How to scaffold reading unknown words.
Tch keeps eye on the rest of the
class as his group reads. Chn are organised
and know what to do when they move to the next activity. He is managing his
children well by stopping then reinforcing them expectations.
When a child/ren has trouble with a
word he stops the group and asks if anyone can read the word. If they are
unsure he reinforces letter-sounds and encourages children to use their
knowledge to decode the word. Children don’t move on until they can decode the
word.
Teacher gives praise for the
strategy used, not the characteristics of the child e.g. I like how you used your letter sound knowledge instead good boy.
I have found that using specific
praise for the strategy is more useful than character praise because chn were more
likely to use the same strategy again to help them decode unknown words.
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