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Professional Learning: Reading - learning modules
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Module 4: The Reading Programme
Te Arapiki Ako
"Towards better teaching & learning"
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Module 4: The Reading Programme
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Last updated 26 October 2012 15:29 by
NZTecAdmin
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Professional Learning: Reading - learning modules
Module 1: Identifying strengths and learning needs.
Overview
Section A
1. Adults learners reading at entry-level
2. What do we know about the learners at this level?
3. What is involved in adults’ reading?
4. Typical profiles of entry-level adult learners of reading
5. What’s needed for an effective literacy programme?
6. First things to find out about learners
7. Reflecting on the information you have already
8. Finding out about learners’ literacy practices
9. Using an initial survey
10. Resisting the temptation to “get on with teaching”
11. Factors that affect learning
12. Using the eliminating questions
13. Next steps
Section B
1. Oral language
2. Is oral language the problem?
3. The role of oral language in supporting reading
4. Listening vocabulary
5. Assessing vocabulary
6. Next steps
Section C
1. Phonological awareness
2. What is phonological awareness?
3. The “levels” of phonological awareness
4. Syllable awareness
5. Syllable awareness using Starting Points
6. Syllable awareness: next steps
7. Onset rime 1 & 2
8. Onset rime 3
9. Next steps: onset-rime awareness
10. Phonemic awareness
11. Phonemic awareness 1
12. Phonemic awareness 2
13. Giving syllable feedback to learner
Section D
1. Section D: Decoding
2. What is decoding?
3. What do readers need to know in order to decode?
4. Concepts about print
5. Assessing concepts about print
6. Letter identification
7. Assessing decoding using non-words
8. Decoding: next steps
9. Deliberate teaching – context
10. Recognising words by sight
11. Assessing and learning sight words
12. Finally
Module 2: Vocabulary
Module 2
1. Vocabulary
2. What vocabulary is
3. What it means to “know” a word
4. Vocabulary issues for adults reading at entry-level
5. The vocabulary vicious circle
6. Assessing vocabulary
7. The Vocabulary Assessment tool
8. Items in the assessment tool
9. Learner reports using the Vocabulary Assessment
10. Vocabulary Assessment categories: extended
11. Vocabulary Assessment categories: expanding
12. Vocabulary Assessment categories: emerging
13. Strengthening vocabulary for adult learners
14. Building vocabulary through oral language activities
15. Teaching reading vocabulary: before reading
16. Teaching reading vocabulary: during reading
17. Words with multiple meanings
18. Building vocabulary: word families
19. Building vocabulary: developing word associations
20. Next steps
Module 3: Comprehension
Overview
Section A
1. Comprehension Strategies
2. Issues for adults reading at entry-level
3. Assessing reading comprehension at this level
4. What skilled readers do
5. Comprehension strategies
6. Which strategies to focus on with learners at this level
7. Activating prior knowledge
8. Answering and asking questions
9. Analysing text structure
10. Summarising
11. Next step for learning
12. Developing and using comprehension strategies
Section B
1. Introduction
2. Teaching comprehension strategies
3. Before reading
4. During: reading the text
5. During reading: using learners’ background knowledge to develop comprehension
6. After reading
7. Providing opportunities for practice
8. Next steps
Module 4: The Reading Programme
Overview
Section A
1. The reading programme
2. The main purposes of a reading programme
3. The knowledge and skills that educators need
4. Knowing the demands
5. Knowing your learners
6. Exploring the Starting Points Assessment Guide
7. Knowing what to do
9. Using instructional strategies
10. Instructional approaches
11. Providing opportunities to practise
12. Getting started
13. The need for specialist literacy classes
14. The three main profiles of learners at entry-level
15. Make sure to include a focus on oral language
16. Making the most of the “teachable moment”
17. Next steps
8. The context for teaching and learning
Section B
1. Which texts?
2. Using the word “texts”
3. The importance of using authentic texts
4. Characteristics of texts for learners at this level
5. Characteristics of texts
6. Finding texts for New Zealand learners
7. Environmental print
8. Collections 1, 2 ,3 and 7
9. Collections 4, 5 and 6
10. Someone I Could Look Up To
11. Making a New Life
12. Second Time Lucky
13. Simplifying texts
14. Linking reading and writing
Section C
1. Introduction
2. The importance of monitoring
3. Finite vs dynamic knowledge and skills
4. Finite vs dynamic knowledge and skills - Vocabulary
5. Finite vs dynamic knowledge and skills - Comprehension
6. Keeping track of progress
7. Adjusting the reading programme
8. Keeping learners involved in their learning
9. A final note
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