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TEACHING BEGINNING and DEVELOPMENTAL READING

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Goals of a Beginning Reading Program •           development of genuine love for reading •           development of comprehension and...


Goals of a Beginning Reading Program
          development of genuine love for reading
          development of comprehension and critical thinking skills
          oral reading development and the correct use of language structures
          development of word attack (decoding) skills
The Four-Pronged Approach
in Teaching Beginning Reading

          Sharing a Story
          Postreading Activitties
Language Lesson
          Decoding Lesson

          To develop genuine love for reading
          To develop comprehension and critical thinking skills
          To develop oral language and the correct use of language structures
          To develop word attack skills



The Components of a Four-Pronged Lesson
          GLR
          CT
          GOLD
          TS

Prong 1:   Genuine Love for Reading through Story Sharing
Ways of Sharing a Story
          Shared Reading
          Storyreading (Read-aloud)
          Guided Reading
          Storytelling
Why Share Stories?
          to develop genuine love for reading
          to improve the pupils’ attention span
          to develop or improve their listening comprehension
          for oral language, vocabulary and concept development

To develop book handling behaviors      
                                -proper handling of the book
                -front and back cover
                -flipping the book pages
                -looking from top to bottom of page
       
                -looking at the left page before the right page
 
            -tracking the storyline from left to right
 
             -making the correct return sweep
  
            -knowing that the text, not the illustration,
                carries the story message
          To expand their understanding of other people
          To serve as springboard for developing composing skills
          For values development
          To create emotional bonding between the reader and the listeners
Relationship of Reading to Listening
          By age six, they understand thousands of words they hear but can read few of them.
          By Grade 2, they can understand up to 4,000 words when heard but can read only about 600.

Preparing A Context for Reading:  The Pre-reading Activities
Objectives:
          To reduce the difficulty in understanding the story.
          to activate the children’s background experience and arouse their interest.
          to provide direction or purpose for listening to the story

Pre-reading Activities
          Unlocking of difficult words and concepts
     reduces the difficulty in understanding the story
          Motivation
     activates children’s background knowledge and arouses their interest
          Motive Question
     provides direction and purpose for reading

Unlocking difficult words
          Browse the book/story.  Take note of words that are not within the children’s vocabulary.
     Example:
      Out of the egg came a tiny and very hungry caterpillar.
      The caterpillar crawled  on a big leaf.
     It nibbled the leaves of the plant.
Guide in choosing words to unlock:
          The words should be CRUCIAL to the understanding of the story.
          Limit the unlocking to 5 to 7 words.  The other difficult words maybe unlocked during the storyreading.
    Example:  The camel was flabbergasted, meaning he was surprised . . .

Techniques for unlocking difficult words and concepts
          Through real objects (realia)
     alarm clock
      Look at  what I have here.  How many of you have seen this in your home?  What do you call this?  Look at what I will do.  I will set this clock to a particular time.  What happens when the hands  of this clock point to the time that I have set it?

Through illustrations or pictures
Show a picture of a caterpillar.  Ask:  “What do you call  this?  How many have seen a caterpillar?

Show pictures of animals that are not familiar to them, like  a squirrel, a camel, a yak . . .

Through actual demonstration
squeeze
                Ask several children to stand close to each other.  Say:  “The children are crowding in front of the  big cage in the zoo.  I want to see the animals too.  I tried to squeeze myself between the two girls. (Show how you  will squeeze yourself )

Through the use of synonyms and antonyms
tiny
What can you say about this caterpillar?
(Possible response:  It is small.)
Another word for small is tiny.
enormous
The ant is tiny, but the elephant is enormous.

Through the use of affixes and root words
          untidy
Those boys were very neat this morning.   After playing the whole day, they look so untidy.
          homeless
After the big fire in the village, many families were left homeless.
          thermostat
Thermostat comes from the root word thermWhat does therm mean?  What does thermostat mean?

Through analogies
          terrarium
                An aquarium is  to fish as a terrarium is to plants.
          Norwegian
     Philippines is to Filipino as Norway is to Norwegian.

Through context clues
          drought, famine
                Because  of the drought, the rivers have dried up and the plants have died.  That year there were no crops to harvest. There was famine across the land.
          aimed, ducked, soaked
     My brother aimed his squirt gun at me.  I ducked in order not to get wet, but it was too late.  My shirt was soaked, so I had to change!

Match the word with its correct meaning:
1.  drought                          a.  bent the body to avoid being hit
2.  famine                            b.  a long period without rain
3.  aimed                              c.  got very wet
4.  ducked                           d.  great hunger
5.  soaked                            e.  directed something on someone to
                                                                      hit him/her

For words with multiple meanings
          The boy was lean because he ate healthy foods and exercised.
                                a.  slanting
                b.  not fat
          The rabbit hide will make a warm pair of mittens.
                                a.  to keep out of sight
                b.  an animal skin

Idiomatic Expressions
1.  Betty was so tired she slept like a log last night.
2.  Mrs. Fidel has a lovely garden.  She really has a green thumb.
3.  How can we leave for the party?  It is raining cats and dogs.  We will surely be drenched! 
                                a.  is very good in  growing plants
                                b.  is raining very hard
                                c.  slept soundly

Through definition
                Match the words with their meanings.  Write the letter of the correct answer on the blank:
    ____1.  captivated                      a. treatment of diseases, like
                                                                                   cancer, by chemicals.
     ____2.  chemotherapy                b.  a  secret; something that is
                                                                               hidden
     ____3.  mystery                         c.  held the interest of;   fascinated
     ____4.  stethoscope                   d.  an instrument used by  a  
                                                           doctor when listening to the
                                                           sounds of the heart, lungs
                                                           and other body parts.

Motivation
          Aims to activate the children’s prior knowledge and experiences that are related to the story.
          Aims to arouse the children’s interest in the story.

The Schema Theory
          A schema is  defined as the building block of cognition or knowledge.
          Why is it important to activate prior knowledge  (or schema) of the learner related to the lesson?
                The schema theory states that  information is stored in our long term memory in networks of connected facts and concepts that provide a structure for making sense of new information.
          A learner  learns new information  better  if  he can link it with something  he already knows.

Activating Prior Knowledge
          Types of prior knowledge stored in a reader’s memory:
1.  Script knowledge
                Knowledge and beliefs about the world derived from repeated experiences with people, places, events, situations in day-to-day living.
2.  Knowledge about language
                a.  Graphophonic information
                b.  Syntactic information
                c.  Semantic information
3Knowledge of text structure

Motivation Questions
          If your story is about going to a carnival:
       How many have been to a carnival?
      What rides did you see in the carnival?
      What was your favorite ride?
          If your story is about the signs that people see around:
                Have you made a field trip before?
      Where did you go? 
                What signs did you see in the places you visited?
          If your story is about  The Tale of Three Trees:
                What do you want to be when you grow up?  Why?

Motive Question
          Provides purpose and direction for listening to/reading the story.
          Motive question(s) should be
     - parallel to the motivation
      - on the literal level
      - a good beginning question for the  discussion of the story during the postreading activitiy

Motivation-Motive Question Tandem
Motivation                          Motive Questions
     How many of you  have           In the story, who have been
      been to a farm?                          to a farm?
     What animals did you               What animals did the
     see in the farm?                           character(s) see in the farm?
     What was your favorite           What was the character’s
     animal?                                           favorite animal?

Motivation-Motive Question Tandem
          Motivation
     If I ask you to list down the ten wisest animals, what animals will you put on your list? 
      Why do you think are they the wisest?

          Motive Questions
     In the selection that you are going to read, what are considered the ten wisest animals?
     Why were they chosen as the wisest?


Other Pre-reading Activities

          Semantic Web

Prediction Chart
Prediction Chart
Question
Our Guesses
What Really Happened




Knowledge Chart
What I know about
What I want to know about



K-W-L Chart
What I know
What I want to know
What I learned





Prong 2:  Developing Critical Thinking Skills (CT) through the
Post-reading Activities

Objectives of Post-reading
          To develop comprehension and critical thinking skills
          To strengthen the reading-writing connection
          To establish curriculum links using the story as the springboard

Post-reading Activities

          Engagement Activities
     -Small group activities
     -Discussion
          Enrichment Activities
          Skills Development
          Integration with Other Subject Areas

Developing Comprehension and Critical Thinking Skills
The Definitions of Reading:
          Reading is comprehension.  The focus of reading instruction should be on the strategies readers use in order to make sense of the text.
          Reading is a thinking process.  It is cognition. The focus of instruction should not be on the print, but rather on how readers connect with the print.
          Reading is the ability of the reader to get
                meaning from and to give meaning to the printed text.
          Reading is the active process of reconstructing meaning from language represented by graphic symbols (letters) just as listening is the active process of reconstructing meaning from the sound symbols (phonemes) of oral language.

The Ackles Broch Quassed
           Gimp and Moopy were ackles.  One trafen, Gimp and Moopy were broching quassed.  Moopy poated one of Gimp’s frapers because il couldn’t scrop ils.  Gimp powed “Comp ap my fraper.”  But Moopy comp ho to ilt. So Gimp sworched Moopy and the ackles conbreted to squit.
                                1.  Who were Gimp and Moopy?
                                2.  What were they doing one trafen?
                                3.  What did Moopy do to one of Gimp’s frapers? Why?
                                4. What did Gimp tell Moopy?
The Dimensions of Reading Comprehension
          Level 1:  Literal Level
          Level 2:  Interpretation
          Level 3:  Evaluation (Critical Reading)
          Level 4:  Integration (Application to Self/Life)
          Level 5:  Creative Reading

Level 1:  Literal Comprehension
    The ability to obtain a low-level type of understanding by using only information explicitly stated in the text.
       -What kind of hat did the farmer have?
       -Who took the farmer’s hat?

Level 2:  Interpretation
    the questions require answers that are not directly stated in the text but are suggested or implied.
       -What do you think did the farmer feel when he lost his hat? (Interpreting feelings)
       -Can you give me words that tell about the farmer?  (Interpreting traits)


Name

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Schools Management: TEACHING BEGINNING and DEVELOPMENTAL READING
TEACHING BEGINNING and DEVELOPMENTAL READING
Schools Management
https://schoolsmanagement.blogspot.com/2012/11/teaching-beginning-and-developmental_8195.html
https://schoolsmanagement.blogspot.com/
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