Course Description: Developing and Improving Reading Skills Among Elementary  Students Using Various Approaches and Strategies in Teaching Reading

Course Objectives:

1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
3. Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.
4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement

Unit III. Understanding Reading:

Defining and Redefining Beliefs

A. Understanding the Reading Process

1. Linear
2. cyclical
3. learning alphabet
4. recognizing
5. decoding
6. mouthing of words
7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

1. Bottom-Up Theory
2. Top-Down Theory
3. Interactive Theory
4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B. What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction

- word families

C. Word Recognition Instruction

1. Alphabetic Principle
2. Alphabetic Knowledge
3. Phonemic Awareness – letter-sound relationship
4. Phonological Awareness – ability to produce sounds
5. Print Awareness
6. Decodable Text

D. Word Recognition Strategies

1. Sight Words – Dolche List, Phili-IRI, Frye List
2. Context Clues
3. Structural Analysis
4. Dictionary
5. Alphabet Book and Chart
6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

1. Structural Analysis
2. Word Associations
3. Context Clues
4. Homonyms, Homographs, Heteronyms
5. Figures of Speech
6. Idioms
7. Synonyms and Antonyms
8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

1. Less Time in Reading
2. Teachers Manual in Reading
3. Curriculum in Reading
4. School Management and Priorities in Reading
5. Teacher’s Role in Reading
6. Beliefs in Reading

B. Two Theories in Comprehending Text

1. Scheme Theory – Schema? Schemata?
2. Generative Learning Theory

C. Reading Difficulties and Disability

1. ADHD
2. Myopia
3. Hyperopia
4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

1. Story Grammar
2. Story Maps
3. Story Frames
4. Story Sequence/ Clothesline
5. Cloze Procedure
6. Predicting Outcomes
7. Generalizing
8. Noting Details
9. Open-Ended Questions

E. Types of Comprehension Skills

1. Literal
2. Inference
3. Prediction
4. Evaluation
5. Application

F. Bloom’s Taxonomy of Cognitive Domain

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

Speed Reading

Selective Reading

Cognitive Reading

Reading 1 Notes

Reading Readiness

- is a complex of many abilities, skills, understandings, and interests.

It refers to the period when the child is getting ready to read..

It starts at home, becomes more organized in the guidance of teachers in school, in nursery or kindergarten.

A child engages on varied activities using real and concrete objects such as toys, tools, etc.

A child acquires skills in auditory, visual, motor-ocular coordination and critical thinking.

Theories of Reading Rediness by Charles Fries

Stage 1. The Transfer Stage – the period during which the child learns a new set of signals – the visual symbols (letters, spelling, patterns, punctuation marks) that stands for auditory symbols (the oral language) he knows.

Stage 2. The Productive Stage – the child’s reading becomes fluent and automatic that he no longer pays conscious attention to shapes and patterns of the letters on a page.

Stage 3. The Vivid Imaginative Realization of Vicarious Experience (VIRVE) – the reading process becomes automatic. Reading is now used for different purposes and as a tool for learning a broad range of information.

The Reading Readiness and Emergent Literacy by Cox

Reading Readiness

1. Reading instruction should begin only when children have mastered a set of prerequisite skills

2. Children should learn to read before they write.

3. Reading is a subject to be taught, involving a sequenced mastery of skills.

4. It is not important what children know about the language before formal teaching and practice of a sequence of skills begin.

5. Children should move through a scope of sequence of readiness skills, and their progress should be measured with regular formal testing.

Emergent Literacy

1. Reading and writing are language processes and thus learned like spoken language through active engagement and the construction of meaning

2. Young children have been actively engaged in functional reading and writing experiences in real-life settings before coming to school.

3. The literacy experiences of young children vary across families, social classes, racial/ethnic groups, and age groups.

4. Young children actively construct concepts about reading and writng.

5. Reading and writing are interrelated and develop concurrently.

Filipino children whose first language (Filipino or any of the Philippine dialects) is different from their language of instruction (English) do not have chance to engage themselves in the functional use of the language in real-life settings.

Thus, the principles of reading readiness as had been practiced in the traditional way would still apply to the Filipino child who is just learning to read. Other children coming from more affluent homes which will have a socio-cultural environment similar to that of their American or English counterparts will best learn how to read based on the emergent literacy perspectives.

Indicators of Readiness

Gray has listed indicators to gauge the child’s readiness to read :

1. general ability

2. background of previous experiences

3. range of speaking vocabulary

4. accuracy of pronunciation and related speech habits

5. ability to express oneself clearly to others

6. Habit of observing details and forming associations with things seen or heard

7. Ability to perceive likeness and differences

8. Ablility to recognize relationships

9. Ability to keep in mind a series of events or other items

10. Ability to think clearly and in sequence

11. Ability to make choices and decisions

12. Good health

13. A well nourished body

14. Freedom from fatigue

15. visual effeciency and discrimination

16. Auditory effeciency and discrimination

17. Emotional balance

18. Social adjustment and feeling of security

19. Ability to focus on specific learning activities

20. Ability to work effectively in a group

21. Interest in pictures and the meaning of written printed symbols

22. A desire to learn to read.

Skills of Emergent Reader

Right-Handed – the dominant part of brain is the left hemisphere

Left-Handed – the dominant part of the brain is the right hemisphere

Left-to-Right Progression – reading starts from the left of the page going to right

Visual Discrimination – is the ability to differentitate differences in size, shape, color, etc.

Auditory Discrimination – is the ability to differentitate differences in the animal sounds, sounds of different musical instruments, sounds of different means of transportation, sounds of that people produce, other sounds may hear in surroundings.

Sounds and Letter Names – The sounds of letters of the alphabet are introduced first. The children should master the phoneme-graphemes (sound-letter) relationships.

Vowels: a,e,i,o,u

Consonants:

a. Ascending letters: b,d,h,k,l,t

b. Descending letters: g,j,p,q,y

c. One-space letters: c,m,n,r,s,v,w,x,x

d. Special letter: l

Comprehension Skills of the Emergent Reader

Emergent learners may start with skills in classifying pictures that are similar, shapes that are similar or different, colors that are the same and those that are different.

The skill in sequencing pictures may be taught, which picture should come first, then the next, which should come last? Another skill is grouping pictures under one main heading.

Other Comprehension Skills to be Taught to Emergent Reader

1. Noting Details

2. Sequencing Ideas

3. Organizing Ideas

4. Classifying Ideas

5. Summarizing

6. Critical Thinking Skills

7. HOTS “ If you were the ____ what will you do?”

Teaching Beginning Reading

Teaching the Alphabet

The alphabet is best taught only after all the sounds have been mastered.

Learners are drilled on what comes before a letter and what comes after.

Using letter cards, the learner is asked to arrange the letters in alphabetical order, identifying the sound of each letter name.

The capital letters (uppercase letters) the small letters (lowercase letters) should also be introduced.

Matching uppercase letters and lowercase letters will be a good learning activity.

Teaching Word Recognition

Word Recognition refers to the ability to identify, read, analyze the meaning attached to the word.

Word Families

at family – bat, cat, fat hat, mat, pat, rat, sat

an family – ban, can, Dan, fan, man, pan, ran, tan, van

ad family – bad, Dad, fad, had, lad, mad, pad, sad, wad

ar family – bar, car, far, mar, par, war

ed family – bed, fed, led, red, Ted, wed

en family – Ben, den, hen, men ten, yen

in family – bin, pin, sin, tin, win

it family – bit, fit, hit, kit, pit, sit, wit

ill family – bill, fill, hill, kill, mill, sill, till, will

ell family – bell, dell, fell, hell, sell, tell, well, yell

air family – bear, dear, fear, hear, gear, near, rear, tear, wear, year

et family – bet, get, jet, let, metm net, pet, set, wet, yet

oat family – boat, coat, goat

ore family – bore, core, fore, more, sore, tore, wore

one family – bone, cone, done, gone, lone, tone

ate family – date, fate, gate, hate, kate, late, mate, rate

at family – bat, cat, fat, hat, rat, sat, pat, mat

an family – can, Dan, man, pan

en family – hen, Ben, men, pen

in family – pin, tin, win, fin

Teaching the Service Words

Service words or sight words are to enable the learner to read phrases and sentences.

1. Articles : a, an, the

2. pronouns : he, she, it, I, my mine, our, ours, they, them

3. prepositions: on, in, for, to under, over, by, with

4. conjunctions: and, but

5. verbs: has, have, do, does, done

Five Main Categories of Word Analysis or Attack Skills

1. Configuration Clues – give the overall characteristics of how the word look like (e.g. Length of word ascenders and descenders)

2. Context Clues – come from the meaning of the word as it is used in a sentence (semantic clue) or from guessing what word is coming next according to the way a reader often uses oral language (syntactic clue)

ex. The barking (goat, dog, pig) chased the cat.

How much capital do you need?

( ) Money invested for business

( ) Most important town or city of a province

( )higher case or big letters

3. Phonetic Analysis – also called phonics, is the study of sound-symbol or phoneme-grapheme relationships.

a. Phonetic principles that govern articulation of consonants in English

ex. c – (hard c, heard as /k/)

- (soft c, heard as /s/)

b. Phonetic principles that govern the articulation of vowel sounds.
ex. a – able (long), apple (short)

e – evil (long), elephant (short)

c.Syllable generalizations – a division takes place between consonants

d. Stress rules – if a root has two syllables, the first is usually stressed

mother MOTH er

summer SUM mer

e. Blends or digraphs and vowel digraphs

1. When two or more consonants appear in succession in a word, they are referred to as consonant clusters. Ex. paragrph

2. When the consonant cluster is sounded as one, it is called consonant digraph. Ex. Think

4. Structural Analysis – refers to the anaylsis of larger meaning-bearing parts of words like root words, suffixes, prefixes, word endings, appostrophe (possessive form), compund words, and contractions. It often referred to morphology, a study of morphemes or the meaning-bearing units if a language.

Source:Teaching Reading in the Elementary Grades. Tejero, Erlinda G. & Catchillar, Gerry C.

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading

The Perceptual Nature of Reading Process

Factors That Affect Reading

Reading as a Developmental Task

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness – Tindac, Jesibel B.

Theories on Readiness – Asa, Fatima D.

Reading Readiness and Emergent Literacy – Dialud, Ruby Jane D.

Skills of the Emergent Reader – Asa, Samra D.

Left-Right Progression – Tejero, Prince Ker A.

Visual Discrimination – Celestial, Marvin S.

Auditory Discrimination – Escalona, Arnold Jr. T.

Sounds and Letter Names – Cabeje, Regine B.

Comprehension Skills of the Emergent Reader – Guiroy, Gevie D.

Unit III. TEACHING BEGINNING READING

Teaching the Alphabet – Dela Cruz, Jesilo G.

Teaching Word Recognition – Basalo, Aiphie Mar B.

Teaching the Service Words – Canonio, Joylaine Z.

Reading Phrases, and Sentences – Enderes, Apple Grace J. & Watin, May Jean

Teaching Comprehension Skills of the Beginning Reader – Guiao, Anacel S.

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined – Rudalo, Liezyl Z.

Barret’s Taxonomy of Reading Comprehension – Dipalan, Daresha G.

The Questioning Technique to Develop Comprehension – Cortez, Deandi O.

Fraenkel’s Taxonomy of Questions – Adilang, Sharon Rose M.

Bloom’s Taxonomy Applied to Questioning Levels – Hipe, Ma. Bebs A.

Questioning and the Levels of thinking – Merida, Margie P.

Purposes of Questions – Calo, Richen T.

Characteristics of Questions – Canonigo, Adelbert G.

Do’s in Asking Questions – Abboc, Shara Christine

Sample Exercises for Developing Comprehension Skills – Satingasin, Kimberly S.

Noting Details – Gentica, Rozil C.

Sequencing Ideas – Balaguil, Johana A.

Arranging Events in a Story – Mancao, Loramae M.

Predicting Outcomes – Pepito, Maria Jessa M.

Answering “Wh” Questions – Baba, Porshe A. & Sapaat, Laiza A.

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children – Isidto, Virginia C.

Literary Appreciation Skills – Alicer, Lailany D.

Verses for Children – Motoy, Marissa T.

Poetry for Children – Olita, Mae Hope P.

Fables – Labis, Jerry S.

Legends – Pamatian, Jovelyn S.

Storytelling – Pogado, Elbert G.

Choral Reading/Speaking – Encabo, Gleeny Jane C.

Drama in the Classroom – Sagomis, Marilene N.

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading – Torno, Johanna Marie S.

Study Skills and Library Skills – Sabillo, Charmie A.

Reading a Textbook – Albos, Freshtie Jane L.

Reading Reference Materials – Asuque, Debbie S.

The Encyclopedia – Canonigo, Harry T.

Thesaurus – Juanillo, Jonalyn G.

Biographical References – Pepito, Jeoffrey M.

Atlases – Tindac, Jesibel B.& Asa, Fatima D.

Almanacs – Dialud, Ruby Jane D. & Asa, Samra D.

The Dictionary – Tejero, Prince Ker A. & Celestial, Marvin S.

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary – Escalona, Arnold Jr. T. & Cabeje, Regine B.

The Dimensional Approaches – Guiroy, Gevie D. & Dela Cruz, Jesilo G.

Semantic Webbing – Basalo, Aiphie Mar B. & Canonio, Joylaine Z.

The Gradual Psychological Unfolding Approach – Enderes, Apple Grace J. & Guiao, Anacel S.

Directed Reading Thinking Activity (DRTA) – Rudalo, Liezyl Z. & Dipalan, Daresha G.

Sustained Silent Reading – Cortez, Deandi O. & Adilang, Sharon Rose M.

Language Experience Approach – Hipe, Ma. Bebs A. & Merida, Margie P.

Dialogical Thinking Reading Lesson (DRTL) – Calo, Richen T. & Canonigo, Adelbert G.

The Fan Technique – Abboc, Shara Christine & Satingasin, Kimberly S.

Phono-Visual-RAP – Gentica, Rozil C. & Balaguil, Johana A.

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading – Mancao, Loramae M. & Pepito, Maria Jessa M.

Remediation in Reading – Baba, Porshe A. & Isidto, Virginia C.

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – Alicer, Lailany D. & Motoy, Marissa T.

Achievement Testing – Olita, Mae Hope P. & Labis, Jerry S.

Assessing Reading as a Language Arts – Pamatian, Jovelyn S. & Pogado, Elbert G.

The Cloze Test – Encabo, Gleeny Jane C. & Sagomis, Marilene N.

Unit X. READING GAMES

The Gaming Method – Torno, Johanna Marie S. & Sabillo, Charmie A.

Simulations and Games – Albos, Freshtie Jane L. & Asuque, Debbie S.

Hints on How to Use Games – Canonigo, Harry T. & Juanillo, Jonalyn G.

Word Games – Pepito, Jeoffrey M.

Treasure Hunt

Classifying Games

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994

Course Description: Developing and Improving Reading Skills Among Elementary and Secondary Students Using Various Approaches and Strategies in Teaching Reading

Course Objectives:

1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
3. Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.
4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement

Unit III. Understanding Reading:

Defining and Redefining Beliefs

A. Understanding the Reading Process

1. Linear
2. cyclical
3. learning alphabet
4. recognizing
5. decoding
6. mouthing of words
7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

1. Bottom-Up Theory
2. Top-Down Theory
3. Interactive Theory
4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B. What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction

- word families

C. Word Recognition Instruction

1. Alphabetic Principle
2. Alphabetic Knowledge
3. Phonemic Awareness – letter-sound relationship
4. Phonological Awareness – ability to produce sounds
5. Print Awareness
6. Decodable Text

D. Word Recognition Strategies

1. Sight Words – Dolche List, Phili-IRI, Frye List
2. Context Clues
3. Structural Analysis
4. Dictionary
5. Alphabet Book and Chart
6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

1. Structural Analysis
2. Word Associations
3. Context Clues
4. Homonyms, Homographs, Heteronyms
5. Figures of Speech
6. Idioms
7. Synonyms and Antonyms
8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

1. Less Time in Reading
2. Teachers Manual in Reading
3. Curriculum in Reading
4. School Management and Priorities in Reading
5. Teacher’s Role in Reading
6. Beliefs in Reading

B. Two Theories in Comprehending Text

1. Scheme Theory – Schema? Schemata?
2. Generative Learning Theory

C. Reading Difficulties and Disability

1. ADHD
2. Myopia
3. Hyperopia
4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

1. Story Grammar
2. Story Maps
3. Story Frames
4. Story Sequence/ Clothesline
5. Cloze Procedure
6. Predicting Outcomes
7. Generalizing
8. Noting Details
9. Open-Ended Questions

E. Types of Comprehension Skills

1. Literal
2. Inference
3. Prediction
4. Evaluation
5. Application

F. Bloom’s Taxonomy of Cognitive Domain

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

1.INSTRUCTIONAL BELIEFS- sabatler & Jenkin Smith (1993-199) theorize that the beliefs of an advocacy groups perceptions and actions in the political arena. group actions in turn influence policy makers responses and the subsequent plicy outcomes. one they set of commonly held beliefs about reading focuses on how reading should be taught, especially in the early grades. Phoenics advocates call for explicit direct and systematic skills instruction that emphasizes the alphabetical principle, phoenimic awareness, word recognition, decoding and the relationship between words and spellings. in contrast, proponents of whole language undescore the importance of literature based reading. meaing construction for purposefull functions, student-centeredness, teacher empowerment and the naturalness of reading acquisition in reading instruction.

2.READING MATERIALS hand outs (reading group, main idea, conclusions, judgements, inference, pointof view, the figures of speech, signed words) hand outs ( speed reading) hand outs (vocabulary) hand outs (study skills, outlining) hand outs (test taking skills and dictionary skills)

 3. CURRICULUM DESIGNED People can’t intelligently discuss and communicate with others about curriculum without first making every clear what their interpretation of a curriculum is. In this chapter we will be thinking of a curriculum is a written plan for the educational program of a school. Curriculum designed them will consists of these considerations having to do with the contents. The form and the arrangement of the various elements of a curriculum. We distinguish between curriculum planning and instructional planning with curriculum planning being the antecedent task.

 4. CLASSROOM ENVIRONMENT Is your classroom literacy-friendly? You have an important role in providing the children in your classroom with some of their first experiences with books and reading book around your classroom and think about you do with the children.

5. COMMUNITY ENVIRONMENT This intervention will help your child to increase her/his understanding of reading and language and develop confidence in the learning process. – read orally to your child (short stories, poems, news articles) – read a story and have your child predict what will happen next – Read a story did have your child change the ending. – take time to talk to your child about everything ins his/her environment

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Just post your comments, suggestions and concerns regarding our class.

Hear from you soon.

From Sir Lasconia.