the art of story reading.pptx

8/9/2019 THE ART OF STORY READING.pptx

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THE ART OF STORY

READING

HE FOUR-PRONGED APPR

TO TEACHING BEGINNI

READING


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A. ORAL READING The most common situation is one in which

reads aloud in order to convey information opleasure to an audience or his classmates.

ORAL READING can e !usti"ed only when thpurposes are lo#ical$ the #oals educationallyand the preparation ade%uate to the occasio

There is much written aout the preparationstudents for readin# tas&s$ ut there are no tas&s which ma&e more !usti"ed demands foade%uate preparation than does oral readin


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AD'ANTAGE( DERI'ED )RO* ORALREADING.

READING IN AN A+DIEN,E (IT+ATION ,AN -

EGO-+ILDING E/0ERIEN,E )OR T1E READE

personal and social #rowth as well as secon"dence can e achieved.

ut the child must e ale to read satisf

order to elicit approval from others

and he should not e e2pected to read t#roup unless ade%uately prepared.


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readin# aloud from a oo& while childrethe same passa#e in their oo&s minimi3es taudience situation.

ORAL READING should ma&e use of maother than asal series used for instructionalwith the class.

ORAL READING ,AN -E AN E/,ELLENT *EA TEA,1ING READING (4ILL(

#ood phrasin#

use of punctuation


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readin# with e2pression

5uent readin# without hesitations or repetiti

ORAL READING is a lo#ical e2tension of the

usa#e characteristics of children as they enter s

practice in ORAL READING can help the childassociate printed words with their speech e%uiv

ORAL READING 0RO'IDE( AN E/,ELLENTO00ORT+NIT6 )OR T1E DIAGNO(I( O) READIN

AND T1E DI(,O'ER6 O) 0+0IL( READING7EA4NE((E(.


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this dia#nostic function is a pupilteacher sitcentered around a teacher purpose and proanot involve the child8s readin# to a #roup.

however$ readin# to the teacher is a hi#hlymotivatin# audience situation for most children$provided the teacher is encoura#in# rather than

ORAL READING 0RO'IDE( *AN6 ,L+E( TO T1A,T+AL 7EA4NE(( IN A ,1ILD8( READING.

a child8s response after readin# silently maythat he is a poor reader$ or that he is performin#

certain #rade level.


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she can discover important clues to hiscompetence in si#ht$ vocaulary$ attac&in# unwords$ use of conte2t$ use of punctuation$ and

he views readin# as #ettin# meanin#. the teacher will not rely on only one sam

oral readin#$ as an ade%uate dia#nosis$ ut eainstance of oral readin# will e seen as a part

on#oin# dia#nosis.

9 ORAL READING I( A *ORE DI))I,+LT TA(4 T(ILENT READING:


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4O'A( ; ?$ cf. 1EIL*AN@

In ORAL READING the reader must &now awords and must #et the author8s point and mo

that he can convey it to the listeners.

he must use

proper phrasin#

payin# heed to punctuation while at the time readin# aloud enou#h to reach all his lis


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,ON(IDERATION( 71I,1 (1O+LD -E O-(E71EN +(ING ORAL READING


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. Instruction durin# the actual oral readin# sitwill usually destroy the value of oral readin#.

>. Too much oral readin# can diminish its eec

The stress should e on #ood oral readin# not endurance contest for either readers or listene

?. Oral readin# must not ecome so arti"cial omechanical for the reader that he for#ets that

readin# for meanin#.F. The teacher should e ready to provide a #omodel of oral readin# when such a model is nethe #roup or y an individual child.


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. It should e rememered that the lar#er theinvolved$ the more the prolem.

=. Oral readin# maye a considerale threat to

pupil. These cases should e handled with symunderstandin#.


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READING ALO+D T7O 7A6( O) READING ALO+D

-y (IG1TREADINGwe mean readin# aloud a te2t one has not

efore.

-y RE1EAR(ED READING

we mean wor&in# up a readin# for others practicin# then presentin# it.


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READING ALO+D allows the learner to socialreadin# oth for en!oyment and for the enefeedac&.

It e2ternali3es silent readin# and thus #ives tlearner a chance to #et help.

Readin# aloud encoura#es the uddin# readecontinue the hait of suvocali3in# that he

estalished when "rst ma&in# the transition speech to print.

(ince$ suvocali3in# &eeps silent readin# speto spea&in# speed and prolon#s an inner act

lon#er needed$ it does seem desirale not to


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9 to perfect decodin# so that it ecomes seconand frees the learner to drop suvocali3in#.

1O7 DOE( A TEA,1ER 4NO7

71ET1ER A (T+DENT ,ANNOT DOR 1A'E (O*E OT1ER 0RO-LE*H


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A teacher must create occasion on which heout the voice he is creatin# as he reads.

A teacher can try a selfdirection techni%ue.

,OA,1ING and DIAGNO(ING can e !ust one thin#s a teacher does as he moves amon# stuthey come to him.

NOT all children will need ,OA,1ING and DIA

-ut they may all want to read especially if thefeel positive.


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A teacher should try to ma&e the sessions poein# as helpful as possile.

The teacher must e re#arded as supporter w

ma&es a possile for them to #et competent #ood aout themselves.

The teacher who looms only as a ne#ative !ud#

who simply doesn8t &now how to e speci"cal(o he should concentrate on noticin# a &ind ofa reader ma&es and on showin# him to overco


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as the students read allowed a reasonaly chate2t$ note the followin#

. 7hether he follows punctuations.

? 7hi h &i d f i t & h t hi lf


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?. 7hich &ind of mista&e he corrects himself.

F. 7hether he reverses sounds and words or otrearran#es elements.

.7hich sounds$ words$ or punctuations he insethe te2t

=. 7hether his phrasin# and intonation "t sensas synta2 and punctuation.


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RE1EAR(E READINGREADING ALO+D is the ase from which perfo

te2t is a natural e2tension.

7or&in# up a readin# with one to three partnprepares well for i##er script rehearsal.


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1O7 DOE( A TEA,1E4NO7 71ET1ER A(T+DENT ,ANNOT

DE,ODE OR 1A'E(O*E OT1ER

0RO-LE*(H


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TO 1EL0 A (T+DENT TO READ$ A TEA,1ER *+(T ,REATE O,,A(ION(ON 71I,1 1E (O+ND( O+T T1E 'OI,

1E I( ,REATING A( 1E READ(. IN (O*(,1OOL($ DI'IDING A ,LA(( INTO T1REE OR (O :READING GRO+0(: O)DI))ERENT LE'EL( 7IT1IN 71I,1(T+DENT READ( ALO+D 71ILE T1EOT1ER *E*-ER( (IT IDLE 7IT1 T1E(A*E -OO4 IN T1EIR 1AND(.


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IN T1I( GRO+0$ IT I( A((+*EDALL (T+DENT( ARE READING T

(A*E T1ING AT T1E (A*E TI* T1E DI'I(ION INTO GRO+0( AI*A4E (O*E ALLO7AN,E$ IN RA

LEA(T$ )OR INDI'ID+ALDI))EREN,E(.-+T IT ,ANNOT$ ,O+R(E$ (O TR6ING TO ,OA,1

DIAGNO(E IN GRO+0( I( NOT L A TEA,1ER ,AN TR6 A (EL) DIRE


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A TEA,1ER ,AN TR6 A (EL)DIRE TE,1NIK+E. T1AT I($ 71ILE OT1(T+DENT( ARE DOING 'ARIO+( LANG+AGE AND LITERA,6 A,TI'

T1E TEA,1ER ,AN LI(TEN TO REONE AT A TI*E$ +(T A )E7 A DA

0ER1A0($ AND ,OA,1 AND DIAG T1E* ON T1E -A(I( O) 71AT 71EARD AND O-(ER'ED 71ILE T1

(T+DENT READ ALO+D ,OA,1ING AND DIAGNO(ING ,A


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,OA,1ING AND DIAGNO(ING ,A +(T ONE O) *AN6 T1ING( A TEDOE( A( 1E *O'E( A*ONG (T+

A( T1E6 ,O*E TO 1I*. 1E *IG1(I*0L6 A(4 (O*EONE 71O I( R(ILENTL6 TO READ (O*E O) 1I(

ALO+D.OR$ 1E *IG1T TELL T1E ,1E 7ANT( E'ER6ONE TO -RING(O*ET1ING TO READ (O*ET1IN

1I* T7O OR T1REE TI*E( A 7E NOT ALL ,1ILDREN 7ILL NEED ,OA,


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NOT ALL ,1ILDREN 7ILL NEED ,OA,AND DIAGNO(I($ -+T T1E6 *A6 ALL TO READ E(0E,IALL6 I) T1E (E((ION

0O(ITI'E.I) A ,1ILD READ( A-ORIO+DOE(N8T (+))ER T1E E*-ARA((*EN1I( 0EER( 7AITING 1I* O+T AND GERE(TI'E OR ,ONTE*0TO+($ AND T1 TEA,1ER DOE(N8T 1A'E TO 7ORR6 GRO+0 *ANAGE*ENT AND TR6ING TK+ELL T1O(E 71O ARE GETTING -O

T1E TEA,1ER (1O+LD TR


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T1E TEA,1ER (1O+LD TR*A4E T1E (E((ION( 0O(IT

-6 -EING A( 1EL0)+L A(0O((I-LE. T1E TEA,1ER *-E REGARDED I( A (+00OR71O *A4E( IT 0O((I-LE )

T1E* TO GET ,O*0ETENT

TO )EEL GOOD A-O+T T1E TEA,1ER 71O LOO*( ONL6 A( A NEGATI'E +DGE


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T1E TEA,1ER 71O LOO*( ONL6 A( A NEGATI'E +DGE

the art of story reading.pptx

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