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Reading

Reading. in Beit Sefer Hamamlachti Dati Torani Brandt, Neve Yaacov, Yerushalayim. Beit Sefer Hamamlachti Dati Torani Brandt. 22 Girls 5 th graders Non-readers Mostly Ethiopian students Tough socio-economic background

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Reading

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  1. Reading in Beit Sefer Hamamlachti Dati Torani Brandt, Neve Yaacov, Yerushalayim

  2. Beit Sefer Hamamlachti Dati Torani Brandt • 22 Girls • 5th graders • Non-readers • Mostly Ethiopian students • Tough socio-economic background • Notoriously known to be one of the (if not thee) toughest class in the school

  3. Evaluation • Students: • Were unable to identify all the letter names • Were unable to identify all the letter sounds • 5/22, Some sight words • 7/22, Some decoding skills (with errors) • 4/22, Read without much comprehension

  4. Aims • What are the alphabet letter names? • What are the alphabet letter sounds? • How can we combine letter sounds to formulate words? • How can we read by using word families?

  5. Aims continued... • What are some sight words? • What are blends? • What are digraphs? • What is the difference between short and long vowels? • How can we check our comprehension of a story?

  6. Lesson • Aim: What are the letter sounds of the alphabet?

  7. Domain and Benchmarks • Foundations of Social interaction, ask and answer simple questions about familiar topics • Presentation, present information on limited content, supported by visual aids (writing letter/game) • Access to information pupils access information in English from oral and written texts, from a variety of sources and media, making use of that information for a variety of formats (booklet, computer technology) • Appreciation of Literature, Culture and Language, Starfall-American culture

  8. Materials • Hooked on Phonics tape and flashcards • CD/Tape cassette player • Flashcards zeroxed as dittos for students (aid, practice and revision) • 26 Flashcards zeroxed on three different color pages (game) • Dry erase markers, scissors • Yom Yerushalayim- hand-made hangman game • Computers

  9. Anticipated Problems/Solutions • Problem: Students had previously learned some of the letter names and sounds incorrectly- (p-f) unlearn and relearn correct letter names/sounds • Solution: Providing letter recognition, pictorial, auditory/music and physical movement to learn and remember the letter names and sounds

  10. Lesson • Link: Yesterday we learning the letter names of the alphabet (Reviewed the Alphabet song from previous lesson while pointing the matching letters in their alphabet booklet) • Today: The secret to reading = sound game! • Watch me as I: Demonstrate: HOP flash cards with tape/cd • Now you try it: Active engagement: HOP flash cards with tape/cd • I noticed how: feedback: made sure say the letter name and sound of each letter • Today and everyday: Make sure to say each letter’s name and sound

  11. Students were handed out dittos of the zeroxed flashcards to point and sing along with the HOP tape/cd • Practiced letter/sound recognition while pointing to matching letter and singing along with the HOP tape, appx. three times

  12. Game 1 • I began by writing a letter (capital and lowercase) on the board- student guessed it’s letter name and sound • Student generated-took over game, letter writing, recognition of letter name and sound

  13. Game 2 • HOP flashcards –dittos- three pages three colors • Memory game • Reinforce letter and sound recognition

  14. Yom Yerushalayim Game 3 • In honor of Yom Yerushalayim • APK (activated prior knowledge)-Brainstorm words relevant to Yerushalayim • Wrote words on board web (graphic organizer) dual- • Hebrew letters • English letters transliterated • Focus: English letter-sound recognition

  15. Game- Hangman • Groups of two, three or four • Prepared hangman pages with answer slips stapled in back • Students practice listening, speaking, reading and writing letter names and sounds (familiar with words) • Ex: Kotel, Nes, Shalom, Tikvah, Chayalim, Ir Habira, Magen David, Niflah, Shofar, Sincha… • Comprehension- mention the connection to Yom Yerushalayim

  16. Technology • Computers • www.starfall.com

  17. Reflection • Students enjoyed learning through music, visual aids, hands-on games , technology and being given material to keep, practice and take home • The lack of discipline wastes learning time and distracts students from progressing further

  18. Assessment • Students on many different levels • Divide into four groups in order to reach each students needs and raise them to next level in reading English • Students progress was noted • I feel if the program was daily (instead of three times a week, daily gaps) would be more effective • If program would have begun earlier (September) would have allowed students to progress much further

  19. Thank you Dr. Cohen, Ms. Talshir, Ms. Weiner, Laureen and Lois for the transition opportunity of teachingEFL in Israel’s schools

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