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Morrow chapter 5

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Phoneme-grapheme correspondence. Diagraphs. Consonants blends. Long & short vowel sounds ... 'Becoming literate is a process that begins at birth and continues ... – PowerPoint PPT presentation

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Title: Morrow chapter 5


1
Morrow chapter 5 Martens 5 6
  • Oral written Language development
  • Dr. Nganga

2
Word Strategies
  • What is reading readiness?
  • How do the following enhance a childs knowledge
    of print-
  • Environmental print
  • Very own words
  • Language experience approach
  • Context picture clues
  • High frequency words

3
Phonological awareness
  • Individually answer the following question
  • Define following the following
  • Phonemic awareness
  • Phonological awareness
  • Alphabetical principle
  • Phonics
  • Phoneme-grapheme correspondence
  • Diagraphs
  • Consonants blends
  • Long short vowel sounds
  • Inflectional endings
  • What are the characteristics of commercially
    prepared materials designed for literacy
    instruction?

4
Developmental trends
  • Becoming literate is a process that begins at
    birth and continues through out life Morrow- p.
    110
  • Is the rate of literacy achievement the same for
    all children? Why or why not?
  • Morrow states that children show interest in
    function, form and conventions of print. What
    does this mean to you as you prepare to become a
    teacher?

5
Real life experiences
  • Children are likely to become involved in
    literacy activities if they view reading and
    writing as functional, purposeful, useful
    (Morrow, p.112).
  • How can you provide for opportunities for
    functional uses of language?

6
Reading readiness
  • What is reading readiness?
  • Strategies for reading readiness depend on areas
    of child development which are
  • Social development
  • emotional development
  • Physical development
  • Cognitive development
  • What do you know about each area?

7
Psycholinguistic Cuing Systems literacy
acquisition of language literacy
  • According to the Psycholinguistic theory,
    language literacy are acquired as a result of
    children having the ability to use three cuing
    stems to figure out new and unknown words to
    grasp meaning (Morrow. P 116)
  • 1. Syntactic cues
  • 2. Semantic cues
  • 3. Graphonic Cues

8
Continued
  • Syntactic cues- using grammatical structure or
    language
  • Semantic cues- using the meaning of words
    sentences
  • Graphonic Cues- using the cues of letters print
    associating them with letters, letter clusters,
    corresponding sounds
  • Why is it important to capitalize on childrens
    strengths prior knowledge when guiding
    reading?

9
Theory research on helping children figure out
words
  • Define the following
  • Word study skills
  • Phonemic awareness
  • Phonological awareness
  • Describe what research in early literacy has
    found in a paragraph?
  • What are the concerns?

10
Skills objectives for word study
  • List 8 objectives for word study ( page 117-118
    Morrow)
  • Based on standards outlined by the National
    Center on Education(1999), what should children
    k-3rd grade be able to do?

11
Teaching strategies for figuring out words
  • These should involve a wide variety of learning
    experiences.
  • Describe 5 examples of such experiences
  • Explicit instruction can help children acquire
    the skill of figuring out words. P. 120- Morrow
    provides examples of such a lesson

12
Using environment print Developing sight
vocabularies
  • At what age do children begin reading
    environmental print?
  • List three ways how you can expose children to
    environmental print.
  • Describe 3 ways how you can help children
    develop sight vocabularies?

13
High frequency words Language experience
approach
  • What are they?
  • How can you help child learn these words?
  • What is the language experience approach?
  • How can you use it?

14
Continued
  • Exposing children to literature can lead to
    contextual clues illustrations to recognize
    that words have meaning.
  • List 4 ways how you can provide for these
    experiences.
  • What is the importance of phonological Phonemic
    awareness?
  • Instruction in these areas should be playful as
    teachers read stories, tell stories, play game
    boards, use rhymes, riddles.
  • What type of activities would you do? ( see
    Morrow p. 132-133)

15
Learning about the alphabet
  • How can you guide children?
  • What do you need to do?

16
Strategies for teaching phonics
  • According to Morrow- Phonics is the most well
    known word strategy. Phonics is the connection
    of sounds and symbols. The use of phonics require
    children to ..
  • ( Page 137 Morrow)
  • What can teachers do?
  • What are consonants, vowels

17
Meaning based strategies, oral reading
  • How can we help children recognize sounds,
    symbols etc?
  • Why should we ask children to read orally?
  • How can we assess reading?

18
Reflective writing, practicing what we learned
  • Finally- practicing understanding- reflective
    writing ( 10 points) (Individual work)
  • Create one lesson to teach high-frequency words
    using a word wall ( see example on p. 126)
  • Create one lesson to teach phonic using your
    morning message words ( see 8 p. 155) for
    guidance.
  • From Martens chapter 5 6- what was important
    for you why?
  • Turn in next week
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