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Methods of Teaching Reading in Spanish

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Rita Menendez

on 18 March 2013

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Transcript of Methods of Teaching Reading in Spanish

Chapter 5- Freeman & Freeman Methods of Teaching Reading in Spanish Thematic Unit Alphabetic Global or Visual Concept Analytic Methods Eclectic Approach Basal Readers 1) Volunteers to go first?

2) Random selection? Sharing of Books 1.) Anchor Book Selected
2) Based on book, grade level. Demographics of your classroom?
3)Have you visited the TEA website?
4) Peruse, read, analyze your book to pull out some possible activities
5) Do you have certain strategies in mind that you would like to use?
6) Create an outline or planning web
7) SCHEDULE time in your life to work on the unit with your partner Synthetic Methods Onomatopoeic Phonetic Syllabic Lexical Eclectic or Mixed-Method Principled Eclecticism “Although the eclectic method may appear to combine the best of all other methods, it does not help students come to value reading or to value themselves as readers.” (119) This quote is disheartening because after reading so many different methods it appears that nothing meets all expectations.
Kelly A. Even though these groups of methods [synthetic and analytic] seem to be opposite, they really are more alike than they are different because both methods come from a word recognition view of reading.” (98) I find this quote interesting because, even though I really know what it is stating, when I look at the description of the lexical method for example, an approach requiring one to learn each word independently and explicitly, I cannot help but feel that is vastly opposite to learning letters and sounds so that once a student is familiar with those, they can decipher many new words implicitly.
Kelly A. Do teachers still use the basal reading programs?
In my opinion, many teachers have moved away from using basal readers in favor of using a whole language approach, using guided reading as its core and incorporating all types of books to include language in lessons throughout the curriculum. The programs now have books for grades PreK-8 and include excerpts of chapter books, poems and entire picture books. These series do come with accompanying materials, the most notable of which is a teacher's manual, explaining how to follow the program and providing ideas for enrichment activities to use in science, social studies and math.
Nikita “Teachers who take a sociopsycholinguistic view of reading do not believe that preparation for reading should include exercises in visual discrimination. From a sociopsycholinguistic view perspective, reading readiness involves exposure to meaningful print, not practice in picking out the picture that is different.” Pg 112
As I mentioned in my second question, I feel that it is very important to reach out and engage all the intelligences associated with learning when presenting a lesson. Doing worksheets obviously does not do this and while the first part of this quote states that sociopsycholinguistic teachers do not believe in exercises in visual discrimination, I believe (and hope) they specifically mean they do not believe in doing work sheet activity that simply involves pointing out the differences in pictures.
David G. •“All students do is repeat the words, and this is not likely to spark their imagination nor help them make any connections to other topics or areas of study. After this kind of reading lesson, children have no reason to talk or write about what they have learned.” Pg. 102This quote is talking about the alphabetic method. I like that the quote implies that after a proper reading lesson, students should be excited enough about the story that they want to talk and write about it. I also believe this to be true and I think it is a great thing to remember when assigning books to be read.
Courtney L. ...capitalizes on children's interest in language play.pg 102 •“Children’s interest in sounds is part of a love of reading, but not the key for learning to read.” (Freeman and Freeman 102)
•I think this quote is so true. Children love the sounds that words or letters make at such an early age. Way before a child learns to read, they love to hear things being read to them, because they love they way the words sound. This is why I think this quote is true. A child can love the sounds of letters or words and it is not the key for them learning to read.
Kathy L. “Students also need to be exposed to a rich variety of children’s books with colorful illustrations if they are to develop an interest in reading” (Freeman, 113).
I believe that illustrations are one of the most important parts of children’s books. Bright and beautiful pictures can spark a child’s imagination and help them make important connections to the text.
Stacey P. go from the parts, usually sounds, letters, or syllables to wholes. In most cases the whole is a word, although it could be a sentence. pg. 97 begins with some whole (word, phrase, or sentence)then moves to parts within the whole. pg. 107 ...in Spanish only the vowels are taught using this method. Spanish lends itself to this method. English cannot be taught using this method. http://www.readnaturally.com/pdf/METeachersManual.pdf Chapter 6
A Principled Approach to Teaching Reading
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