TOPIC 1 INTRODUCTION TO READING IN THE PRIMARY SCHOOL

Definition of reading:
a complex cognitive process of decoding symbols for the intention of constructing or deriving
meaning from a text read. It is a complex interaction between the text and the reader which is shaped
by the readers prior knowledge, experiences, attitude and language community which is culturally and
socially situated.

Knowledge and
sourcing
information

MAJOR PURPOSE:
The construction of
meaningcomprehending &
actively responding
to what is read

Self- improvement

Aims and
purposes
for reading

Improve one's
language skills

Pleasure

Types of reading
Aspects/Types
Definition

Reading aloud
An instructional
practice where the
reader (teachers,
parents etc.) read texts
aloud to children while
incorporating variations
in pitch, tone, pace,
volume, pauses, eyecontact, questions and

Intensive reading
Analytical reading;
involves close reading
of the text to
understand meaning in
greater detail with
specific learning aims
and tasks.

Extensive reading
Reading for general
knowledge and
pleasure where there is
no pressure for detailed
understanding or
comprehension of the
text.

comments to produce a
fluent and enjoyable
delivery.
-Engage children in the
literary process
-Builds and support
their listening and
speaking abilities
-Enhances their overall
language development
-In classreading
session by teachers
-At homebedtime
stories by parents

Advantages

Implementation

Signs: He is able to hear and

distinguish between different
sounds, and focus and track
letters and word on a printed
page without eye strain or
discomfort.

-Fastest way to build

vocabulary
-Forces learners to
develop strategies to
deal with such texts
which are too hard to
read comfortably
Certain activities such
as :
- True/False
statement
- Fills gaps in a
summary
- Match headings
to paragraphs
- Reorder
jumbled
paragraphs

-The reading habit can

be nurtured

-Provide a wide
selection of reading
materials to cater to the
varied interests and
levels of the students
-Reading programs such
as:
- NILAM
- SSR
- DEAR
- FUR
-Teachers become role
models

Physical
maturity

Reading
readiness

Signs: Want to learn how to read.

An
appetite
for
learning

DEF: The point in time when a child is ready to learn

to read and the transitional time the child moves
from being a non-reader to a reader.

Mental
maturity

Signs: Has some general knowledge about the world around him,that is the child
is able to distinguish one object from another.
-

Teach the word of an object if the child knows the physical object
Child able to understand that sounds are represented by letters and
groups of letters make words

Learner's
first
language
literacy

-Influences the speed and

manner of reading in
English.
-Learner reads well in 1st
language ability
transferable to English.

Factors
influencing
reading
Background
knowledge
of learner

Degree of
proficiency
in English

-called schema/schemata mental structure

built upon our experiences

-Those who are proficient

find reading enjoyable

-Reader and writer should have assumptions.

Assumptions are made through experiences
and how our mind organize the knowledge we
have from our experiences

-Lack of proficiency may

face problems with relating
the printed word with oral
knowledge and using it
understanding concepts in
print predicting what
will be encountered in
print.

-prior knowledge will assist reader to

comprehend or interpret the text to a certain
extent

How teachers can help:

-Maintain an integrated approach to reading
-Engage students in the oral use of language surrounding the topic that is being read
-Pay attention to uses of content related vocabulary in reading text chosen
-Promote extensive reading among students
-Text selections based on students prior knowledge, cultural background and interest
-Activate background knowledge during pre-reading stage to assist students to comprehend the text
later

TOPIC 2 THEORETICAL MODELS OF READING

Aspects
Central idea

Process

Bottom-up reading
Reading is a process of decoding a series
of written symbols into aural sounds.
Meaning is then derived from the
blending of sounds.
Readers process each letter as it is
encountered. The letters/graphemes are
then matched to a phoneme of the
language. The phonemes are blended
together to form words. Meaning is then
derived at the end of the process.

Meaning

Derived from blending of sounds

Text processing

A.K.A

Linear Incoming data/information has

to be received before the higher level
mental stages can transform and recode
the information.
Outside-in/part-to-whole

Top-down reading
Reading is conceptually-driven where
the readers use their background
knowledge to make predictions as they
read the text.
The reconstruction of meaning through
interaction of the text. Reader brings to
this interaction his/her knowledge and
expectations about how language
works, interest, motivation and attitude
towards the subject or content of the
text. The reader hypotheses or make
assumptions of the text using his/her
background knowledge to confirm the
hypothesis or assumption or reject the
propositions.
Reconstructed through interaction of
text
Linear

Inside-out/concept-driven/whole-to-part

Interactive reading model

-Reader-driven
-Reading process interaction between reader and text
-Readers process text NOT by linear processing, but by utilizing information provided simultaneously
from several different sources
-Views reading as a cyclical pattern whereby textual information and the readers mental activities occur
simultaneously executing both top-down, bottom-up processing
-The reader is using his expectations and prior knowledge to guess the content of the text while
contributing the bottom up processing to ensure that new information is also utilized

Approaches to teaching reading

Aspects\Approaches

Sight Word Approach

Concept

Sight words words

that appear so often in
a text that readers are
able to read by sight
without having to
decode them. Cannot
be decoded; must be
memorized by sight.
-Achieve reading
fluency

Pros/Cons

Objective

Process

-Enable pupils to
associate the
appearance of each
sight word with its
sound/pronunciation
(sight to sound
correspondence)
-Read sight words in
context
-Recognize sight words
quickly and effortlessly
(rapid recognition)
Read sight words very
quickly
Memorization of sight
words

Language Experience
Approach
An approach where
pupils connect their life
experiences with
learning written words
by recording and using
pupils own words to
describe the event or
the activity.
-Effective for struggling
readers
- Promotes creativity (as
it allows creation of
fictional stories)
-Pupils have personal
connection with words
used
- Words/Vocabulary
used are familiar to
pupils; used in
meaningful context

-Enable pupils use

familiar words and in
meaningful context
-To build a personal
connection between
the pupil and the words
used
-Enable pupils to read
more difficult
vocabulary

Pupils choose an
experience they would
like to write about
Discuss the experience
Write the story down
as the pupils dictate it
Record on large
chart paper, repeating
the words as they are
written Writing neat

Phonics Approach
An approach that
teaches the relation of
the letters (graphemes)
to the sound
(phonemes) they
represent.

-Helpful at the initial

stages of developing
reading
-Problem there is no
correspondence
between the letters and
the sounds the letters
represent English has
many irregularities;
makes it hard for ESL
learners to identify
unfamiliar words/words
they have never heard
of
-Enable pupils to
pronounce words by
blending the sounds
together

Learn relationship of
the letters to sounds
Pronounce printed
words by blending
sounds together
Able to recognize
familiar words and
decode new words

and large for easing

reading Read the
text aloud Point to
each word as you read
aloud Have the
pupils to read aloud

TOPIC 3 READING SKILLS IN THE MALAYSIAN PRIMARY SCHOOL ELC & SELECTING, ADAPTING &
PRODUCING ACTIVITIES & MATERIALS FOR DEVELOPING READING ALOUD & COMPREHENSION SKILLS
Refer to page 21, 22, 26, 27, 31, 33, 34
Criteria for Evaluating Text for Reading Development

Suitability of
content

-should interest readers

How?
-Find out what pupils like books borrowed
most often in the library keep an eye on
what pupils read in class
-begin with materials for enjoyment until
reading skills improve intrinsically
motivating

Criteria for
evaluating
texts

Readiability

-Refers to the combination of structural and

lexical difficulty
-How?
-A library that cater all levels of pupils
-Materials that suit most, though not all;
compensate by giving individual attention
(minority)
-Cause of structural difficulty sentence length
and complexity
-Calculate readability index Pick 100word
passages from the beginning, middle and end
Count syllables/sentences; more syllables/fewer
sentences= more difficult because more
syllables/fewer sentences = longer words = less
familiar
Cloze as an indicator of readability (Fill-in-the-blanks for passage)
-Challenging, but not too difficult to read
-Words are deleted systematically
-To measure reading comprehension

Exploitability

-facilitation of learning
-Pupils develop ability to extract the
content from the language that
expresses it
-Through? stimulating real-life
purposes use of authentic texts

TOPIC 4 STAGES OF A READING COMPREHENSION LESSON

What is reading?
a complex metacognitive process where understanding is derived through the intricate interplay of
words and ones prior knowledge.
Aspects\ Stages
General idea

Pre-reading
-To prepare learners for
the reading passage
they will be reading
-To develop their
confidence to read

Purposes

-To generate interest in

the topic
-To introduce
vocabulary, language/
concepts related to the
text
-To help pupils see the
relationship of ideas
-To activate previous
knowledge related to
the text
-To relate text to
personal lives
-Look at picture
predict/speculate
content of text
-Giving background
information of text
-Relevant materials to
be read about the
content
-Writing questions on
what they would like to
know from the text

Activities

While-reading
-Reading activities
learners are expected
to do while reading the
text.
-Help learners develop
reading sub-skills
necessary to extract
message/meaning from
text
-Get the main idea
-Obtain specific
information
-Understand most /all
the message the writer
is trying to convey
-Enjoy a story

Post-reading
-To allow the pupils to
reflect upon what they
have read and to make
connections to their life
experiences/
knowledge of the world
-To allow time for them
to conceptualize what
has been taught/learnt
-To heighten and enrich
pupils interest in the
text

-Identify main idea and

supporting details
-Recognizing transition
words or change in
ideas
-Making and check
predictions
-Completing texts (gap
filling)
-Drawing pictures based
on descriptions
-Sequencing
-Multiple-choice
questions; Whquestions
-True/False statements
-Matching (descriptions
to pictures, headlines to
articles)

-Asking opinions
-Making generalizations
-Discussing moral
values of text
-Researching on related
topics
-Crafts/Poster drawing

Stages of literacy hour

Literacy hour A special program launched by MOE to develop literacy, specifically reading skills among primary
school pupils
- Develop language through story books
- Move away from whole-class teacher-centered approach student-oriented
- Active participation increase pupils interest and motivation to read
- Enhance pupils learning through text-based activities
Stages of Literacy
General idea
Advantages
Activities
Other details
Hours\ Aspects
Shared reading
-Interactive
-Focus on
Ref: 65
Made up of 3 stages; prereading session
enjoyment of the
reading, while-reading and
- Teacher and
story
post-reading.
pupils sit around a -High degree of
Pre-reading
big book/ reading
interaction
-Teacher introduces the
source enough for (teacher-pupil)
story by talking about title
every pupil to read -Increase
and cover
clearly
awareness on how
-Ask pupils to predict the
- Teacher does
written texts work
content based on
most of the
- Reading is done
illustration of the cover
reading, pupils
in a positive,
-Conduct picture walk;
follow with their
supportive and
stopping at some
eyes actively
interactive
significant picture
listening; joining in environment
-Provide clues, asking
reading
-Engages pupils in
probing questions
active
heighten curiosity and
participation
interest in reading the
Ref : pg 64 & 65
story
While-reading
-First reading is purely for
enjoyment
-Teacher run a finger over
words as she reads; pupils
follow with their eyes
-Model the reading with
realistic reactions with the
use of appropriate voice
modulation or tone
-Pause at any point from
time to time to ask pupils
to predict what will
happen next
-Reading carried out in
natural pace, slowing
down when pupils are
joining in
-second, subsequent
reading invite pupils to

join in reading especially

at repeated structures
Post-reading
-Teacher check the pupils
prediction
-Give opportunities for
children to talk about their
predictions
-Teacher build
connections of the story
by activating the pupils
prior knowledge to the
events, actions of the
characters, theme/main
idea of the story
Word/sentence
level work

Dependent on the
text

Guided reading /
Independent work

-Teacher does not

read nor read with
the children
-Teacher works in
small groups (4-6)
to assist pupil(s) to
make meaning out
of print following
an orderly
sequence of steps.
-Pupils are placed
in homogenous
groups where they
share similar
instructional
needs

-Enhances learning -Find verbs in text

-Provide synonyms
for certain words
in text
-Changing tense of
sentences
Ref:67

Teachers coaching,
prompting, questioning
pupils use various
strategies to figure out
individual words + work
out combination of words
( a sentence) means
Grouping
-Teachers work with small
groups of pupils of
homogenous ability
-Each group must be small
enough to receive
intensive support from the
teacher
-Groups will change as
childrens competencies
change
Text-selection
-Fiction/Non-fiction
-Appropriate to the pupils
learning needs, interest
and experience
-A text where the pupils
can read or work through
90-95% of the words
-The text offers new

opportunities for new

learning/ 5-10%
unfamiliarity
-Each child must have
copy of the text
Teaching sequence
-Introduce text briefly
Carry out picture walk,
explain/discuss special
features/potential
challenges the pupils may
need help in (technical
terms, characters names)
Pupils read the text;
take responsibility of their
own reading Teacher
monitors each member of
the group, prompting and
encouraging them to use
the strategies they have
learnt Teacher move
alongside pupil to check
how they process the text
Teacher only
intervenes when
necessary Teacher take
down notes of each
individuals progress
Returning to the text (to
teach specific skills and to
do vocabulary work)
Teacher discuss other
problem-solving strategies
to assist the children to
unravel meanings out of
problematic words.
** Best for
emergent/early readers
-Work done alone
while teacher
attends to small
groups

-Write a short
poem/paragraph
-Write a
description based
on a photograph
-Rewrite the story
read from a
different POV
-Compile a word
bank of saying

words from
stories read
-Draw simple
cartoons with
simple dialogues
based on stories
read
Plenary

-Review of the
days lesson
-Pupils reflect on
their learning
-Talk about what
they have done,
how they have
done it
-Pupils talk about
what they enjoy
most

TOPIC 5 TECHNIQUES FOR TEACHING VOCABULARY

Developing
word attack
skills

Inferring
meaning from
context

Frequent
exposure and
repetition
Principles
pf T&L
vocabulary

Presentation
in context

Meaningful
presentation

1. Developing word attack skills

-help pupils to become independent and fluent readers
-Enable pupils to make sense of an unknown word while reading
-Rely on the ability to recognize sounds that make up words and to put those sounds together (phonic
awareness)
-Advanced word attack skills Using context, prefixes, suffixes or dictionary to determine what a word
means
Eg: Ref 73
Word attack skill
Elaboration
Example
Segmenting the component
-Oral segmentation helps pupils
sat = /s/ /a/ /t/
parts of a word
to separate words into sounds.
Advanced
-Exercises begin with a focus on
Movers = move + er + s
syllables
-Segmentation activities
move verb
prepare children for spelling
er Changes to verb to a noun
they segment words into
(person)
individual sounds in order to
s indicates plurality
write them out
-Higher level breaking up the
components of a word according
to its meaningful parts/adding
prefixes and suffixes to a root

Blending

Common syllable pattern

Recognizing symbols for vowel

sounds

word
-Individual sounds are combined
to make words
-Helps children to hear how
sounds are put together
-Will lead to children decoding
words independently when they
read
-Blending + segmentation
form two most essential
phonemic awareness instruction
activities provide children
with engaging opportunities to
discriminate sounds
-Repetition of the same pattern
-Good for emergent/beginning
readers
- Will help learners to
consolidate the concepts of
word patterns
-Help them develop phonemic
awareness
-To develop recognition of
symbols for vowel sounds
-Activity could be conducted as
board work for vowel sound ea
and oa

Blend sound /b/ /a/ /t/ word

bat

Ref pg 74 & 75

Ref 75 & 76

2. Contextual clues hints that the author gives to help define a difficult or unusual word
-Important that teachers teach pupils to recognize and take advantage of contextual clues to assist
them to decode challenging words when they read
Types of contextual clues
Meaning
Examples
Synonym
Using a word with the same
My opponents argument is
meaning that is found in the
fallacious misleading, plain
same sentence
wrong
Antonym
Using a word or group of words
Although some men are
that has the opposite meaning
loquacious, others hardly talk at
which reveals the meaning of an all
unknown term
Explanation
The unknown word is explained
The patient is so somnolent that
within the sentence or in a
she requires medication to help
sentence immediately preceding her stay awake for more than a
it
short time
Example
Specific examples are used to
Celestial bodies, such as the sun,
define the term
moon and stars, are governed by
predictable laws

Teaching vocabulary
techniques
Visuals

Mimes, actions and

gestures

Pros

How? / Process

Suggestions/Activities

-A wide variety of
materials; easily
accessible
Flash cards
-Can be used to
introduce nouns, new
words
-Used as substitution
word cards in different
contexts
-Used flash cards can be
displayed on the word
wall facilitate and
reinforce further
learning used as
reference
Word wall
-May help children
learn rhyming word
families (at, hat, cat)
-Help children learn to
spell high frequency
and vocabulary words
and begin to use them
in their writing
-Will make pupils more
attentive
-Aid pupils in
communicating,
understanding and
participating during
lessons
-Have effect on
memorization (
Reinforced
memorization) how?

Caution
-Dont over use them
-Know exactly why you
are using them
-Plan exactly how you
are going to use it
-Vary the kinds of visual
you use
-Flashcards must be
seen by everyone
-Avoid
confusing/cluttered
pictures

Videos, TV, CDs,

catalogues, recipes,
menus, photographs
Flash cards Versatile
visuals used for drills
Word walls - A wall
where teachers can
display words taught.

How?
Make sure pupils
reproduce the gestures
while repeating the
words become more
active in their repetition
reinforce its trace in
memory
3 ways of learning
Auditory modality
-Provided by teachers
voice and repetition
Visual modality
-Exposed through
visualization of gestures
Kinesthetic modality
-Reproduction of
gestures (by pupils)

-Giving directions
Gestures associated
with a particular
thing/action can
leave out the oral
instruction handy in
a noisy setting
-Word meaning
-To elicit certain words
and phrases from
students
-Associate gestures with
words to help pupils
remember vocabulary
better
-Mime games
-Fun
-Pick strips of paper
containing action

Dictionary

-Effective component of
understanding a word
deeply
-Help pupils determine
the precise meaning of
a word
-Provide helpful
information about the
history of a word
-Reinforce the
interrelationship among
words in the same
meaning
-Usage notes explain
differences among
words the
appropriateness of one
words over another in a
particular context
-Contribute to an
interest in and attitudes
towards words that
teachers and the
students explore
-Thesaurus helps
learners make fine
distinctions among
concepts and words

Games

-Overcome the
challenging task of
learning new
vocabulary
-Will make learning new
words fun creating a
competitive
environment pupils
tend to put forth more
effort hence learn
more

-Explore dictionary
entries
-Words for which the
dictionary is essential
may be entered in a
students vocabulary
book
-Discussing usage notes

have a volunteer mime

his/her sentence while
the rest of the class has
to guess
- A good review activity
-To check individual
comprehension
-Complete
grids/spidergrams of
word families to show
common derived forms
-Matching game; decide
which word or
expression in a group is
the odd one out, in
terms of style.

-Taboo (Hot seat)

-Memory challenge
-Last one standing
-Pictionary
-Bingo
-Outburst
-Concentration
-Scrambled letters
-Q & A
-Categories (Alphabet
game)

Refer to page 95 & 96

TOPIC 6 TECHNIQUES FOR ASSESSING READING SKILLS AND VOCABULARY
Discrete feature test for reading
Discrete feature test for reading - only concern with testing vocabulary
- Vocabulary tests thought to be good predictor of pupils reading ability
- The syllabus for KBSR & KSSR spells out vocabulary items that pupils need to master at each
stage of their reading development
- Intrinsically motivating They are learning a second language Learning even more words
- Tests of recognition
Types
Example
Focuses on speed
In 2 minutes mark in the space provided whether the two words given on each
recognition and
line are the same or different (S/D)
visual
1. mark make
discrimination
2. slate- slate
Create additional discrete features vocabulary tests
1. house mouse
Check your answers
Use contextual
** make sure there clues in the context; clue fits in ONE word not several words
clues to
Fill in each blanks with one of the words given in brackets
understand
1. We went to the supermarket yesterday and bought a large ______ from
unfamiliar words
him (a.car b.pumpkin c.coat d.hat)
Circle the word which can replace the underlined word in context
1. One day a lady called Sakina went to a rich friends party. When Sakina
entered the house, nobody offered her a seat or gave her anything to eat
a. bought b. gave c. asked
Continue to create the story of Sakina at the party
Use the example above as a template
Include underlined words that can be replaced in the story context

Holistic reading test Use of authentic texts to test reading comprehension

-Must select texts that are familiar to pupils
-Truly test reading comprehension not just prior knowledge
-Authentic texts provide a more realistic and reliable means of assessment help motivate pupil by
demonstrating how the target language is used in real-life situations.
- Types of questions require pupils to look at ideas from different parts of the text together main
points, cohesion, prediction of outcomes
Type
General idea
Examples
Multiple choice tests
Form of assessment where
Excerpt Questions List of
pupils is given a choice of a few
possible answers
options to select the best answer
to the question
Text completion
Form of assessment that
Complete sentence with a
requires learners to understand
word/phrase/sentence
the content of the stimulus
Excerpt Complete sentence

Cloze test

Open-ended questions

True-false questions

tests learners overall

comprehension of the stimulus,
specific area or the learners
attitudes, beliefs, motivations, or
other mental states
Words are deleted systematically Excerpt Several words missing
measure reading
comprehension leave first
sentence intact to introduce the
context
Tests a whole range of reading
-Identify main ideas/supporting
comprehension skills.
details/inferring skills/cause
effect / interpretation of text

Range of statements consisting

of true and false statements
Students need to identify which
is which

Why did Sarah do that?

What word would you use to
describe..?
** must be completely
true/false not partly true/false,
more true than false,
paraphrase from text to make it
more challenging
Text True false statements
and columns

Ref 111-122
Designing test questions
5 reading powers
Reading powers rubric

TOPIC 7 ENRICHMENT AND REMEDIAL READING ACTIVITIES

Remedial Reading Intervention
Possible reasons
-class ratio : too many children in class affects the personal attention the teacher can provide
-too rapid pace of instruction : difficult to achieve mastery of skills presented
-dyslexic
How to identify remedial readers
Characteristics
-Read at levels below their peers
-Have limited vocabulary
-Few internalized reading skills
Reading assessment
-Ask pupils to read aloud take note of pupils application of decoding skills, fluency, reading rate
-Ask recall and inference questions to assess comprehension
How do we help
Ref : pg130
Techniques
Elaboration
Teach all skills directly
-Explicitly teach pupils exactly what they need to know
-Direct instruction helps ensure the pupil learns all
necessary skills
-Maximizes effectiveness and efficiency
Teach in a systematic manner
-Present information in a deliberate, pre-planned carefully
controlled manner
-Step-by-step instruction allows pupils time to practice and
master individual skills before additional information and
complexities are taught
-Start simple Introduce new skills and knowledge a bit at a
time, adding complexity as pupil learns
-Systematic presentation helps pupils manage and master
complexities of the English language prevents chaos and
confusion helps pupils make sense of our complex written
language
Always provide immediate correction
-Dont allow pupils to learn/practice skills incorrectly
-Correction helps pupils extinguish incorrect approaches
and develop necessary skills
Develop phonemic awareness
-Directly teach pupils how to hear, recognize and manipulate
sounds within words
-To maximize effectiveness directly link the phonemic
awareness skills to print
-Older pupils develop PA, link oral PA skills to printed
phonemic code
Develop and engrain proper tracking
-Pupils process letters in order from left to right
How? Physical pointing (have pupil physically move their
finger/pointer (kinetic motion) Multisensory benefit
develop and engrains proper tracking
-In remediation Ensure pupil processes all the letters in a

Teach smooth blending

Teach the complete phonetic code

Use targeted multisensory processes

Emphasize attention to detail

Develop phonologic processing (Use a

direct systematic phonics approach)

Ensure phonological processing

Avoid sight/whole word reading

word from left to right

-The skill of smoothly blending individual sounds together
- The instructor demonstrate the correct blending technique
of not pausing between sounds
-As to master the phonemic based on written English
-Teach sounds written with more than one letter (/th/
/sh/); the combinations (ee,ea), multiple sounds for certain
letters/combinations of letters (s = /s/ in sit and /z/ in has);
the r-controlled vowel combinations (ar,or,ir) and other
complexities (ph=/f/)
-Pupils need to look at the black printed letter(s) and process
the correct sound
-Teaching activities should establish direct accurate print =
correct sound efficient processing
-Sound knowledge direct, automatic, phonetically correct
print to sound
-Multisensory processes utilizing the different senses aid
learning
-We learn and remember more when we involve multiple
senses including visual processes (pictures), auditory/oral
processes (listening and talking), physical/kinetic processes
(motion, hands on, doing)
-Effective multisensory activities teach correct directional
tracking develop phonemic awareness create a direct
and automatic link between print and sound teach smooth
blending establish correct proficient phonologic processing
-For example Have the pupil write the printed letter while
saying the sound directly links the motion of forming the
printed letter (kinetic), image of the completed letter (visual)
to saying and hearing the correct sounds (auditory)
-Helps pupils learn to read activities that directly teach and
reinforce the skill/knowledge necessary for proficient reading
-Teach the pupil to carefully look at all sounds within a word
and stop him immediately if he skips details
- Important Why? need to extinguish the old habit of
not looking at the details and replace it with the careful
attention to detail
-proper tracking intertwined into the attention to detail skill
-Directly teach pupils to convert letters into sounds and blend
these sounds into words
-Requires integration of direct knowledge of the complete
phonemic code, proper directional tracking, smooth blending,
and attention to detail
-Sight word fails why? Too many words and words are
too similar to learn by overall visual appearance
-To read proficiently pupil must look at each and every
letter in order and process it phonologically

Teach phonetically accurate

representations of print Avoid
teaching word families as unique
units

Guided oral reading is essential

Develop fluency

Teach strategies for handling

multisyllable words

Expand vocabulary knowledge

Directly develop reading

comprehension skills

Practice reading

-Dont teach matters such as word families (at, ig, it) as

unique letter/sound units
-Teach necessary single sounds and blending skills; pupils
read all possible combinations
-Always teach the blended consonants as processing and
blending of the individual sounds NOT by learning cluster
units
** NO word families & blended consonant clusters
-Guided reading is reading aloud to an adult, with feedback
-Correction and instruction helps pupils learn and improve
skills
-Benefits word recognition, fluency and comprehension
-Fluency fast or automatic reading where words appear to
be almost instantly recognized objective for phonologic
decoding is developed word by word based on repeated
accurate phonologic processing of specific words
-How? have to be sure the pupil is reading by correct,
accurate phonologic processing (sounding out the word
correctly) repeated practice adds to their storehouse of
fluent words
-Tools? guided oral reading and spelling/writing words by
sound programs
-Remediation program include direct instruction and
guided practice in handling multisyllable words
-Direct practice with common affixes
-spelling learning how to process longer words
-For reading development
-Vocabulary instruction leads to gain in comprehension
-Comprehensive reading program include vocabulary
development
-Acquisition exposure and direct vocabulary instruction
-Comprehension deriving meaning from text complex
higher level skill explicit or formal instruction / learn
informally help pupils to think about, remember and
understand what they are reading
-Pupil has decoding difficulties teacher establish the
necessary fundamental decoding skills of proficient
phonological processing
-Difficulty in comprehension direct instruction
-Daily read (20-30 minutes a day)
-Majority of reading time Guided reading (reading with
feedback) will lead to independent silent reading
-Appropriateness of book Independent level (read with
few errors-ideal for silent reading), instructional level (read
with some errors, skill building, should be read to an adult;
guided reading), frustration level (read with frequent errors,

Share the joy of reading

guided reading with assistance; best to avoid)

-Should be able to read all grade level material if not, lack
decoding skills, need direct instruction
-Ability to read removes roadblocks and provides the route
to reading enjoyment

Remedial reading activities Varied depending on the needs of the readers and their level of
proficiency Teachers need to carry out a needs analysis to determine pupils needs and tailor activities
to meet that a problem Dont delay intervention
Reading problems
Activities
Elaboration
Phonemic awareness
Tapping syllables
Using different items such as
hand clappers, drums, tennis
rackets. Determine number of
syllables by tapping (eg: two taps
for sister. Tap a certain amount,
think of a word that contains the
same number of syllables
Head, shoulders, knees and toes Give pupils words 1-4 phonemes.
Have them stand up touch head,
shoulders, knees and toes as
they are saying the sounds in
words. For eg : word cat /c/
head /a/ shoulders /t/
knees
Phoneme jumping
Green, yellow, red mat on the
floor give a word with 1-3
sounds have they say the
sounds they hear as they jump
from mat to mat
Fluency
Words per minute partner read
-Select two pupils to work
together taking turns as the
reader and listener. Prepare a
set of cards with two labels;
words I can read and words I
need to practice
-Listener responsible for
timing and helping the reader
-After one minute, count cards,
take down the number. Do 2/4
times, exchange roles
Buddy reading
In pairs pupils read to each other
receive feedback and
guidance reading appropriate
text from their peers One
plays reader, one plays listener
Teacher sets a timer for a

Prefix and suffix

desired amount of time

listener provides feedback to
reader listener is responsible
for checking off the reading
behaviors that the reader
demonstrated must be
modeled by teachers first
Help children understand and
recognize common prefixes and
suffixes prepare some suffix
and prefix locate words in
texts achieve reading fluency

Reading for Enrichment

What makes good readers different from poor readers?
-Ref pg 140 & 141
-good comprehenders who can read fluently
-able to process text efficiently and with comprehension
-able to take control of and monitor their reading by pacing and adjusting them when met with
difficulties/challenges
-able to draw accurate and automatic word-recognition skills
-make use of key strategies to comprehend text
Strategies to help able readers with word recognition skill
Ref 142
What teachers should do?
-Provide opportunities to practice individual strategies
-Remind that strategies rarely used alone, several at a time
-Dont give too much instruction on word components may detract from the focus in deriving
meaning hence measure out doses of instruction
-Foster a lively interest in and curiosity about words

Word recognition

Metacognition
skills

Comprehension

Activities for word recognition skill

Activity
Elaboration
Keeping record of challenging
Interesting/difficult/unusual
words
spelling strategies/combination
of letters/multiple meanings
share with others in the class

Activities for enhancing vocabulary (vocabulary building)

Activities
Elaboration
Predicting vocabulary
Link the topic of the text to the
learners prior knowledge
help them predict the likely
vocabulary they will find next
Using contextual clues
-Use contextual clues guess
the meaning of unfamiliar words
Develop and understanding of
-carry out various activities
prefixes and suffixes
help them recognize common
prefixes and suffixes
-use their knowledge of prefixes
and suffixes work out
meanings of words
Understanding the new word
Role play conversation, event,

Vocabulary
building

Pros
-will lead to increased awareness
of words and how words work
-will heighten their
understanding of strategies and
approaches that assist word
recognition
Pros / Examples

-Expose pupils on how in some

cases the adding of
prefixes/suffixes changes the
meaning of the root word/ word
class

through role play

words learnt recently (others

have to guess)
Investigating vocabulary
Synonyms, antonyms,
homonyms of words, vocabulary
associated
Collocation or words that go
Words that have common
together
association
Activities for enhancing and developing comprehension
Activities
Elaboration
Making connections to prior
Readers draw on their schema
knowledge
help them make sense of new
information before, during and
after reading
Relating to prior knowledge
readers use and adapt the
schema to make connections
to the text they are reading
Making predictions
Educated guesses about what
will happen next draw upon
their prior knowledge make
and confirm predictions as
they make connections
between the schema of the
content with new information
Visualizing
Form visual images of what they
have read use their five
senses

Inferring

Self-questioning

Seeking clarification

-Considered guess about the

authors intention
-Draws upon prior knowledge
and contextual clues to gain
deeper meaning of text
-reading between the lines
-Ask questions in their heads as
they go through the text
-before, during, after they read
-When in doubt, ask assistance
unclogged confusion or
matters they are not sure of
-Revisit section that is confusing,
linking what they have read with
their prior knowledge ask
questions to clear their mind
-Seek out friends assistance,

Swimming swimsuit, goggles,

flippers
Salt and pepper, make an
appointment
Pros

-Helps reader relate to the

characters
-Helps the reader make the text
come alive
-Help the readers to understand
and remember the text better

-Help monitor reading and check

their understanding
-Clear confusion, gain
clarification

Summarizing

Identifying main idea

consult a secondary source of

information
-Picking out important
information and key points
turn into succinct statements

-Learn to differentiate important

information and supporting
details
-Put essential information into
their own words that is precise
and clear

-determine the key idea, theme,

authors message
-may be explicit, implicit
-may need to infer, analyze,
synthesize ,evaluate
- usually related to authors
purpose

Analyzing and synthesizing

-work simultaneously
-analyzing involves the reader
examining, questioning, and
probing ideas from their POV
-synthesizing combining new
ideas with existing information
to form conclusions about the
meaning of the text
-two skills work in tandem as
readers stop and think about
their reading / add new
information to existing one
make changes that will affect
their understanding / form new
conclusions
Evaluation
-make judgments based on their
understanding of the text,
knowledge and values
-judgment of the authors
attitude, purpose and position of
the issue brought forth
Activities to extend their already well-developed reading skills
Activities
Elaboration
Connecting to prior knowledge
-Before reading : Ask pupils to
spider web + KWL (what I
create a chart about a main
already know, what I want to
character/main idea in the
find out, what I have learnt)
passage
-After : Add new knowledge with
colored pen
K-before
W- while

Example
Mind map about tigers

Visualizing

Inferring

Self-questioning

L- after
-Reader transfer information
onto a graphic organizer ; flow
chart/timeline/mind map
-Use think aloud approach to
teach readers how to draw
inferences from text

-Teach the learners to ask

specific questions for different
purposes

Timeline for narrative passage

Write on board the sentence

where inference can be made
after reading the sentence
aloud, discuss the information
the author gives indirectly by
looking for clues in the sentence
and using prior knowledge
-Use different colored pens to
highlight authors clues
demonstrate how the author
conveyed the information and
how you know this
** Words like dripped, puddles,
sodden infer it is raining
5W 1H literal questions
(questions to recall facts directly
from text) inferential
questions (questions to think
from given clues)
investigative questions
(questions making reader draw
conclusion from given clues)
evaluative questions (questions
require to make judgments
based on the text content,
authors style, purpose, attitude)
-Investigative : applying
information to make
generalizations, hypothesis and
discuss different POV
-Inferential : introduces the
learner other ways of thinking
about the text

Summarizing

-1st reading : Ask learners to read

a section of the text 2nd
reading : use a highlighter to
locate what they think are the
most important ideas discuss,
justify their decisions return
to the text to record key words
that relate to the parts they have

Identifying main ideas

Analyzing and synthesizing

identify cause-effect,
comparison
Evaluating

highlighted share their ideas,

give reasons for words selected
use key words to make
statements that summarizes the
text
-List the main ideas identify
theme integrate themes
determine overall idea justify
the evidence and how they work
their decision giving reasons
-identifying cause-effect
relationships fish bone
-comparison venn diagram
-express opinion
-asking an evaluative question
-challenging the author

- I think that
- why do you think that
- I dont believe, my opinion

TOPIC 8 LESSON PLANNING

Lesson plan a framework teachers use to deliver their lessons
-Gives an overall shape / idea of the content and the activities teachers want to carry out in the lesson
-Content and activities are bound by learning outcomes teachers hope to achieve
- Helps teachers think about where they are heading, and what to do the next day, following day, week
-Pull teachers to be back on track if they have deviated / distracted momentarily
-Gives the learners confidence pupils know when teachers have thought about the lesson they can
act accordingly
- Suggest professionalism, commitment to job and charge
What makes a good lesson plan?
-Reflect a judicious blend of coherence and variety
-In a logical pattern
-Smooth transition of activities from one stage to another
-End activities culminate with the learners exhibiting behaviors outlined in the learning objectives of
the lesson
-Connection between activities
-Have an overall theme activities built around the theme
-Coherent pattern of progress and topic-linking between lessons
-Lesson not predictable or similar to previous ones students less motivated to learn

Problems
Pupils of different levels

Large class
Dont understand English/use
mother tongue

Solution
Use different materials
Doing different tasks with the
same material
Use the pupils

Use pair work/group work

Use group leaders
Only respond in English

Create an English environment

One task at a time

Talk with the pupils how they

should feel about using English

Elaboration

Get the better pupils to

help the weaker ones
work as pairs, in groups,
explaining vocabulary,
modeling good reading
strategies

Wean students
dependence on mother
tongue over time
Put up materials used in the
lesson
Straightforward task which
does not demand too much
detailed understanding
Remind them that overuse
of mother tongue means
that they have less chance
to learn English; denies
them chance to practice

and use English

What should be in a plan?

-

Target pupils
What is it going to be taught/learnt
How is it going to be taught, with what
Objectives of the lesson
Why are these procedures used
What is the guiding teaching-learning theory behind them

Lastly
-Planning Involves prediction, anticipation, sequencing, organizing, simplifying
-Three phases offers teachers a framework help them develop the reading skill among the pupils
Stage
Pre-reading

Purpose
-arouse pupils interest
-help predictions
-provide some language
preparation for the text (key
words/ phrases)

While reading

-understand the writers

purpose
-understand the text structure
-clarify text content focusing
on meaning

Post-reading

**does not directly refer to

How?
- introduce some background
information about the content
of the text to prepare them
for a later activity
-use relia, visuals, other
references to pupils
experiences help to arouse
interest activate any
knowledge they have about
the topic
-use questions help them
predict what they are going to
read
-Introduce certain key words
in text
-comprehension exercise
-transferring information to
graphic form
-completing lists
-sequencing pictures
-short summaries
-begin with a general
understanding of the text
move to smaller units
(paragraphs sentences
words) larger units provide
a context for understanding
smaller units
-Asking pupils their reaction to

the text
-consolidate or reflect upon
what has been read
-relate the text to the
learners own knowledge,
interests, or views

the text
-Ask pupils to draw a
picture/diagram
-Make a list of suggestions to
the problem relayed in the
text