Ability versus desire Language The Systems Grammar Vocabulary Functions Phonology The Skills Listening Reading Speaking Writing

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  • Ability versus desire

  • LanguageThe Systems

    GrammarVocabularyFunctionsPhonologyThe Skills


  • Open up a childs imagination, and he or she will want to read!

  • Picture Approach The children understand the story because of the pictures. They are starting at the end rather than at the beginning. They feel confident because the problem of comprehension has been removed. The next step in this approach is listening to the story. Lets see how that works.

  • But when do the children read in this approach?They have seen the pictures.They have heard the story.Now they are ready to read the story, which they will now be able to do without any comprehension problems.

  • Little Red Riding HoodWent to the woodTo visit her grandma -Shes ever so goodIn her large basketShe had a big pieSo the Big Bad WolfAsked her Why?

  • Its for my GrandmaShes sick in bedMy mommy made itThe little girl saidThe Wolf said GoodbyeAnd rushed on aheadAnd frightened poor GrandmaRight out of her bed

  • When Little Red Riding HoodCame to the doorShe was very surprisedBy the creature she sawSo what happened nextOn that famous day?The woodcutter cameAnd the wolf ran away

  • And just after thatThe remaining threeSat down togetherAnd had their tea

  • Remember Rhymes really help children when they are reading.

  • What do we use to understand texts?Knowledge of the worldKnowledge of social relationsKnowledge of text typesKnowledge of text structureKnowledge of text functionKnowledge about coherenceKnowledge about cohesionKnowlege of grammarKnowledge of vocabularyKnowledge of sounds and letters

  • Handling Texts Show the children how to make use of the clues in the text.

  • Once upon a time, there lived a little old woman all alone in the forest with her old cat, Arthur. One day when she was tired and depressed with her lonely life she started to cry.Suddenly a fairy appeared out of nowhere, and tapped her on the shoulder.What do you think the fairy said?

  • The fairy said to the old woman, you have always been a kind person. I want to reward you with three wishes.The old lady was amazed. She rubbed her eyes again and again until she was convinced that the beautiful fairy in front of her was real. She could hardly speak. Think, said the fairy. There must be something you would like.The old lady thought hard and then she made her first wish.What did she wish for?

  • I wish I were not so very poor, she said. POOF! The fairy waved her wand and the old lady found that she was standing in a magnificent castle! And she was wearing the most beautiful clothes. The old lady made her next wish. I wish I were younger so that I could really enjoy my new castle and new clothes, she said. POOF! Suddenly the old lady was a beautiful twenty one year old girl. Then she made her last wish. What was her last wish?

  • All my life I have lived alone with my old cat, she said. I wish I could marry a good man. She looked down at Arthur, her old cat. I wish Arthur were human! POOF! No sooner were the words out of her mouth than there was a puff of smoke and standing in front of her was the most handsome man she had ever seen in her life, with beautiful green eyes and shiny dark hair. Oh Arthur! she sighed.Soon Arthur and the old lady (now young and beautiful) were married. They had a magnificent wedding feast. What did Arthur eat?

  • Fish, of course! Fish always made Arthur purr with pleasure. Arthur and the old lady (now young and beautiful) lived happily ever after in their magnificent castle.

  • So you can start at the end with pictures or you can start at the beginning with text. You should try both ways for variety. But remember that there is one thing that a really good text always needs.

  • A good introductionThis will make the children want to read onIt should be something that the children can really relate toIt should involve the children in the story and make them want to find out moreIt should never tell the children everything, so that they have to read the rest of the story to find out what happens

  • Thank you

    Angela Llanas


    *Ask teachers. Who can read? After a show of hands goes up, ask Why do you read? Elicit responses and when they mention for pleasure, click for the text: ability versus pleasure Ask which applies to the students. Ability of course desire is less common.*Criticisms of the B-upCritics say that is de-emphasizes meaning.

    It takes about of a second to match a letter of the alphabet to its aural equivalent. That comes out to 60 words per minute.

    (Is that fast, slow or just about right?Does your speed vary?)

    *Activity joke reading based on prediction.*To finish: ask what can define a good reader? Let them brainstorm some ideas then show the following up on the screen.