Title: Language Experience Approach: Group Experience Guidelines
1 Chapter 11
Language Experience Approach Group Experience Guidelines
2 Chapter 11Objectives
Understand how to help young children develop a sense of story and story structure.
Suggest ways that the cultural and linguistic needs of diverse learners can be partially met through balance reading instruction.
Interpret and apply the major elements of a balanced literacy program.
Describe six language routines that can be used to structure daily reading and writing experience for young children.
Explain the importance of teaching phonemic awareness and the alphabetic principle.
3 Guided Reading Lesson Overview
For early emergent readers identification punctuation or directionality.
For the fluency stage Identify text genre or compound words
4 Language Experience Approach Group Experience Guidelines
The children participate in a common experience.
Teachers and children discuss the common experience.
Children dictate the chart while the teacher transcribe the dictation.
Teachers and children share in reading the chart.
Chart is used to learn about words and other important language concepts such as punctuation left to right and sight words.
5 Individual Language Experience Using Personalized Word Banks
Integrate personally relevant words from outside the classroom.
Provide meaningful repeated exposure to personal words.
Use these words for word games sentence-building matching and skills instruction.
Require student to use these words in spelling and writing activities.
6 Purposes Of Writing With Children
To connect reading and writing using literature as a take off point
To develop increasingly sophisticated writing strategies
To demonstrate how to connect sounds in words to letters and letter combinations
To expand childrens repertoire of writing genres and forms.
To learn how the spelling process works.
7 Basic Phonemic Awareness Tasks
Hearing rhymes (rimes)
Hearing alliteration (onset)
Hearing assonance (vowel or vowel combination sounds
Hearing and recognizing the non-matching sound or word (oddity)
Hearing and blending syllables in words
Splitting syllables and oral blending (onset-rime whole word)
Manipulating sounds in words (substitutions and deletions)
Connecting sounds with letters for spelling
8 Directed Listening Thinking Activities
Step 1 Introducing the story and Predicting
Step 2 Listening Thinking and Predicting
Step 3 Supporting With Evidence
9 Guidelines For Using Themed Literature Units
Introduction to theme
Student self-selected books
Self-selected reading(times and individual book choices)
Creation of literature response projects
Student dramas -discussion webs
Dialogue retellings -big books
Radio plays -homemade filmstrip
New casts -host talk show
Formula retellings -giant comic strip
Meeting of the minds -Dioramas
Mini Skill Lessons
Presentation of Literature-response Projects
10 Stages of the Writing Process
Revising and Editing
11 Modifying Linguistic Variables For Using Content Area Texts
Reduce vocabulary load
Preteach key vocabulary before students read and assigned passage.
Use prereading questions highlighting text notes or questions in the margins and graphic organizers.
Use postreading discussion groups LEP learners to more complex language input.
12 Modifying Knowledge Variable For Using Content Area Texts
Discussion that draws attention to Contradictions opposing examples exceptions categorizing comparisons relating to concepts in the native language
Semantic Feature Analysis
Small Group Discussion
13 Modifying Literacy Variables For Using Content Area Text
Preview the text showing students how to use text features such as headings subheadings bold text and so on.
Help students set a purpose for reading by teaching self-questioning strategies.
Provide directions signals and questions to help students interact with the text and their own background knowledge.
Suggest a study strategy and model its use.
Help students adjust their reading rate to the text difficulty
Help students develop skimming and scanning skills
Help students predict outcomes make and confirm inferences and solve problems.
Help students use metacognitive monitoring skills
Remind students of when and how to use Fix up or repair strategies to assist comprehension
Ask students to write or complete text pattern guides.
14 Teaching Comprehension Monitoring
Determine the nature of the material to be learned.
a). What king of material (expository narrative etc.) is this text
b). Is there a defined pattern in the way the material is presented
2. Consider the essential task involved
a). What is the critical information that is likely to be assessed
b). What study plan should follow
Consider your own strengths and weaknesses.
a). Am I good at outlining
b). Am I good at creating graphic overview or organizers
Employ appropriate strategies to overcome learning weakness.
a). What remedial strategies-look backs rereading reading ahead highlighting notetaking summary writing webbing or out lining can I use to help me
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