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
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
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 . . .
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 therm. What 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
3. Knowledge
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
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||
|
Question
|
Our Guesses
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What Really Happened
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|
Knowledge Chart
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What I know about
|
What I want to know about
|
|
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|
K-W-L Chart
|
What I know
|
What I want to know
|
What I learned
|
|
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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)
