Presentasjon om: "Lesing Inger Langseth Program for Lærerutdanning NTNU"— Utskrift av presentasjonen:
Lesing Inger Langseth Program for Lærerutdanning NTNU
Litterære tekster ◦Lærer i rolle ◦Skriving inn i teksten Faktatekster ◦Leserinnlegg ◦Brev til
Leseprosessen Før-kunnskap om tema ( hva eleven allerede kan) Før-kunnskap om kontekst ( hvor teksten befinner seg) Før-lesning ( hva eleven tror teksten kommer til å handle om) Lesing/Avkoding av teksten ( innholdsmessig, strukturmessig og språklig) kritisk lesing/Tolking av teksten ( avsender, mottaker, budskap) Kritisk literacy ( Hvordan er virkeligheten definert og hvem definerer den?)
Tolking Retrieve information from independent parts of the text ( content) Form a broad understanding from independent pieces of information ( content) Develop an interpretation from the understanding of relationships within the text (content) Here you may want to use the questions: who, what where, why and when. - Learn to use a set of terms and idiomatic expressions (language) Decode the text on the basis of the structure it is presented in ( structure)
Kritisk lesing - To whom is the text addressed? - What is the intention of the author? - Why has the text been written in this structure? - What is the style (formal/informal) of the text? - What is the context (where does the text appear) of this text? - What claims are not sustainable? - Reflect and evaluate content and form of text
Kritisk literacy - What are the assumptions and the potential implications of the statements? - How is reality defined and who defines it? - How could these statements be interpreted in different contexts? - What are the limitations or contradictions in this perspective? - Who benefits from this?
Leserammer skriverammer Lesing - en kompleks aktivitet: Strukturerer elevenes lesing Tydeliggjør leseprosessen for elever som ikke har knekt lesekoden utover ◦Avkoding av nye ord ◦Kritisk tolkning av teksten ◦Kritisk literacy
An elderly carpenter was ready to retire. He told his employer-contractor of his plans to leave the house-building business to live a more leisurely life with his wife and enjoy his extended family. He would miss the paycheck each week, but he wanted to retire. They could get by. The contractor was sorry to see his good worker go & asked if he could build just one more house as a personal favor. The carpenter said yes, but over time it was easy to see that his heart was not in his work. He resorted to shoddy workmanship and used inferior materials. It was an unfortunate way to end a dedicated career. When the carpenter finished his work, his employer came to inspect the house. Then he handed the front-door key to the carpenter and said, "This is your house... my gift to you." The carpenter was shocked! What a shame! If he had only known he was building his own house, he would have done it all so differently. So it is with us. We build our lives, a day at a time, often putting less than our best into the building. Then, with a shock, we realize we have to live in the house we have built. If we could do it over, we would do it much differently. But, you cannot go back. You are the carpenter, and every day you hammer a nail, place a board, or erect a wall. Someone once said, "Life is a do-it-yourself project." Your attitude, and the choices you make today, help build the "house" you will live in tomorrow. Therefore, Build wisely! Building Your House
Newspapers 5Ws & 1h Who? - who is the story about? What? - what is the story about? Where? - where does the story take place? When? - when does the story take place? Why? - why is this happening? (This is not always possible to answer) How? - how this story happened.
PISA 2009 reading literacy Electronic medium_ navigation tools and blurred boundaries Printed medium_ defined boundaries Author based (print/web 1.0) vs message based (web 2.0) Text type: ◦ Description (answers what questions. Impressionistic, technical, catalogue) ◦ Narration ( fiction or non-fiction= blurred) ◦ Exposition ( information is presented as a concept or a construct, as definitions, summaries, explications, minutes etc) ◦ Argumentation ( answers why questions, scientific) ◦ Instruction ( manuals, recipes ◦ Transaction (requests, messages electronic) Navigation tools Mental tools for navigation ( lesestrategier) 21
Kunnskaper Tilegne seg kompetanse gjennom Internett L06: Informasjon – velge, vurdere, systematisere Velge informasjon Systematisere informasjonen Vurdere - sjekke kilder Egenvurdering – fra informasjon til læring Kunnskap og Før-tekstuell lesing. Innholdet: Er dette sannsynlig? Strukturen: hvilket budskap ligger i strukturen? Teksten: Hva leste jeg nå? Avkoding Tema: Hva lærte jeg nå? Tolking, refleksjon, Kritisk literacy Forsterke kunnskap– interaktive oppgaver som fører til automatisering
Disadvantaged children IOP Increasing Word Recognition Skills in Students With LD Instruction component Program Activities and Techniques* Sequencing The teacher: Breaks down the task (e.g., starts by having the child break an unknown word into separate sounds or parts they can sound out). Gradually reduces prompts or cues. Matches the difficulty level to the task and to the student. Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing blends). Uses step-by-step prompts. Segmentation The teacher: Breaks down the targeted skill (e.g., identifying a speech or letter sound) into smaller units or component parts (e.g., sounding out each speech or letter sound in that word). Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then blends the sounds together). Advanced organizers The teacher: Directs children to look over material prior to instruction. Directs children to focus on particular information. Provides students with prior information about tasks. Tells students the objectives of instruction upfront. * May be called