Interactive Reading

Activities: Cultivating
Interests in Reading

A Teacher Training | March 20th, 2021

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padlet.com

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menti.com
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Word fragments
 Think of a word that contains the
01 same group of letters in the same
order, for example ‘ion’.

The letters can be anywhere in

02 the word (beginning, middle,
end), e.g,‘station’, ‘lion’, etc.

03 You have only 15 seconds to type

the word.

The first one sending the

04 answers wins a point.
ent oo man
Aims of the training

01 To understand what components

needed in developing literacy

02 To discuss appropriate tasks of different

reading texts and teaching stages

03 To practice an interesting and engaging

reading lesson (online)
Literacy skills are all the skills needed for
reading and writing.

They include such things as awareness of the

sounds of language, awareness of print, and
the relationship between letters and sounds.

Other literacy skills include vocabulary,

spelling, and comprehension.
8 early literacy pillars
Alphabetical Phonological Phonemic
principle
Phonics
awareness awareness

Word Structural Love of

Vocabulary
recognition analysis books
 Alphabetical principle
The alphabetic principle is the concept that letters and their patterns represent the
sounds of spoken language. Get kids started by using games, songs, and magnetic
letters to help them learn to identify and name both upper and lowercase letters.
Introduce writing activities early on, so kids can practice writing the letters they’ve
learned.
 Phonological awareness
Phonological awareness is the ability to identify and manipulate the different parts of
oral language, such as words and syllables. As with the alphabetic principle,
instructional order is key: Move from big to small, progressing from sentences to
words to rhymes to syllables to, finally, onsets and rimes.
 Phonemic awareness
Phonemic awareness is a subset of phonological awareness that focuses on the
individual sounds that make up words. Teach it after larger phonological awareness
concepts have been mastered. Use clapping, tiles, chips, or felt squares to help
children identify and match initial, middle, and final sounds in words. Kids should
practice blending sounds into words and manipulating phonemes by removing, adding,
or substituting sounds in words. For example,
turn cat into at (removal), cats (addition), and bat (substitution).
 Phonics
Phonics builds on phonemic awareness, connecting the sounds of oral language with the letters
of written language. Once again, instructional sequence is of critical importance. Start with high-
utility letters (hint: These are your 1-point Scrabble letters), teach all consonants before
introducing consonant blends, and introduce long vowels only after all short vowels and
consonant blends.
 Word recognition
Introduce a very limited set of sight words in the early grades—I recommend no more
than four per week. Explicitly teach each word’s spelling, pronunciation, and meaning.
Have students practice reading and writing sight words alongside decodable words.
 Vocabulary
Phonics, word recognition, and vocabulary should be constantly intertwined. As
students learn to read and spell words, it’s important to make sure they also
understand the meaning of those words. Create word-conscious classrooms that
celebrate students when they use new vocabulary.
 Structural analysis
Structural analysis introduces students to prefixes, suffixes, and root words. By
breaking a word into its component parts, children gain insights about it spelling and
pronunciation—and can anticipate similar words. This strengthens their decoding
skills, word recognition, and vocabulary. Plus, structural analysis is a fantastic way to
teach literacy in a cross-disciplinary manner.
 Love of books
It is hard to learn to read, but it’s a whole lot harder if it is forced upon you.
Introducing children to books early on, so they associate them with positive emotions
and are interested in them, is key. You want your child to be CURIOUS about print and
motivated to learn to read. Kids who enjoy books and reading will be curious about
reading and motivated to learn to read for themselves.
 To be able to read well
Inputs Forms Skills
Listen to how
vocabulary written the words are
spoken

See how the

sentences spoken words are
written
Stages of teaching reading
 Pre-reading While-reading Post-reading
Comprehension of text
tasks, e.g. multiple
Brainstorming, choice qs, T/F
statements, short
leading into topics,
answer qs, gap fill, Speaking
using pictures to set
the topic, pre-
jigsaw reading tasks, and/or writing
activities to practice
teaching vocabulary key vocabulary / tasks
activities, etc. grammatical structure
included in the text,
etc.
 Pre-reading While-reading Post-reading
• Use a picture to generate
interest in the topic. • Check detailed
• Use the title of the text understanding by asking
to encourage learners to multiple choice
predict the content of questions.
the text. • Focus on vocabulary in Ask learners to talk
• Teach essential the text by asking the about personal
vocabulary that learners learners to find words
may be unfamiliar with. that mean X, Y, Z. response to the text
• Ask learners to read the • Focus on a grammar and its topic
text quickly in order to structure in the text, by
answer gist questions, for example, asking
such as “What is it learners to underline
about? Who wrote it? each instance of it
Why?”
How the textbooks are structured in a way that help teachers and students
develop literacy skills
Cultivating interests
01 Create interactions

02 Interactions create engagement

03 Engagement cultivate the interests

04 Interests lead to curiosity to know

more

05 Curiosity opens paths to learning

 Unit 10
Countable and uncountable nouns
Things to buy at the supermarket

Reading: Different flavors

in different places
 Tasteatlas – puzzles
Guess the name of the food and the country it comes from
 You’ll see a picture zoomed 100x.
01 You have to guess what it is.

It’s the teacher vs. the class battle. If

02 you cannot guess it right, the
teacher gets the points.

03 The class can only guess 3 times.

1st guess 5 points; 2nd guess = 3

04 points; 3rd guess = 1 point
1
Sushi - Japan
2
Pizza - Italy
3
Taco - Mexico
Food from all around the world
Choose the correct name!
 Count the words!
Look at the passage and count how many times these words appear!
01 Food/foods

02 Country/
countries

03 Eat

04 The
Find the food for each country
Read the passage carefully
 You will see the name of a country
01 in the next slide.

Find the traditional food people eat

02 in the country based on the passage.

Send your answer to the chat box.

03 Make sure your spelling is correct.

The first 3 persons sending the correct

04 words earn points. The losers have a
‘surprise’.
 Indonesia Rendang

Brazil Barbecued meat (Churrasco)

German Sauerkraut

South Korea Kimchi

 Say this sentence out loud.

• How much wood would a woodchuck chuck if a

woodchuck could chuck wood?

• Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?
Comprehension
Show me the color
 Find 3 items. One is red, another is yellow, and
01 the other is blue. They could be anything.

You’ll see questions and choices of answers in the

02 next slides.

If the answer is A, show something RED.

03 If the answer is B, show something YELLOW.

04 If the answer is C, show something BLUE.

 What do both Germans and
Koreans eat?
C. Picked
A. Sauerkraut B. Kimchi
cabbage
 What is rendang?

A. A German B. An C. A Brazilian
food Indonesian food food
 https://padlet.com/iulianadewi/literacy

Read and Write

Complete the sentences based on the passage
Interviewing friends
Ask your friends:
What’s the strangest
thing you’ve ever
eaten?
How did it taste?

Find someone who

has eaten the most
unusual food!
 To be able to read well
Inputs Forms Skills
Listen to how
vocabulary written the words are
spoken

See how the

sentences spoken words are
written
 Unit 2
What can you do?

Reading: Snakes up high

 PRE-READING WHILE-READING POST-READING

Riddles about animals Count certain words Comprehension quiz

Listen and fill the

Act it out – guess the gaps Arts and crafts:
animals making snake
Complete the chart:
what can snakes do Find something that
Labelling parts of the
has similar properties
snake body Acting the reading
to scales
out
Matching animals and
their Find sentences with Making a poster
movements/habitats modal CAN
Aims of the training

01 To understand what components

needed in developing literacy

02 To discuss appropriate tasks of different

reading texts and teaching stages

03 To practice an interesting and engaging

reading lesson (online)
Thank you!