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Het oudere kind centraal rekenen en begrijpend lezen
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Dit verslag heb ik geschreven voor mijn studie aan de Haagse Hogeschool. Dit verslag heb ik behaald met een 8,2
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Het oudere kind centraal – Rekenen en begrijpend lezenModule H – De wereld van het oudere kind
Instelling: De Haagse Hogeschool
Faculteit: Sociaal Werk en Educatie
Afdeling: PABO
Domein: Module H – De wereld van het oudere kind
Toetscode: PABO-HDOKC-20
Student: Niels Sonneveld
Studentnummer: 20213336
Cohort: PABO-FLX-DT-2020
Studiejaar: 2021-2022
Ingeleverd op: 11 mei 2023
,Inhoudsopgave
Inleiding ........................................................................................................................... 4
Leeswijzer ........................................................................................................................ 4
Praktijkbeschrijving .......................................................................................................... 5
Onderzoeksvragen...................................................................................................................................5
Begrijpend lezen .............................................................................................................................................................. 5
Rekenen ............................................................................................................................................................................ 5
Onderzoeksinstrument ............................................................................................................................6
Begrijpend lezen .............................................................................................................................................................. 6
Rekenen ............................................................................................................................................................................ 6
Beschrijving ..............................................................................................................................................6
Begrijpend lezen in de praktijk ....................................................................................................................................... 6
Rekenen in de praktijk ..................................................................................................................................................... 7
Theoretisch kader ............................................................................................................ 9
Theorie vakinhoud- en didactiek begrijpend lezen .................................................................................9
Vakinhoud ......................................................................................................................................................................... 9
Teksttype en –soort .............................................................................................................................................................................9
Inhoud ..................................................................................................................................................................................................9
Tekststructurering ...............................................................................................................................................................................9
Moeilijkheidsgraad ............................................................................................................................................................................10
Lengte van teksten ............................................................................................................................................................................10
Vormgeving van teksten ...................................................................................................................................................................10
Leesomgeving ...................................................................................................................................................................................10
Readingzone bij jongens en meisjes ...............................................................................................................................................10
Vakdidactiek ................................................................................................................................................................... 11
Verschillende instructievormen ........................................................................................................................................................11
Oefening ............................................................................................................................................................................................11
Methodieken & strategieen..............................................................................................................................................................11
Werkvormen.......................................................................................................................................................................................12
Modelen .............................................................................................................................................................................................12
Leesmotivatie .....................................................................................................................................................................................13
Taal en rekenvaardigheid.......................................................................................................................14
Inventarisatie verschillen ............................................................................................... 16
Verschillen ..............................................................................................................................................16
Verschillen bij begrijpend lezen.................................................................................................................................... 16
Verschillen bij rekenen................................................................................................................................................... 16
Advies en ontwerp les ................................................................................................... 18
2
, Verschil ...................................................................................................................................................18
Advies.....................................................................................................................................................18
Bespreking en definitief advies .............................................................................................................19
Ontwerpen en uitvoeren les ..................................................................................................................21
Rekendoel ....................................................................................................................................................................... 21
Rekenvoorbeeld ............................................................................................................................................................. 21
Taaldoel .......................................................................................................................................................................... 21
Ideale leerling ................................................................................................................................................................. 22
Context ...............................................................................................................................................................................................22
Model .................................................................................................................................................................................................22
Formeel rekenen ...............................................................................................................................................................................23
Benodigde taal ............................................................................................................................................................... 23
Opgave ..............................................................................................................................................................................................24
Formuleren denkstappen .................................................................................................................................................................24
Andere vaktaal ...................................................................................................................................................................................24
Samenvatting en conclusie ............................................................................................ 25
Samenvatting .........................................................................................................................................25
Reflectie rekenles ...................................................................................................................................26
Conclusie ................................................................................................................................................27
Literatuurlijst .................................................................................................................. 28
Bijlage ............................................................................................................................ 30
Bijlage 1: Checklist Begrijpend lezen en woordenschat, Curriculum Nederlands ................................30
Bijlage 2: interview met mentrix over PlusPunt.....................................................................................32
3
, Inleiding
Mijn naam is Niels Sonneveld en ik ben 21 jaar. Ik loop stage op OBS De Driekleur. Op mijn
praktijkschool loop ik op maandag stage in de groep 5, bestaande uit 13 jongens en 14
meisjes. OBS De Driekleur, is gelegen in een rustig
afgelegen dorp. De school is best groot met veel dubbele
groepen en meerdere kleutergroepen. Op de school is de
onderwijsstroming Dalton leidend. Tijdens het maken van
deze LUK heb ik informatie opgedaan op mijn
praktijkschool, leerkrachten gesproken en gesproken met
onderwijzers van andere scholen.
Leeswijzer
Ik heb binnen mijn verslag de LUK: Het ouder kind centraal
– Rekenen en begrijpend lezen gevolgd. Hierbij ben ik
gekomen tot de verschillende hoofdstukken binnen dit
verslag met de daarbij behorende kopjes waarin uitleg wordt gegeven binnen het
onderwerp. Het overzicht van de hoofdstukken met bijbehorende onderdelen is terug te
vinden in de inhoudsopgave.
Veel plezier met het lezen en beoordelen van deze leeruitkomst!
Met vriendelijke groet,
Niels Sonneveld
4
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