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.







Aims and
purposes
for reading
Knowledge
and sourcing
information
Self-
improvement
Pleasure
Improve
one's
language
skills
MAJOR PURPOSE:
The construction of
meaning-
comprehending &
actively responding
to what is read
Types of reading
Aspects/Types Reading aloud Intensive reading Extensive reading
Definition An instructional
practice where the
reader (teachers,
parents etc.) read texts
aloud to children while
incorporating
variations in pitch,
tone, pace, volume,
pauses, eye-contact,
questions and
comments to produce
a fluent and enjoyable
delivery.
Analytical reading;
involves close reading of
the text to understand
meaning in greater
detail with specific
learning aims and tasks.
Reading for general
knowledge and
pleasure where there
is no pressure for
detailed understanding
or comprehension of
the text.
Advantages -Engage children in the
literary process
-Builds and support
their listening and
speaking abilities
-Enhances their overall
language development
-Fastest way to build
vocabulary
-Forces learners to
develop strategies to
deal with such texts
which are too hard to
read comfortably
-The reading habit can
be nurtured
Implementation -In classreading
session by teachers
-At homebedtime
stories by parents
Certain activities such as
:
- True/False
statement
- Fills gaps in a
summary
- Match headings
to paragraphs
- Reorder jumbled
paragraphs
-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










Reading
readiness
Physical
maturity
Mental
maturity
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.
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.
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
Signs: Want to learn how to read.
















Factors
influencing
reading
Learner's
first
language
literacy
Degree of
proficiency
in English
Background
knowledge
of learner
-Influences the speed
and manner of reading
in English.
-Learner reads well in 1
st

language ability
transferable to English.
-Those who are proficient find
reading enjoyable
-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.
-called schema/schemata mental structure
built upon our experiences
-Reader and writer should have assumptions.
Assumptions are made through experiences and
how our mind organize the knowledge we have
from our experiences
-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 Bottom-up reading Top-down reading
Central idea Reading is a process of decoding
a series of written symbols into
aural sounds. Meaning is then
derived from the blending of
sounds.
Reading is conceptually-driven
where the readers use their
background knowledge to
make predictions as they read
the text.
Process 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.
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.
Meaning Derived from blending of sounds Reconstructed through
interaction of text
Text
processing
Linear Incoming
data/information has to be
received before the higher level
mental stages can transform and
recode the information.
Linear
A.K.A Outside-in/part-to-whole 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
Language
Experience
Approach
Phonics 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.
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.
An approach that
teaches the
relation of the
letters
(graphemes) to
the sound
(phonemes) they
represent.
Pros/Cons -Achieve reading
fluency
-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
-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
Objective -Enable pupils to
associate the
appearance of each
sight word with its
sound/pronunciation
(sight to sound
correspondence)
-Enable pupils use
familiar words and
in meaningful
context
-To build a
personal
connection
-Enable pupils to
pronounce words
by blending the
sounds together
-Read sight words in
context
-Recognize sight
words quickly and
effortlessly (rapid
recognition)
between the pupil
and the words
used
-Enable pupils to
read more difficult
vocabulary
Process Read sight words
very quickly
Memorization of
sight words
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 and large for
easing reading
Read the text
aloud Point to
each word as you
read aloud
Have the pupils to
read aloud
Learn relationship
of the letters to
sounds
Pronounce printed
words by blending
sounds together
Able to
recognize familiar
words and decode
new words









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










Criteria for
evaluating
texts
Suitability of
content
Exploitability Readiability
-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
-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
-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
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 Pre-reading While-reading Post-reading
General idea -To prepare
learners for the
reading passage
they will be reading
-To develop their
confidence to read
-Reading activities
learners are
expected to do
while reading the
text.
-Help learners
develop reading
sub-skills
necessary to
extract
message/meaning
from text
-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
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


-Get the main idea
-Obtain specific
information
-Understand most
/all the message
the writer is trying
to convey
-Enjoy a story

-To heighten and
enrich pupils
interest in the text

Activities -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
-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; Wh-
questions
-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 Hours\
Aspects
General idea Advantages Activities Other details
Shared reading -Interactive
reading
session
- Teacher and
pupils sit
around a big
book/ reading
source
enough for
every pupil to
read clearly
- Teacher
does most of
the reading,
pupils follow
with their
eyes
actively
listening;
joining in
reading
-Focus on
enjoyment of
the story
-High degree
of interaction
(teacher-
pupil)
-Increase
awareness on
how written
texts work
- Reading is
done in a
positive,
supportive
and
interactive
environment
-Engages
pupils in
active
participation
Ref : pg 64 &
65
Ref: 65 Made up of 3
stages; pre-reading,
while-reading and
post-reading.
Pre-reading
-Teacher introduces
the story by talking
about title and
cover
-Ask pupils to
predict the content
based on
illustration of the
cover
-Conduct picture
walk; stopping at
some significant
picture
-Provide clues,
asking probing
questions
heighten curiosity
and interest in
reading the 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
-Enhances
learning
-Find verbs in
text
-Provide

synonyms for
certain words in
text
-Changing tense
of sentences
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
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











Principles
pf T&L
vocabulary
Developing
word attack
skills
Frequent
exposure
and
repetition
Meaningful
presentation
Presentation
in context
Inferring
meaning
from context
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
parts of a word
-Oral segmentation helps
pupils to separate words
into sounds.
-Exercises begin with a
focus on syllables
-Segmentation activities
prepare children for spelling
they segment words into
individual sounds in order
to write them out
-Higher level breaking up
the components of a word
according to its meaningful
parts/adding prefixes and
suffixes to a root word
sat = /s/ /a/ /t/
Advanced
Movers = move + er + s

move verb
er Changes to verb to a
noun (person)
s indicates plurality
Blending -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


Blend sound /b/ /a/ /t/
word bat
Common syllable pattern -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
Ref pg 74 & 75
Recognizing symbols for
vowel sounds
-To develop recognition of
symbols for vowel sounds
-Activity could be
conducted as board work
for vowel sound ea and oa
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 meaning that is
found in the same
sentence
My opponents argument
is fallacious
misleading, plain wrong
Antonym Using a word or group of
words that has the
opposite meaning which
reveals the meaning of an
unknown term
Although some men are
loquacious, others hardly
talk at all
Explanation The unknown word is
explained within the
sentence or in a sentence
immediately preceding it
The patient is so
somnolent that she
requires medication to
help her stay awake for
more than a short time
Example Specific examples are
used to define the term
Celestial bodies, such as
the sun, moon and stars,
are governed by
predictable laws

Teaching
vocabulary
techniques
Pros How? / Process Suggestions/Activities
Visuals -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
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.
Mimes, actions
and gestures
-Will make pupils
more attentive
-Aid pupils in
communicating,
understanding and
participating
during lessons
-Have effect on
memorization (
How?
Make sure pupils
reproduce the
gestures while
repeating the
words become
more active in their
repetition
reinforce its trace
-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
Reinforced
memorization)
how?

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)
words and phrases
from students
-Associate gestures
with words to help
pupils remember
vocabulary better
-Mime games
-Fun
-Pick strips of paper
containing action
have a volunteer
mime his/her
sentence while the
rest of the class has to
guess
- A good review
activity
-To check individual
comprehension
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
-Explore dictionary
entries
-Words for which
the dictionary is
essential may be
entered in a
students
vocabulary book
-Discussing usage
notes
-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.
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
-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
recognition
and visual
discrimination
In 2 minutes mark in the space provided whether the two words
given on each line are the same or different (S/D)
1. mark make
2. slate- slate
Create additional discrete features vocabulary tests
1. house mouse
Check your answers
Use contextual
clues to
understand
unfamiliar
words
** make sure there clues in the context; clue fits in ONE word
not several words
Fill in each blanks with one of the words given in brackets
1. We went to the supermarket yesterday and bought a
large ______ from 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 pupils is given a
choice of a few options to
select the best answer to
the question
Excerpt Questions
List of possible answers
Text completion Form of assessment that
requires learners to
understand the content
of the stimulus tests
learners overall
comprehension of the
stimulus, specific area or
the learners attitudes,
beliefs, motivations, or
other mental states
Complete sentence with a
word/phrase/sentence
Excerpt Complete
sentence
Cloze test Words are deleted
systematically
measure reading
comprehension leave
first sentence intact to
introduce the context
Excerpt Several words
missing
Open-ended questions Tests a whole range of
reading comprehension
skills.
-Identify main
ideas/supporting
details/inferring
skills/cause effect /
interpretation of text

Why did Sarah do that?
What word would you
use to describe..?
True-false questions Range of statements
consisting of true and
** must be completely
true/false not partly
false statements
Students need to identify
which is which
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 word from left to right
Teach smooth blending -The skill of smoothly blending individual sounds
together
- The instructor demonstrate the correct blending
technique of not pausing between sounds
Teach the complete phonetic code -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
Use targeted multisensory
processes
-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
Emphasize attention to detail -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
Develop phonologic processing
(Use a direct systematic phonics
approach)
-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
Ensure phonological processing
Avoid sight/whole word reading
-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
-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 oral reading is essential -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
Develop fluency -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
Teach strategies for handling
multisyllable words
-Remediation program include direct instruction and
guided practice in handling multisyllable words
-Direct practice with common affixes
-spelling learning how to process longer words
Expand vocabulary knowledge -For reading development
-Vocabulary instruction leads to gain in
comprehension
-Comprehensive reading program include vocabulary
development
-Acquisition exposure and direct vocabulary
instruction
Directly develop reading
comprehension skills
-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
Practice reading -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, guided reading with assistance;
best to avoid)
-Should be able to read all grade level material if
not, lack decoding skills, need direct instruction
Share the joy of reading -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 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
Prefix and suffix 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




Metacognition
skills
Word recognition
Vocabulary
building
Comprehension
Activities for word recognition skill
Activity Elaboration Pros
Keeping record of
challenging words
Interesting/difficult/unusual
spelling
strategies/combination of
letters/multiple meanings
share with others in the class
-will lead to increased
awareness of words and
how words work
-will heighten their
understanding of strategies
and approaches that assist
word recognition
Activities for enhancing vocabulary (vocabulary building)
Activities Elaboration Pros / Examples
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 prefixes and suffixes
-carry out various activities
help them recognize common
prefixes and suffixes
-use their knowledge of
prefixes and suffixes work
out meanings of words
-Expose pupils on how in
some cases the adding of
prefixes/suffixes changes the
meaning of the root word/
word class
Understanding the new
word through role play
Role play conversation,
event, words learnt recently
(others have to guess)

Investigating vocabulary Synonyms, antonyms,
homonyms of words,
vocabulary associated
Swimming swimsuit,
goggles, flippers
Collocation or words that go
together
Words that have common
association
Salt and pepper, make an
appointment
Activities for enhancing and developing comprehension
Activities Elaboration Pros
Making connections to prior
knowledge
Readers draw on their schema
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
-Helps reader relate to the
characters
-Helps the reader make the
text come alive
-Help the readers to
understand and remember
the text better
Inferring -Considered guess about the
authors intention
-Draws upon prior knowledge
and contextual clues to gain
deeper meaning of text
-reading between the lines

Self-questioning -Ask questions in their heads as
they go through the text
-before, during, after they read
-Help monitor reading and
check their understanding
Seeking clarification -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,
consult a secondary source of
information
-Clear confusion, gain
clarification
Summarizing -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
Identifying main idea -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 Example
Connecting to prior
knowledge spider web +
KWL (what I already know,
what I want to find out, what
I have learnt)
-Before reading : Ask pupils to
create a chart about a main
character/main idea in the
passage
-After : Add new knowledge
with colored pen
K-before
Mind map about tigers
W- while
L- after
Visualizing -Reader transfer information
onto a graphic organizer ; flow
chart/timeline/mind map
Timeline for narrative
passage
Inferring -Use think aloud approach
to teach readers how to draw
inferences from text
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
Self-questioning -Teach the learners to ask
specific questions for different
purposes
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 -1
st
reading : Ask learners to
read a section of the text 2
nd

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 highlighted
share their ideas, give reasons
for words selected use key
words to make statements that
summarizes the text

Identifying main ideas -List the main ideas identify
theme integrate themes
determine overall idea
justify the evidence and how
they work their decision giving
reasons

Analyzing and synthesizing
identify cause-effect,
comparison
-identifying cause-effect
relationships fish bone
-comparison venn diagram

Evaluating -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 Solution Elaboration
Pupils of different levels Use different materials
Doing different tasks
with the same material

Use the pupils Get the better pupils
to help the weaker
ones work as pairs,
in groups, explaining
vocabulary, modeling
good reading
strategies
Large class Use pair work/group
work

Use group leaders
Dont understand
English/use mother
tongue
Only respond in English Wean students
dependence on
mother tongue over
time
Create an English
environment
Put up materials used
in the lesson
One task at a time Straightforward task
which does not
demand too much
detailed
understanding
Talk with the pupils how
they should feel about
using English
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 Purpose How?
Pre-reading -arouse pupils interest
-help predictions
-provide some language
preparation for the text
(key words/ phrases)
- 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
While reading -understand the writers
purpose
-understand the text
structure
-clarify text content
focusing on meaning
-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
Post-reading **does not directly refer to
the text
-consolidate or reflect
upon what has been read
-relate the text to the
learners own knowledge,
interests, or views
-Asking pupils their
reaction to the text
-Ask pupils to draw a
picture/diagram
-Make a list of suggestions
to the problem relayed in
the text