Phonics and Student-Generated Texts for Emergent Readers发音与学生产生紧急读者文本.ppt

* Questions, comments? Thank you! * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Balancing Top and Bottom: Learner-Generated Texts for Teaching Phonics LESLLA 2009 Patsy Vinogradov Hamline University, University of Minnesota Agenda Balanced Literacy Whole-Part-Whole method Ways to elicit student generated writing Specific activities to teach phonics and phonological awareness Q A Balanced Literacy Instruction Both 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. Whole-part-whole Method 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 Readers In every 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 Texts What are Student-Generated Texts? Why is this a good practice? Student-generated texts are derived from authentic learner language (written or oral) Types of Student-Generated Texts Shared experience Students’ newsletters Picture stories Responding to a visual Using a volunteer/higher level student as a scribe Transcribed taped conversations Journal entries Texts for wordless books Photo books Class posters Overheard student stories A few definitions… Phonological 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 to focus on and manipulate phonemes in spoken