Direction Instruction Ch. 4Direction Instruction Ch. 4

Listening lessons, vocabulary

Auditory discrimination, comprehension,

Visual discrimination, phonics

ListeningListening

• Must follow directions

• Variety of listening activities: processing language of oral stories and discussion.– Students can be taught to focus on the speaker,

predict, form mental images, think of questions, take notes, draw pictures.

Teaching listening ( Anderson, Teaching listening ( Anderson, 1993)1993)

• Identify the need for the skill (blocking out distraction, make 1 word notes.)

• Teach the lesson

• Discuss effective practice.

• Review skills taught

• Select strategies for specific situations.

Method of Practice of Listening Method of Practice of Listening SkillsSkills

• Tell riddles. Have student listen and figure out the answer.

• Tell stories and retell them. Check for comprehension.

Visual discriminationVisual discrimination

• To see differences and similarities of print. At 3 yrs old , child can sort shape and size of objects.

• Practice by asking, “Show me the two words that begin with ‘w: wheels and whole.’”

Auditory Discrimination Auditory Discrimination Phonemic AwarenessPhonemic Awareness

• Tell the difference and similarities of sound. Report same or different: cat/cat. Nap/nat.

• Rhyming words: good way to introduce. Use color word:

• Red, yellow, and brown,

• The leaves are falling all over town.

Visual and Auditory Integration. Visual and Auditory Integration.

• Combining visual and auditory with print.

• Recognize some letters and some words at this point.

• Big Books, predictable books

• Use hop to read stop, pop, mop, flop

• Change one letter from hop to hot

• pop to pot; stop to step; mop to map, flop to flap.

Phonics: Sound/symbol Phonics: Sound/symbol relationshiprelationship

• Instruction is clear and direct. Use familiar words to study patterns. Don’t memorize the rule.

• Shouldn’t dominate the instruction. Study words from context. Several words from the pattern should appear in the text.Usually is complete by end of 2nd grade.

• Common Syllables: Onsets (beginnings) or rimes (ending) Should be taught as a pattern

These syllables represent 500 These syllables represent 500 words. words.

• ack: back, black, sack, racket

• ank: bank, sank, rank, blank

• ay: may, say, ray, maybe

• ide: ride, side,

• ink: pink, think, rink

• ain: rain, train, brain, main

Invented spelling should be Invented spelling should be taught with phonics.taught with phonics.

• Invented spelling should start with the correct sound and end with correct sound.

• Phonics should make students aware of the internal features of the word. (orthographic patterns) This helps with word recognition.

• The goals of phonics is automatic word recognition. Then the student spends energy on comprehension rather than recognition.

Generalizations.Generalizations.

• Students are taught to make phonic generalizations and to apply those generalizations.

• Student can make lists of these words:

• bake shake rake make cake

• These lists can be added to when students encounter a new one.

New storybooks (Marie Clay New storybooks (Marie Clay 1991) 1991)

• Illustrations are used to call up background knowledge.

• Discuss experiences similar to the new story.

• Teacher sketch out the plot or sequence of events up to the climax. This gives an overview of the story. The student anticipate what will happen.

StorybooksStorybooks

• Discussion of Personal experiences clears up conceptual problems related to plot.

• Teacher uses novel features in talking about the story.

• Teacher uses a difficult or new sentence pattern two or three times and has the students repeat it.

Assessment of Emergent LiteracyAssessment of Emergent Literacy

• Should help with instructional placement,– knowing beginning and ending sounds– know short vowel sounds: mat, cat,– reading environmental print; stop, exit,– read sentence that is repeated (predictable text)– read color words– write the end of a sentence: I like . . . –

Assessment with StorybooksAssessment with Storybooks

• Select a favorite book and go to a quiet place.

• Ask the child to “Read your book to me.”

• Use the broad categories on p. 138 Sulzby

• Use also informal reading inventories, and running records. P.499

Language Based Assessment Language Based Assessment TechniquesTechniques

• Note how a child holds a book

• Tell a short story and put extra things that don’t belong. Wait for the child to correct you.

• Provide a sentence strip and cut off words and have the student unscramble the sentence

• Tell the beginning of a story and ask for an ending.

Use assessment to adjust Use assessment to adjust instruction.instruction.

• Chall’s stages

• Sulzby’s classification scheme

• Both can be used to plan lessons that are appropriate to the literacy level of the young child.

Early literacy program has:Early literacy program has:

• Print rich environment with art and play activities; thematic units for reading and writing, big books, poetry storytelling and reading aloud.

• Direct instruction in listening, phonemic awareness, visual discrimination, background knowledge, vocabulary, and phonics. (Use assessments)