reading speed in reading aloud can be improved through a program aiming towards that goal and for this, firstly, it should be a model of good classroom teacher reader (modeling), and secondly, you must set two types of exercises: the first is related to breathing and second with articulation, intonation. Remember that to be a good reader is not necessary to have a "good" voice, to be in training in breathing and articulation, intonation.
BREATHING EXERCISES: Get
smaller balloons and then inflate their students as pushing the diaphragm muscle that is in the womb. They should not inflate the cheeks or jowls, lips should be separated and put pressure millimeter diaphragm.
Sit-ups strengthen the diaphragm, allowing easier control during reading. We also prevents a sore throat from talking and, worse, if we shout.
JOINT EXERCISES:
1. Twisters : the success of the twister is to double, triple, quadruple ... exaggerate the joint. If the joint is not exaggerated to the max, it makes no sense to practice and the teacher has to be the best example and motivator (his own motivation is contagious to others.)
2. Trabacuentos : stories are commanded to build very simple but using a series of syllables as tra, tre, tri, tro, tru, breeding, growing, cri, cro, cru, etc., Then read abusing the joint: Consider the following examples:
A. In the city there was a train called thunder naughty that broke a wheel because tripped over a log that blocked the passage. Patricio was sad and I wanted to encourage playing the trumpet.
B. In a puddle anywhere in Chechnya, was a Chinese and a jacket awaiting the arrival of a rainstorm that came from Kashmir. Both were spies for a sneak gossip. To pass unnoticed read a book of jokes about Chicago. The jacket had a patch of chorizo \u200b\u200bon the right sleeve.
3. Spoken text Reading: Children read assuming the role of the character and emphasize the intonations that arise. For this exercise you need at least two children. Should dramatize their reading which also accomplishes the inhibitions and fear losing out to the front.
Note:
- Peter, I could tell time?
- I like it!
- Please ... do not be unwell ... I do not want to be late for school.
- I told you I do not feel like it!
- So, I'll never read a story!
- Seven-twenty!
4. Reading invented words: It is a list of words (can be 10, 20 or 30) do not exist as trofolis, unions, fabrol, mertrafa, lionje, vilgabro, etc., And seeks that the student read in the shortest time and every time I start again should do it with better pronunciation and in less time. This exercise will improve their decoding when reading words that are of linguistic usage.
5. Intonation reasoned: So we call exercises consisting of read sentences interrogative, exclamatory, declarative, hesitant, much emphasis is placed on the intonation and the speaker's intention. It is desirable to create sentences in which they are present all punctuation.
Examples:
remain five minutes! We're late! Hurry!
As for what we talked about yesterday, or not to accept the offer that I made?
Miguel, do you know what you doing this summer?
Do you know what you doing this summer, Miguel? Do you
you had not heard yet? Came out yesterday in the press.
is necessary that the teacher comes to mind other strategies that could well be used, and that's what we want, who dares to create other activities (and sharing on the network) and increasing cash them until you find the perfect polishing and while Therefore, we will have formed some good readers who will give us the greatest satisfaction when we see them read good articulation and intonation.
I leave you for now and hope that they can use this guide. 23:53 are in Peru and, for a moment, I thought it would not accomplish what I announced yesterday in the post. Thanks for reading
Manuel
Urbina
prolector@hotmail.com
BREATHING EXERCISES: Get
smaller balloons and then inflate their students as pushing the diaphragm muscle that is in the womb. They should not inflate the cheeks or jowls, lips should be separated and put pressure millimeter diaphragm.
Sit-ups strengthen the diaphragm, allowing easier control during reading. We also prevents a sore throat from talking and, worse, if we shout.
JOINT EXERCISES:
1. Twisters : the success of the twister is to double, triple, quadruple ... exaggerate the joint. If the joint is not exaggerated to the max, it makes no sense to practice and the teacher has to be the best example and motivator (his own motivation is contagious to others.)
2. Trabacuentos : stories are commanded to build very simple but using a series of syllables as tra, tre, tri, tro, tru, breeding, growing, cri, cro, cru, etc., Then read abusing the joint: Consider the following examples:
A. In the city there was a train called thunder naughty that broke a wheel because tripped over a log that blocked the passage. Patricio was sad and I wanted to encourage playing the trumpet.
B. In a puddle anywhere in Chechnya, was a Chinese and a jacket awaiting the arrival of a rainstorm that came from Kashmir. Both were spies for a sneak gossip. To pass unnoticed read a book of jokes about Chicago. The jacket had a patch of chorizo \u200b\u200bon the right sleeve.
3. Spoken text Reading: Children read assuming the role of the character and emphasize the intonations that arise. For this exercise you need at least two children. Should dramatize their reading which also accomplishes the inhibitions and fear losing out to the front.
Note:
- Peter, I could tell time?
- I like it!
- Please ... do not be unwell ... I do not want to be late for school.
- I told you I do not feel like it!
- So, I'll never read a story!
- Seven-twenty!
4. Reading invented words: It is a list of words (can be 10, 20 or 30) do not exist as trofolis, unions, fabrol, mertrafa, lionje, vilgabro, etc., And seeks that the student read in the shortest time and every time I start again should do it with better pronunciation and in less time. This exercise will improve their decoding when reading words that are of linguistic usage.
5. Intonation reasoned: So we call exercises consisting of read sentences interrogative, exclamatory, declarative, hesitant, much emphasis is placed on the intonation and the speaker's intention. It is desirable to create sentences in which they are present all punctuation.
Examples:
remain five minutes! We're late! Hurry!
As for what we talked about yesterday, or not to accept the offer that I made?
Miguel, do you know what you doing this summer?
Do you know what you doing this summer, Miguel? Do you
you had not heard yet? Came out yesterday in the press.
is necessary that the teacher comes to mind other strategies that could well be used, and that's what we want, who dares to create other activities (and sharing on the network) and increasing cash them until you find the perfect polishing and while Therefore, we will have formed some good readers who will give us the greatest satisfaction when we see them read good articulation and intonation.
I leave you for now and hope that they can use this guide. 23:53 are in Peru and, for a moment, I thought it would not accomplish what I announced yesterday in the post. Thanks for reading
Manuel
Urbina
prolector@hotmail.com
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