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Beginning Reading

This document outlines a four-pronged approach to teaching reading and language skills. The four prongs are: developing a genuine love of reading, mastering essential English skills, strengthening critical thinking, and transferring reading skills to the Filipino language. Key aspects of the approach include pre-reading activities, story reading, engagement activities, and teaching grammar through literature. The goal is to holistically develop students' reading habits and language proficiency through literature-based instruction.

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Arvin Alvez Virtucio Bautista
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170 views

Beginning Reading

This document outlines a four-pronged approach to teaching reading and language skills. The four prongs are: developing a genuine love of reading, mastering essential English skills, strengthening critical thinking, and transferring reading skills to the Filipino language. Key aspects of the approach include pre-reading activities, story reading, engagement activities, and teaching grammar through literature. The goal is to holistically develop students' reading habits and language proficiency through literature-based instruction.

Uploaded by

Arvin Alvez Virtucio Bautista
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Deep and Lasting Love for

Reading
AGREE or DISAGREE on each statement to
show how you feel
 1. The story is used solely to develop the lasting love for
reading and critical thinking skills among children.
 2. The teacher should focus on asking literal questions
only.
 3. Motive question taps the experiences of the children.
 4.Voice is the only tool of an effective story reader.
 5. In unlocking of difficulties, only the key words are
unlocked.
 6.After the reading activity, the children are asked to
answer the motive question.
7. To start the reading activity, it is essential for the teacher
to know and like the story itself.
8.Engagement activity is a series of learning tasks that are
given before taking up literature.
9. Engagement activity gives students a chance to work
together, discuss, deliberate, present their work and
experience decision-making opportunities.
10. Reading integrates values.
 The four-pronged approach is a literature-
based approach to reading and language
learning. This holistic approach developed
skills and attitudes that enhance
independent reading behavior.

 The four prongs are: GLR/CT, MSEL or


GOLD,TS.
Genuine Love for Reading (GLR)
 The reading habit can only be formed if
a young child is exposed to enjoyable
and meaningful reading materials. It
aims to immerse the child in literature
and deep and lasting love for reading in
him/her.
 PRE-READING ACTIVITIES

 THREE MAIN GOALS:

 Development of concepts and vocabulary


 Activation of prior knowledge
 Development of motivation and purpose of reading
 Pre-Reading Activities
 Unlocking of Difficulties

 Unlock important keywords, phrases, idiomatic expressions


or setting of the story, through:
 * realia
 * pictures, drawings, maps
 * actions
 * context clues
 Limit words to be unlocked to 5-7 words.
 Post unlocked words after they are used.
 Activation of Prior Knowledge
 * Motivation – taps the experience of the children.

 Developing a Purpose of Reading


 * Motive Question – relates to the story and is
parallel to the first question.
Other Motivation Strategies
 Semantic Mapping

witch
Knowledge Chart
“Witch”
K W L
Prediction Chart
Guess/Prediction What Actually Happened
Story Reading
 Getting Started…
• Know and like your story
• * choose your story
• * study your story
• * practice
• Know and like your audience
• * age
• * gender
• * type of community they came from
• * other details
Tools of an effective story reader:
 A.Voice
* Use good English or Filipino.
* Speak loud enough to be heard easily.
* Dialogues should make use of different voices for different
characters.
* Show expression in voice by changing pitch and tempo.
B. Body Language
* Facial expression
* Minimal gestures
DEVELOPING CRITICAL AND CREATIVE
THINKING (CT)
 POST READING
What is an engagement activity?
EA is a series of learning tasks that are given to the
students after taking up literature while they are
engrossed in the text and are experiencing the essential
elements of the story (main idea, setting, problem to be
solved, main events, how the problem is solved and what
the story is about).
Why do we give EA?
 To understand the story better
 View story from different angles
 Help promote language learning
 Strengthen reading-writing connection; promotes
literacy
 Encourage interactive learning; hands-on
experience of the story
 Encourage students to respond to literature
Contd.

 Springboard for discussion


 Enhance discussion and enjoyment of the story
 Encourage students to become lifelong learners
 Give students chance to work together, discuss,
deliberate, present their work and experience
decision-making opportunities
 Leave students with a sense of achievement
How do we choose proper engagement
activities?
 Studying the story
 Planning the flow of discussion
 Selecting activities that will complement the
discussion
* must be interesting to students
* must focus on story content
* emphasize comprehension
* include all levels of thinking
* involve discussion and writing
* must be made tailored to fit the story
Suggestions for small group activities
Inferring Characters
Checklist/Rating Scale
Character Profile
Comparison Chart
Venn Diagram
Inferring Feelings
Feelings Chart
Dramatization
Interviews
Contd.

 Mapping the Setting


Plotting the setting
Drawing the places
Reading-Writing Connections
Movie Reels
Cartoon Strips
How can the children work as a group?

 1. Divide the class into groups


 2. Assign work area for each group
 3. Practice going to the work area and returning
to their places on the floor
 4. Assign leaders (group leader, assistant leader,
materials keeper, time keeper, floor keeper). It
will depend on how many children are in a group.
How can we achieve maximum
learning for the children?
 Teacher must introduce activities one at a time to the
whole class. This can be done by “walking through” the
activity; by modeling the manner in which the activity is
used, developed and completed.
 Let the students work on the activity.
 Simultaneous Engagement Activity (different activities
are given to each group) can be done if the children have
mastered all the activities.
Why is Discussion very important?
 Books not discussed lose their value ( Mortimer Adler)
 A set of questions taken up after reading uses the
classical sequencing of questions called GRADUAL
PSYCHOLOGICAL UNFOLDING (GPU).
 Questions strengthen reasoning abilities of children as
well as help them clarify/define their initial response to
the text.
 Teacher weaves questions beautifully, efficiently,
achieving the insight objective.
Five Levels/Dimensions of Reading
Comprehension (based on Gray, Gates, Smith and Barett Models)

 Level 1 Literal Comprehension


 Level 2 Interpretation (Inferential)
 Level 3 Evaluation (Critical)
 Level 4 Integration (Application to Self/Life)
 Level 5 Creative Reading
GRAMMAR AND ORAL LANGUAGE
DEVELOPMENT (GOLD)
 A. Presentation/ Introduction
 * Use the story as a springboard for your language
lesson. Use structures taken from the story as a
presentation or introduction to the particular lesson.

 B.Teaching/Modeling
 * Help the children notice the structure of the sentences
or words presented. Draw out from the students the
rules or generalization about the target structure.
Contd.
 C. Guided Practice
• * Use scaffolding as a class activity to master the structure
taught.
D. Application
• * Use the target structure in everyday language by presenting
them in a play or games.
E. Independent Practice
* Seatwork/Homework
GRAMMAR LESSONS

 1. Phrases and Sentences


 2. Kinds of Sentences
 3. Nouns (naming words)
 a. Common and Proper
 b. Pluralization (s/es, -ies, change spelling)
 c. Gender of Nouns
Contd.
4. Pronouns
 a. Personal
 b. Possessive
 c. Demonstrative

 5.Adjectives (describing words)


 a. Words to describe persons, animals, places and
things
 b. Comparison of Adjectives
Contd.
 6.Verbs
 a. Present tense
 b. Past tense
 c. Future tense
 d. Helping verbs
 e. Progressive
 7. Adverbs
 a. Manner
 b. Place
 c.Time
TRANSFER STAGE (TS)
 Marungko Approach (Filipino)

 Ang Marungko Approach ay gumagamit ng 28 titik ng


makabagong Alpabetong Filipino na itinuturo sa ganitong
pagkasunod-sunod:
m s a i o b e u
t k l y n ng p r
d h w c f j n q
v x z
Unang Antas ng Pagbasa
 Pagpapakilala ng mga larawan ng mga bagay na
nagsisimula sa tunog na pinag-aaralan
 Pagpapakilala ng tunog
 Pagpapakita ng hugis ng tunog
 Pagpapakilala ng titik
 Pagsulat ng hugis sa hangin, sa sahig, sa palad, etc.
 Pagsulat ng simulang tunog
 Pagbibigay ng mga halimbawa ng mga bagay na
nagsisimula sa tunog
Ikalawang Antas ng Pagbasa
 m s a ….. ama mama asa mama
 sasama masama aasa
 Ikatlong Antas ng Pagbasa
Pagpapakilala ng mga pantulong na kataga
ay mga si ng kay mga
Ikaapat na Antas ng Pagbasa
* Pagbubuo ng mga parirala at pangungusap
• * Pagbasa ng mga salita, parirala at pangungusap
• * Pagkilala ng mga detalye
THE FULLER APPROACH (English)
 Sequence of Consonant Sounds

 Mm Ss Ll Ff Tt Hh Cc(k)
 Rr Nn Bb Gg Pp Dd Jj
 Ww Vv Zz Yy

 Consonants K, X and Q are not taught t in isolation.


SEQUENCE OF WORD FAMILIES
 1. Short vowel words in consonant- vowel-
consonant (C-V-C) pattern.

 * short e as in pen
 * short a as in bat
 * short i as in pin
 * short o as in top
 * short u as in sun
 2. Consonant digraphs
 ch as in chin, catch
 sh as in ship, fish

3. Consonant Blends
• Initial blends
• * cl as in class
• * cr as in crab
• * sw as in swim
Final blends
* nt as in went
* st as in nest
* lt as in belt
* ft as in raft
* mp as in jump
 4. LongVowel words
• long a as in bake
• long i as in hide
• long o as in nose
• long u as in tube

5.Vowel Diphthongs
oi as in oil
• oy as in toy
• au as in taught
• aw as in saw
• ou as in out
• ow as in how
 Vowel Digraphs

 * oa as in goat
 * ee as in sheep
 * ea as in beat
 * ai as in pail
 * ay as in bay
Differentiated Work Activities in Teaching
Word Attack Skills
Time Basic Ave. Fast
Frame Group Group Group
10 mins. Oral Work Seatwork Seatwork

10 mins. Seatwork Oral Work Seatwork

10 mins. Seatwork Seatwork Oral Work

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