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9/27/2020 שעות שבועיות שנתי 2 שנת לימוד 2011

יסודות האוריינות בשפה שניה

11106242050ש'01
  ד"ר ריבי כרמל
 אופי הקורס
 שעור
חובת נוכחות
 חובת נוכחות
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חובת מבחן
תקציר

Principles of Literacy: Teaching reading and Writing

Kibbutzim College 2010 -11

Dr. Rivi Carmel

rivishai@netvision.net.il

 

 

 

The aim of this course is to provide students with the opportunity to understand the principles of English literacy. To show students ways of teaching reading and writing from the very beginning of emergent literacy stages to fluent literacy. The purpose is to promote the integration of up-to-date theories and methodologies for teaching reading and writing English within the setting of the heterogeneous Israeli classroom.


מטרות הקורס

Objectives:

  • Know and understand the significance and the importance of teaching reading and writing skills to learners of English.
  • Know, understand and implement theories, principles and methodologies of reading and writing.
  • Know and understand the different approaches to the teaching of reading and writing to pupils learning EFL.
  • Be able to integrate the teaching of reading and writing. 
  • Be able to contextualize and integrate the teaching of reading and writing within their daily English lessons.
  • Be familiar with different text types and genres and use them effectively in the English classroom.
  • Learn about reading strategies and be able to implement them in a heterogeneous classroom.

הנושאים

Topics for the course

 

  1. Approaches to the teaching of reading and writing
    • Global/phonic theories
    • Top-down/bottom-up processing
    • Schema
    • Whole language philosophy
    • Writing for the enhancement of reading
    • Multi-sensory approach
    • Meaning making
  2. Emergent literacy

·         Phonemic awareness

    • Reading readiness
    • Pre-reading stages
    • Environmental print
    • The integration of skills
  1. Mechanics of reading and writing
    • Decoding skills: letters, sounds, blends and combinations
    • Reading and writing rules 
    • Phonics instruction
    • Writing and spelling activities
    • Visual and other aids

        4.  Texts and text types                                           

·         Text types, authenticity and appropriateness

·         Reading comprehension, using the textbooks

·         Authentic literature and children’s story books

·         Ways to promote reading in the heterogeneous class

         6.   Vocabulary issues

·         Vocabulary before, during and after reading

·         Using vocabulary in context

·         Re-entry and repetition

 


דרכי הוראה

Methods of teaching

Whole class discussions, lecture, pair-work, group-work, presentations and peer-teaching


קהל יעד

חובות התלמיד

Course Requirements

-          Regular attendance

-          Active class participation

-          Completion of assignments and exercises

-          End of term test

 


הערכת התלמיד

Student Evaluation (not final)

Attendance and participation:  15%

Assignments:  20%

Final Test:  65%


ביבליוגרפיה

References

 

1.      Brown, H. Douglas (2002), “Principles of Language Learning and Teaching”, Longman.

2.     Feuerstein, T and Scholnic, M (1995) “Enhancing Reading Comprehension in the  Language Learning Classroom”. Alta books publication.

4.      Grabe, W. (2009), Reading in a Second Language: Moving from Theory to     Practice” . Cambridge University Press.

5.      Krashen, S, (1993), “The Power of Reading, Libraries Unlimited Inc. Englewood,     Colorado.

6.      Nuttal, C. (1996) “Teaching Reading Skills in a Foreign Language”, Heinemann

7.      Peregoy, S and Boyle, Owen, F. (1993), “Reading, Writing and Learning in E.S.L – A    resource book for K-8 teacher”s, Longman

8.      Powell, Debbie, and Hornsby, David, (1993), “Learning Phonics and Spelling in a   Whole Language Classroom”, Scholastic.

9.      Richards, J. C and Lockheart J,  (1994) “Reflective Teaching in Second Language  Classrooms, Cambridge” University Press

10.  Smith, Frank, (1978), “Reading” Cambridge University Press

 

Online references

 

1.      Learning to Read and Write: Developmentally Appropriate Practices for Young Children. (May, 1998) A joint position of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC).- http://www.readingrockets.org/

 

2.      Beginning Reading and Phonological Awareness For Students With Learning Disabilities. Behrmann, Michael M - http://www.kidsource.com/

 

3.      Using multisensory teaching methods. Bradford, John 2000- http://www.dyslexia-parent.com/

 

4.      Reading is an active, constructive, meaning-making process http://writing.colostate.edu/

 

5.      Guidelines for the Teaching of English at the Pre-Foundation Level- Ministry of Education English Inspectorate, January 2009,  

 

6.      Top Ten Principles for Teaching Extensive Reading. Day, Richard and Bamford, Julian, from: "Reading in a Foreign Language", Volume 14, Number 2, October 2002- http://nflrc.hawaii.edu/

 

7.      What Does a Balanced Literacy Approach Mean?.  Wren, Sebastian -http://www.sedl.org/

 

8.      Reading. Treiman, Rebecca, Wayne State University (In M. Aronoff and J. Rees-Miller (Eds.), Blackwell Handbook of Linguistics (pp. 664-672). Oxford, England: Blackwell. 2001.)- http://artsci.wustl.edu/

 

Additional articles, references and sites will be given during the year

 

הדפס סילבוס