UNIT II- BRIDGING THE GAP BETWEEN TRADITIONAL AND WHOLE LANGUAGE
1.INSTRUCTIONAL BELIEFS- sabatler & Jenkin Smith (1993-199) theorize that the beliefs of an advocacy groups perceptions and actions in the political arena. group actions in turn influence policy makers responses and the subsequent plicy outcomes. one they set of commonly held beliefs about reading focuses on how reading should be taught, especially in the early grades. Phoenics advocates call for explicit direct and systematic skills instruction that emphasizes the alphabetical principle, phoenimic awareness, word recognition, decoding and the relationship between words and spellings. in contrast, proponents of whole language undescore the importance of literature based reading. meaing construction for purposefull functions, student-centeredness, teacher empowerment and the naturalness of reading acquisition in reading instruction.
2.READING MATERIALS hand outs (reading group, main idea, conclusions, judgements, inference, pointof view, the figures of speech, signed words) hand outs ( speed reading) hand outs (vocabulary) hand outs (study skills, outlining) hand outs (test taking skills and dictionary skills)
3. CURRICULUM DESIGNED People can’t intelligently discuss and communicate with others about curriculum without first making every clear what their interpretation of a curriculum is. In this chapter we will be thinking of a curriculum is a written plan for the educational program of a school. Curriculum designed them will consists of these considerations having to do with the contents. The form and the arrangement of the various elements of a curriculum. We distinguish between curriculum planning and instructional planning with curriculum planning being the antecedent task.
4. CLASSROOM ENVIRONMENT Is your classroom literacy-friendly? You have an important role in providing the children in your classroom with some of their first experiences with books and reading book around your classroom and think about you do with the children.
5. COMMUNITY ENVIRONMENT This intervention will help your child to increase her/his understanding of reading and language and develop confidence in the learning process. – read orally to your child (short stories, poems, news articles) – read a story and have your child predict what will happen next – Read a story did have your child change the ending. – take time to talk to your child about everything ins his/her environment