- Interest based
- Discussion is key
- Activity is personal
- Reading and writing is shared
- We will talk about things we are happy and excited about, things that are difficult. In reading, comprehension, writing or in pictures.- Practice with teacher
- Insider/ outsider: How teachers had to learn something, want children to talk to assess where child is.
- Have you ever seen a book or movie or TV you really liked?
- At home, what do people there read? What are your feelings about that?
- What do you like to do?
- Let’s read this together…me, you or read together
- Then and Now: feelings about reading and writing:
- What’s hard?
- Writing story?
Third stage: LEARNING TO CHOOSE A BOOK: Their view counts.
- Put into piles : Like/ Don’t like.
- Choose 5 things
- Pick 1 or 2 we’ll look at together, talk about them:
- o the cover, pictures, interesting?
- o Pictures, some chapter titles
- o What’s it about?
- o Have you ever read others like this? (detective, science, etc)
- o Converse before reading
- o Surfacing prior knowledge
- o Would you like me to read? You read? One page me, one page you?
- o After finishing: Talk about it: like, dislike, anything like that in your life?
- o CONVERSATION IS VERY IMPORTANT.
- o Shall we write something about the story?
- o What could happen next to the person it’s about?
- o Or tell a story about you.
- o GO BACK AND FORTH BETWEEN TALKING AND READING, TALKING AND WRITING, READING WHAT YOU WROTE.
ONE TOOL TO TEACHING READING WHICH IS EASIER THAN LEARNING ALL THE SOUNDS:
- ONSET: Beginning sounds of words
- RIME: Endings of works like –ant, -tion, -ment
- walks – ed
- jumps – ed
- whispers – ed
THIS IS TEACHING KIDS TO BE LANGUAGE EFFECTIVE.
- o Do – undo
- o Do – redo
(A good read is Paulo Freire’s Pedagogy of the Oppressed.