BENCHMARKS
5. CLASS ACTIVITY
6. YOUR TURN
  • 3. WHAT HAPPENS WHEN WE READ?
  • grasp of the "language code" – a storehouse of words in one's personal vocabulary. a knowledge base, or "mental schema,"
  • recognize marks and translate them into spoken words.
  • create meaning from the symbols on the page from a linguistic, cognitive and experiential point of view.
  • To be"functionally literate." Or to understand how sentences are constructed in the language.
  • In the act of reading a person is actively engaged in a dialogue with the text, linking it with world experience, perhaps questioning or challenging the ideas presented on the page.

WHAT CAN OUR PUPILS DO IN THEIR FIRST LANGUAGE?

  • recognize print in the environment;
  • distinguish separate words;
  • recognize rhyming words;
  • know some letter names and shapes, including the letters in the child's name;
  • begin to demonstrate reading-like behaviors, such as pretending to read and write;
  • begin to demonstrate understanding of picture books and simple stories; and
  • retell stories, make predictions, and connect stories to background experiences in a teacher-guided group format.

WHAT WE EXPECT FROM SECOND LANGUAGE LEARNERS?

  • recognize upper and lower case letters;
  • identify all letter names and shapes;
  • know how to read his/her own and others' names and common environmental print in the classroom;
  • read some high-frequency global words;
  • demonstrate phonemic awareness
  • demonstrate fluent and accurate decoding skills

1. PHONEMIC AWARENESS
Phonemic awareness = the understanding that spoken words and syllables are themselves made up of sequences of elementary speech sounds.

2. DIRECTION \ FROM RIGHT TO LEFT + PRACTISE

3. LETTER NAMES AND SHAPES
* Can children quickly recognize letters?

  • Can they comfortably discriminate the shape of one letter from another
  • Do they have knowledge of the letter names ?

4. SYSTEMATIC PHONICS This term refers to an organized program where letter-sound correspondences for letters and letter clusters are directly taught

  • word lists, and word families
  • Young readers must develop fast, accurate decoding skills
  • students must understand, apply, and learn the alphabetic principle
  • Initial phonics instruction conducted with a relatively small set of consonants and short vowels.
  • The spelling-sound relationships should be developed progressively.
  • initial lessons - focus on short words that adhere to the basic left-to-right principle of sounding and blending, such as fat and fit.

5. GLOBAL WORDS

* Not all words are amenable to decoding. Whether irregular or not, those short words of extremely high frequency, such as the, of, are, and you, should be familiarized at the outset.

6. VOCABULARY DEVELOPMENT

  • learning to read = expanding one's vocabulary
  • children need to be encouraged to attend to the meanings of new words they encounter in text.
  • the ability to understand and remember the meanings of new words depends quite strongly on how well developed one's vocabulary is already.
  • children should be asked to create glossaries of the new words they encounter in their reading.
  • PRE FOUNDATION BENCHMARKS + ACTIVITY

YOUR TURN!