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

• Picture Talk
• First Reading
• Language Play
• For early emergent readers identification
  punctuation or directionality.
• For the fluency stage Identify text genre or
  compound words
• Rereading
• Retelling
• Follow-up Activity

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
• Book Talks
• 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

• Prewriting
• Writing/Drafting
• Revising and Editing
• Publishing

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

• Before Reading
• Semantic Mapping
• Structure Overviews
• Discussion that draws attention to
  Contradictions opposing examples exceptions
  categorizing comparisons relating to concepts
  in the native language
• During Reading
• Pattern guides
• Marginal Glosses
• After Reading
• Semantic Feature Analysis
• Small Group Discussion

13
Modifying Literacy Variables For Using Content
Area Text

• Before Reading
• 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.
• During Reading
• 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
• After Reading
• 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