Leadership & Management Reading for Lesson 4: Leadership in Organizations.
Lesson 4 Reading
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Transcript of Lesson 4 Reading
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Lesson 4: Listening and
reading
prepared by Kinsley Ng Sen Fa, Segi College Penang, Program DECE
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LISTEN!
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The goal of good language art
program is to guide the youngchild toward development of
advanced listening skills. E.g.simple rhymes and repetitions and
purposeful listening experience.
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S ta ge s o f lis te ning proce s s
Responding tostimuli
AwarenessFocus
Discrimination
Understanding the
meaning
ClassificationIntegrationmonitoring
Organizing the stimuli
Sequencing the soundSynthesizing
scanning
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Some of the wayschildren listen
Appreciative listening-The child finds pleasure inhearing music, poems and stories.Its personal for each child
- light listening
Purposeful listeningThe child follows directionands and gives response
Creative listening- The childs imaginationand emotions arestimulated by her listeningexperience. Encouragefree expressions andaction.
Discriminationlistening- The child becomesaware of changes inloudness and pitch.Sounds becomedifferentiated in theenvironment. The child isable to discriminate thespeech sounds.
Critical listening- The child understands,evaluates, make decisions andformulate opinions. Teacher
poses critical question to createconflicts - Socratic method
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Purposeful listeningactivities: encourage the
child to listen in order to
Do somethingfor themselves
Tell another howto do something
Operate some
type of toy or equipment
Carry a
message
Recall details
See how many names or facts that can remember
Learn new skills,such as singingnew songs or finger play
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Appreciativelistening activities
light listening
Chanting
Moving to music
Discuss sounds,rhythm and music
Talking about
happy, sad or funny feelingsthat soundsproduce
Tapping, clappingand other soundsmaking activities
Playbackgroundmusic for certainpursuits
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Critical listeningactivities comprehension +
evaluation
A probable outcomeor guess is prompted
Personal preferenceor dislikes are
discussed
Group votes are
reviewed andoutcomes areanticipatedErrors are
discovered or detected
A problem isdiscussed andsolutions areoffered
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Teachers skills
Be a role model -Bend and lower
ourselves whenlistening tochildren
LISTEN to them!Clear and simpleinstruction, with asequence of what
comes first, next andlast
Use signal to gettheir attention toys, or anything producespleasant sound
Silent pause
before beginningan activity
Stimulatesinterest finger play, short rhyme
Encouragement,eye contact andsmiles, it seemseveryone is listening; itstime to begin.
http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149 -
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Reading !
http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149http://library.nycenet.edu/common/welcome.jsp;jsessionid=5E3BE3B2087C470ECDD960C179604271?site=4149 -
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Fun reading- being read to
Over-emphasizedTechnicalreading
VS
Drilling on repetitiousreading to train decoding
without actualcomprehension or
appreciation
Not age-appropriate -Could endanger the
childs budding interestin readingImitativereading
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Whenconsideringreadingactivities
What
precedesand what
follows thereading
activities
How is this
bookrelevant tochildrens
lives
How to arousetheir interest? not every child is
interested in books
How to gauge their understanding?
How to build on
their futuredevelopment
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Novelty books sensory experience, stampand pasting books, activitybooks
Picture books bigbook,
Wordless books encourage childrensnarrative skills Non-fiction books provide
facts and discussion (how thingswork and function)
Types of books andtheir advantageous features
Teacher/child-madebooks self-rewarding andoffer sharing experience
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Reading-teachingmethods !
The naturalapproach
The wholelanguage
approach
Literaturebased
readingapproach
Decoding -phoneticapproach
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Reading-teaching
methods !
There is no proven best method. It boilsdown to the teachers enthusiasm andunderstanding of the method used
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Ideally: one-to-onechild reading difficult
because of group size and multiple
responsibilities expected of teachers
Print-rich
environment Environment is the mostimportant teaching aid!Give print experience to
children.
Being read to at ayoung age the
awareness that talk can be
written and written talk canbe read
Associate withchilds own life
writes own name andsignificant others of hisfamily child finds outsound similarities and
makes comparisons withunfamiliar words
Reading and writingdevelop as
complementary skills Environment is the most
important teaching aid! Give printexperience to children.
Introduce literatureelements knows parts of a
book and their functions,components of literature (setting,
plot, characters, theme, moral of story)
Teachingreading
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The naturalapproach
A child learns to read in a literate societyas he learned to walk
Exposure to classic literature and child-authored literature (writing) areimportant
Encouragement of childrens creativewriting as a meaningful approach. E.g.use childrens photos to arouse interest.
Can incorporate other approaches suchas phonic, linguistic, or sight-wordrecognition.
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The wholelanguage
movement
Advocates offering children in meaningful andfunctional literature in full literacy text appreciative reading!
Not worksheet or dotted
handouts
Spontaneous conversational exchanges are typical and seen as enhancing / extendinglearning
Writing, listening, reading and speakingactivities grow from a childs experiences /interest and inseparable.
Focus on meaning not language
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Look andsee
method
Identify and memorize words by their shapes andconfiguration.
Children who are good at noticing slight differenceand who have good memories seem to progressand become good readers
Probably confused similar words, such as Juneand Jane, Saw and Sew.
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Literature-based
approach
May use basal reading series or childrens literature
Literature permeates the curriculum.Discussion, art, drama and writingrelated to stories are encouraged
Emphasizes comprehension and senseof the story structure. Children areencouraged to ask questions and givecomments
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Decoding-phoneticapproach
Based on teaching children the 44 language sounds(phonemes) 26 alphabet letters and combinations(graphemes)
When children know which sounds are represented bywhich letter, they can read unknown words.
Teach phonemic awareness wordsare composed of individual sounds.
Some words are sight words (car, write)
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Evaluationand criticism
Whole language approach does notenquire planning and management
lack of instruction in phonics - inability
to assess childrens learning progress
Decoding-phonetic approach emphasizestechnical reading at the expense of meaningful
and appreciative reading many Englishwords are irregular (sight words)
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There are alphabetletters
Words are
clusters of letters
The print, not thepictures in a
book, tells the
story
Spaces in printingare there for a
reason
Alphabet letters existin uppercase and
lowercase
There are first letter and last letters in
words
Some important cues childrengradually understand concerning
print
Punctuationmakes words
have meaning