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Reading Strategies

The document provides information about a school-based in-service training for teachers on reading strategies. It discusses the National Reading Program which aims to improve reading skills through access to materials and professional development for teachers. It also outlines several pre-reading, during reading and post-reading activities that teachers can use, such as singing songs, predicting text, reading aloud, solving puzzles and independent reading. Finally, it suggests different reading intervention strategies for teachers, students and parents like using phonics lessons, reading clinics, literacy centers and being patient.

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iammayanncaruz202425
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67 views

Reading Strategies

The document provides information about a school-based in-service training for teachers on reading strategies. It discusses the National Reading Program which aims to improve reading skills through access to materials and professional development for teachers. It also outlines several pre-reading, during reading and post-reading activities that teachers can use, such as singing songs, predicting text, reading aloud, solving puzzles and independent reading. Finally, it suggests different reading intervention strategies for teachers, students and parents like using phonics lessons, reading clinics, literacy centers and being patient.

Uploaded by

iammayanncaruz202425
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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READING

STRATEGIES
School-based In-Service Training for Teachers

January 24-26 and January 29-30, 2024


Here starts the
experience! Ethel Z.
Incorporado
National Reading Program
NRP is an initiative aimed at improving reading skills
and outcomes for children and young people across the
country by providing access to high-quality reading
materials and resources, as well as professional
development opportunities to teachers and other
education professionals.
The NRP caters to the different reading needs
of learners through its two-pronged approach:
(1) Reading Intervention and (2) Reading
Enhancement.
This refers to the process of

Reading
helping learners who have not
attained proficiency in the
prerequisite skills in the next

Intervention reading stage. It facilitates a


platform that helps bridge the gap
in reading.
This refers to an activity or set of

Reading
activities designed to develop a
love for reading and promote the
culture of reading among learners

Enhancement who have proficiently mastered


the prerequisite skills for the next
reading skills or level.
ASSESSMENT
CRLA
(Comprehensive Rapid Literacy Assessment)

This 5- to 8-minute standard rapid


assessment tool is administered twice a
year (BoSY and EoSY) in KS1 to
determine the learner’s performance,
assess the ongoing program, predict
learner achievement, and inform
instruction.
PHIL-
IRI
This diagnostic test is administered for
30 minutes during class time to
determine learner’s abilities and needs in
reading in KS2.
Reading Strategies

is the broad term used to describe the


planned and explicit actions that help
readers translate print to meaning
• Singing songs or chants
related to the story or

Pre-reading poem to be used in the


actual reading
• predicting the text
• playing games using

Activities flashcards to highlight


words or syllables
• segmenting onset and
(30 minutes) rimes
• picture word association
• word classification game
• repeating after me
• Picture reading
• Talking pictures

Pre-reading • Listening to an audio


recording
• Watching a video about
the story or poem

Activities *Before actual reading, the


teacher chooses appropriate
(30 minutes) excerpt from the chosen
storybook or poem and then
raises motivation questions
to elicit responses.
During • Role play
• previewing the text;

Reading
• predicting what shall
happen next;
• identifying the main
idea and supporting

Activities details;
• making connections and
asking questions.
(120 minutes)
During These activities may be
alternately combined with
games such as:
• sounding out words,

Reading • picture association,


• reading aloud,
• talking pictures,
• choral reading,

Activities • readers' theater,


• chamber theater;
• take turns story reading,
(120 minutes) • extending the story, and
• independent reading.
Post • Solving puzzles,
• molding clay to recreate
characters or scenes

Reading from the text,


• crafting artworks,
• writing a diary or

Activities
journal,
• identifying the favorite
part in the story,
(30 minutes) • discussions,
• Think pair/ group-share
Provide learners with an
opportunity to read a
Drop Everything book of their choice.
This should be done

and Read independently and


silently for a relatively
short period.
(DEAR) i.e., a maximum of 30
minutes with no
interruptions or quizzes
on what has been read
Choice of books for
enjoyment shall be
accorded to the learners.
Teachers may recommend
Teacher
Read-Aloud
books that align with
learners’ existing
interests, preferences,
and contexts, or introduce
learners to new
topics or genres that they
enjoy.
Learners shall be given

Book
opportunities to share,
recommend, or discuss books
that they have read with
teachers and classmates.
Teachers shall provide
encouraging and safe space

Talk
for learners to hold
intimate and personalized
book-talk and recommend
books that their classmates
might also find interesting.
Teachers shall carefully select
a book or story suitable for
group reading, ensuring it is
patterned or predictable,

Choral
especially for beginners. The
chosen text should be of
moderate length and align with
the independent reading level
of most students. Each learner

Reading
receives a copy of the text to
follow along as t]ley read.
During the activity, the
teacher guides a collective
reading experience by rereading
the story. All learners
participate by reading the
story aloud together in unison.
Teachers may pair learners in
different ways, either based
on similar reading abilities or by

Partner
matching high level readers with
low-level readers. It is crucial
to be mindful of learners with
special needs, adjusting pairings
as necessary. To establish a clear

Reading
routine for paired reading,
teachers need to communicate how
learners should engage with each
other. This includes deciding
whether they will read aloud
together, take
turns reading by paragraph or
page, or have one person read,
asking
questions, and providing feedback
and praise for correct reading.
Teachers may include 1O to
l5-minute segments into
their language class

Read-a-
periods where volunteer
learners either retell
stories or offer oral
reading interpretations of
texts preferably written by
Filipino authors. They may
assess performance using
rubrics centered on
storytelling accuracy,
thon
organization, expression,
and other relevant
criteria.
Suggested Routine for
Reading Enhancement
Different Reading
Intervention Strategies
to Try
Parents can read stories to

Phonics their children and point out


the letters and sounds that
are being used in the story.
They can also help their child
practice sounding out words
Phonics is a reading and praise them when they make
method that helps mistakes but continue trying
to sound out the words.
students understand Teachers can use phonics
the relationship lessons in their classroom to
between letters and help students learn the
the sounds they make. different sounds that letters
make and provide practice
exercises for students to work
on.
Reading clinics are a great
way to help students
struggling with reading. The

Reading clinic provides a specialized


environment where students
can receive one-on-one
instruction to improve their

Clinics
reading skills. The student
must actively engage in the
lessons and use the available
resources to get the most out
of the clinic.
One intervention strategy
that can be used to help

Literacy students improve their


reading skills is through
literacy centers. Literacy
centers are designated areas

Centers in the classroom where


students can work on specific
reading skills.
General Tips for
Teachers
1. Give the student extra time to read. This can
be done by letting them take their time during class or
giving them extra time at home to finish their
homework.

2. Help the student break down words into smaller


parts. This can be done by teaching them to sound out
words or by helping them understand the meaning of new
words.
3. Encourage the student to read aloud. This will
help them practice reading and help you figure out
where they are struggling.

4. Find books that interest the student. If a


student is interested in a book, they are more likely
to want to read it. Try to find books at the student’s
level, so they don’t get frustrated.

5. Help the student practice reading as often as


possible. The more practice they get, the better they
will become at it.
6. Be patient and encouraging. It is important to
remember that every student learns at their own pace
and that it takes time to learn how to read. Do not get
discouraged if the student isn’t improving as quickly
as you would like; keep working with them, and
eventually, they will get there.
Everyone is a reader…
Some just haven’t found
their favorite book
yet.

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