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Rational for mini

lesson
EPR 2603

Students names:
Aisha Ahmed H00272762
Zainab Ahmad H00272705
Section: 12B40EPR01

Aisha Ahmed
12B40EPR01
Zainab Ahmad

H00272762
H00272705

Whole word Approach (high frequency words)


Our mini lesson focus on high frequency words which appear more often in
the task like our target words which are "Like, When, Went, with". So, our
approach is whole word.
It is important to teach them high frequency words because they change the
meaning. For example "I went to the restaurant" is different than "I like the
restaurant". Also, if the high frequency words removed from the text the
sentences, they will not be understandable.
Researchers found that knowing 13 high frequency words able the students
to read 25% of the text. This shows us the importance of these words.
(Information and Learning Company)

Top-down process
Comes with shared reading approach. According to Hirotake Nagios report,
using top-down skills lead to increase reading comprehension.
This process will appear in our mini lesson by:

Look for Whole Meaning

Encourages students to focus more on understanding the main points (in our
lesson is high frequency words). Even if they didn't understand each word,
but they understand the story as a whole.

Apply What is Already Known

This encourages the students to rely on their knowledge to understand new


words. Students can also use context clues to identify the meaning of
repeated words. When students listen and repeat to target language they will
to know the right pronunciation of the words.

Encourage Active Involvement


1

Aisha Ahmed
12B40EPR01
Zainab Ahmad

H00272762
H00272705

We choose a book that students like it and familiar with it to motivate them
to read and participate during shared reading time.

Encourage Perseverance

We will encourage students to develop listening skills through shared


reading by reading the story aloud and repeating important parts and words
to make students understand them deeply.
(Amy & Demand, n.d.)

Pre activity:
We will begin our lesson with look say method which look, listen and repeat
the whole word or the sentence rather than decode it. This strategy helps the
students to use their visual, auditory and verbal skills. Hence, the students
will learn, memorize and learn high frequency words automatically and
faster. (Look and Say Teaching Method)
There is a case shows that students who learned by "Look say method" can
read quickly and recognize the task. (R., 1928)
Look and say method fit our target age group which is pre operation as
Piaget's cognitive development stages. In pre operation stage, children
learn by symbols. (McLeod, 2015)
The reason to integrate shared reading and look say method:
We used look say method and shared reading approach to help the students
to memorize the words firstly. Then recognize the words in the task and
teach them in natural way. In other words, we combined between learning
and acquiring high frequency words.

While activity:
Since ADEC curriculum suggested for teaching high frequency words by
using familiar tasks for students. We chose students favorite story. We want
them to see the uses of the words on the story. It will be easier for them to

Aisha Ahmed
12B40EPR01
Zainab Ahmad

H00272762
H00272705

learn these words because the task is easy for them and the high frequency
words is higher than their level.
We will read the story with the whole class by using shared reading and using
big book to be obvious for the students. We also will point on target words
which are "Like, that, went and with". This way will help the students to
notice the words and match the formation with the sounds.
Also it develops students fluency and intonation due to the experience in
reading the story aloud and imitating their teacher.
Don Holdway believe that shared reading give opportunity for the children
to develop their vocabulary in a joyful way with experiencing and discovering
the vocabulary.
Shared reading is related to Vygotskys ZPD (Zone of proximal development)
because the teacher give them task that the students cannot do it
independently. So he/she scaffold them in this zone by make them try to
read, learn the words that lead them to go to harder level.

Post activity:
Students might not realize how high frequency words change the meaning or
make the reader understand the meaning. So, the goal of post activity is to
make them realize the power of high frequency words by giving them a
sentences with missing sight words. So, the students will try to grasp the
meaning by finding the right sight word.
This activity focus on reading and writing. So, it will integrate these two
skills and improve them. We will scaffold each level by giving them the
same activity but in different ways to match their levels (high, middle and
low).

References
Amy, P., & Demand, M. (n.d.). The Top-Down Reading Model Theory. Retrieved Feb.
4, 2016, from http://everydaylife.globalpost.com:
http://everydaylife.globalpost.com/topdown-reading-model-theory13028.html

Aisha Ahmed
H00272762
12B40EPR01
Zainab Ahmad
H00272705
Information and Learning Company. (n.d.). Tips for Teaching High- Frequency Words.
Retrieved 1 31, 2016, from http://www.highfrequencywords.org/
Look and Say Teaching Method. (n.d.). Retrieved 1 27, 2016, from Children's Books
and Reading: http://www.childrens-books-and-reading.com/look-and-say.html
McLeod, S. (2015). Preoperational Stage. Retrieved Feb. 9, 2016, from
simplypsychology.org: http://www.simplypsychology.org/preoperational.html
R., M. (1928, 3). Some results of teaching beginners by the look-and-say method.
Retrieved 2 1, 2016, from (APA PsycNET) American Psychological Association:
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1928-02321-001#