Phonics-and-Student-Generated-Texts-for-Emergent-Readers發(fā)音與學(xué)生產(chǎn)生緊急讀者文本-課件

1、Balancing Top and Bottom: Learner-Generated Texts for Teaching PhonicsLESLLA 2009Patsy VinogradovHamline University, University of MinnesotaAgendaBalanced Literacy Whole-Part-Whole methodWays to elicit student generated writingSpecific activities to teach phonics and phonological awarenessQ & ABalan

2、ced Literacy InstructionBoth bottom-up and top-down instruction are necessary for students to achieve literacy.High interest, relevant, meaningful reading instruction should be included in contextualized lessons.At the same time, nurture bottom-up strategies like decoding and phonemic awareness.Whol

3、e-part-wholeMethod of teaching reading that starts with a whole text (ex: vocabulary from thematic unit or a story) then pulls out specific parts to analyze for phonics/phonemic awareness skills, then goes back to the text to practice in context.Balanced Literacy with Adult Emergent ReadersIn every

4、lesson, keep going up and down the ladder.Remember that phonics should only be one small part of a larger, meaning-based reading curriculum.Student-Generated TextsWhat are Student-Generated Texts?Why is this a good practice?Student-generated texts are derived from authentic learner language (written

5、 or oral)Types of Student-Generated TextsShared experience Students newslettersPicture stories Responding to a visualUsing a volunteer/higher level student as a scribe Transcribed taped conversationsJournal entries Texts for wordless books Photo books Class posters Overheard student stories A few de

6、finitionsPhonological awareness: “The ability to attend to the phonological or sound structure of language as distinct from its meaning.It includes word awareness, syllable awareness, rhyme awareness and phonemic awareness.” Phonemic awareness: One kind of phonological awareness. It is the “ability

7、to focus on and manipulate phonemes in spoken words.”Phonics: Teaching reading by emphasizing the relationships between letters and sounds.Fadumas Story: Coming to AmericaSame first letter soundF A M I L YF: family, Faduma, first, for A: am, America, apple, airplane M: money, month, my, motheretc. S

8、ort words by soundsSomalia happy came monthmoney my country school husband S s schoolC c cameM mH hThe Nine Patch ..9.Nine Patch1.family2.daughter3.month4.from5.dont6.money7.first8.difficult9.my Letter tilesDictation Begin with first or final letter, then learners can attempt to write

9、the whole word.The Lor Family This is the Lor family. There are 6 people. The grandmothers name is Blia. She likes milk and fruit salad. The fathers name is Xue. He likes to play music and play airplane with the baby. The mothers name is Angela. She likes to read books. The baby girl is Pa Nia. She

10、is 1 year old. The older daughter is Phyu. She likes to play in the garden with the dog. The son is Too Aung. He likes to play basketball. The dogs name is Ow Nai. The Lors are very happy.Wheres the sound? beginning middle end /d/: /m/: /n/:dog milk sonold name airplanedaughter music namesalad mothe

11、rreadManipulating sounds with large cardsB O O K C O O K L O O K M O T H E R B R O T H E R F A T H E - RFill in the missing soundsfa _ _ ermo _ _ ergrandmo _ _ erb _ byn _ meairpl _ ne_ lay_ eople_ a NiaSort words by sounds/lettersMmothermilkmusicBbooksbasketballbabyGgirlgardengrandmotherFfatherfami

12、lyfruitEmergency!1. Its June. Ali has a stomachache. He says “Ouch”!2. Its September. Ali has a stomachache. He says “Ouch!” Alis sister says, “Go to the doctor.”3. Ali says, “No doctor. Too much money.”4. Its December. Ali has a very bad stomachache. He says “Ouch! Ouch! No doctor. Too much money.”

13、5. Its January. Ali is in the ambulance. He goes to the hospital.6. Its February. Ali is in the hospital sleeping. He has a big bill.Blend the wordj u n b i l h o s p i t a l Circle repeated words in the story Where do you see the name “Ali” in the story? Circle it.Where do you see the word “doctor”

14、 in the story? Circle it. Circle the word AliAllAlwaysbaddadbillhoneytummymoneymothermoneyMondayWord familiesgoes toesouch couch grouchbad mad sad dad had gladbill fill hill pill willstarts partsSame or differentbillpillouchcouchambulanceambulanceJunetunesheheDecemberDecembersayspaysCommunity Garden

15、(Minnesota Literacy Council, Andrea Echelberger, instructor)Minnesota Literacy Council, St. Paul, MinnesotaHOT DAYToday is summer.Today is sunny.Today is hot.Today we are sweating.Today drink water.Today wear t-shirt.Beautiful GardenMr. Jerry tiller on the dirt.Many students clean the stones and gra

16、ss.Dirt in the pot and plant tomatoes, chilies, cilantro, eggplants.Put in the stakes and put in the fence.Plant broccoli, onions, green beans, flowers in the garden.Water the plants everyday.We like cucumbers, carrots, broccoli, onions, radishes.We feel happy.What kinds of phonics and phonemic awar

17、eness items can we work on from this text? What ideas do you have for such activities?Instructors comments:“We wrote the stories as a group using the language experience approach, and then pulled specific words out of there to work on phonics with. We went through and practiced pulling the word apar

18、t and sounding out each of the phonemes, and then pushing it back together to say it fluently. We looked at words that have similar sounds and groups circled words or wrote word lists. For a follow-up, I have alphabet tiles, and so I would say a word and they would have to move the tiles around to spell out