literacy in utah chinese immersion n.
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LITERACY IN UTAH CHINESE IMMERSION

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  1. LITERACY IN UTAH CHINESE IMMERSION F-CAP Snowbird, UT June 7, 2013

  2. Where are we? myriammet@gmail.com

  3. A PEEK INTO OUR StarTalk TRAINING Teacher training Immediate application myriammet@gmail.com

  4. Overview of Reading Why is reading important to us? What is reading? What does it mean to ‘know’ a character? What does it mean to ‘read’?

  5. Connecting sound, meaning, and print Learning to read is learning to make meaning from print myriammet@gmail.com

  6. Comprehensible Input =Connecting Sound or Print With Meaning Context • Advance Organizers • Background knowledge • Stories myriammet@gmail.com

  7. BACKGROUND KNOWLEDGE • Topic knowledge • World experience • Culture • Language myriammet@gmail.com

  8. CONTENT KNOWLEDGE An argument form is invalid (not valid) if it is possible to find an instance of that form with all true premisses and a false conclusion. Invalid argument forms that closely resemble valid argument forms are called fallacious forms of argument... The invalidity of this form is evident if we consider that the second premiss denies the antecedent of the conditional premiss (says it is false). myriammet@gmail.com

  9. BACKGROUND KNOWLEDGE • Topic knowledge • World experience • Culture • Language myriammet@gmail.com

  10. EXPERIENCE/WORLD KNOWLEDGE • We picked up our order at the drive-through window. • He barked, wagged his tail, and then jumped on me. myriammet@gmail.com

  11. BACKGROUND KNOWLEDGE • Topic knowledge • World experience • Culture • Language myriammet@gmail.com

  12. Culture Knowledge • We played this little piggy. • Scout’s honor, it’s the truth! • REDS DOWN CARDS 5-1. • YOUR EXAMPLE—English or Chinese. myriammet@gmail.com

  13. BACKGROUND KNOWLEDGE • Topic knowledge • World experience • Culture • Language myriammet@gmail.com

  14. Sample Group Work Task • Your group will work with three of the stories you will use in camp next week. • For each story, identify what students need to know in order to read with comprehension myriammet@gmail.com

  15. Group Work • What do students need to be able to do in order to read each story with comprehension? myriammet@gmail.com

  16. TEACHING READING • What is the difference between reading to children and a reading lesson? • What is the difference between asking children to read aloud and teaching students to read? • What does it mean to TEACH reading? myriammet@gmail.com

  17. CHOOSING TEXTS Reading to children vs. Children reading texts myriammet@gmail.com

  18. SELECTING OR CREATING TEXTS • Leveling texts: Fountas and Pinnell levels • Read levels A-E • Discussion: how these might these apply to Chinese reading materials. myriammet@gmail.com

  19. SELECTING OR CREATING TEXTS FOR STUDENTS • Use Fountas and Pinnell levels (modified as needed) to assign a level to a text. • Create bins of leveled Chinese texts myriammet@gmail.com

  20. DISCUSSION Where are students now? What do they need to be able to do to move to the next level of texts? What kinds of texts do they need to to read now to help them move forward? myriammet@gmail.com

  21. SCAFFOLDING A STORY • Pre-reading strategies • During reading strategies myriammet@gmail.com

  22. Creating More Independent Readers • How can students select their own reading materials? • What can parents do at home? • What online resources can we suggest parents use? myriammet@gmail.com

  23. YOUR TURN myriammet@gmail.com