Developmental Reading 2

Course Outline on Teaching Listening and ReadingJune 23, 2012Course Outline

Eng 213

(The Teaching of Listening and Reading)

BSED II

Download this file: http://ditreading.files.wordpress.com/2009/06/module-6-1-english.pdf

At the end of this lesson, you should be able to:

1. explain the listening process;

2. give reasons for doing listening;

3.differentiate the types of listening;

4. prepare varied listening activities for listening comprehension.

Part I. An Introduction

Definition of Listening

Five Main Reasons Why People Listen

1. To be able to engage in social rituals

2.To get information

3.To be able to respond to “controls”

4. To respond to feelings

5. To enjoy

Five steps in the listening process

ReceivingUnderstandingRememberingEvaluatingRespondingListening can be classified into several types depending on how you pay attention to what is being said or heard

Marginal/Passive ListeningAttentive ListeningCritical/Analytical ListeningAppreciative ListeningChoosing Listening Text

authentic TextAdvertisementsnewscastsweather reportsannouncementshomiliesdoctor-patient consultationjob interviewsActivities in Integrating Listening with Other Macro Skills (Speaking, Reading, Writing,Viewing)

Pre-ListeningTape ScriptThe TQLR Technique (Jocson, 1999)Part II. Teaching Strategies: Listening

Importance of Listening

The Nature of Listening Skill

Barriers to Listening

How to Become an Active Listener

Levels of Listening Ability

Mapping

Format For Exercises in Listening Comprehension

Suggested Listening Comprehension Activities

IdentificationIdentification and Selection without retentionIdentification and Guided Selection with Short-Term RetentionIdentification, Selection, and Long-Term RetentionInformation SearchPassagePicture CommunicationListening for Word OrderReflecting LanguageMatching Converstions with the Correct PicturesIdentifying People in a Photograph

Giving DirectionsIdentification of PlacesLooking for a JobFollowing the main points of a dialogue/narrationIdentifying a situation by listening to a dialogueComprehension of short narrativesUnderstanding detailed description of Two PicturesCan You Follow Directions?Part III. Teaching Strategies: Reading

Meaning and Nature of Reading: Old and New Views

Levels of Comprehension

Three Models of Reading Strategies

Useful Aids to Comprehension

Pronunciation Activities Focused on Communication via Cooperative Learning

Concepts, Theories and Principles of Vocabulary and Reading Comprehension

Context Clues in Vocabulary BuildingMultiple- Meanings of WordsWord AssociationsCollocationsClustersClineClippingAcronymyBlendingReduplicationDenotationGeneric vs. Specific WordsPropaganda DevicesSample Activities on Antonyms and Rhyming Words

Vocabulary on Feelings: Affective Domain

Factors that Influence the Acquisition of Reading Ability

Required Reading Skills

Essentials of Reading Comprehension

Taxonomy of Reading Comprehension

Competencies and Learning Objectives in Reading

Study Reading Abilities and Skills

Formulating Objectives Key Phrases to Use With Taxonomy

Reading Strategies for Specific Purposes

Strategies for Various Reading Programs

Goal-Oriented Instructional Model

An Excellent, Balanced Reading Program

Methods and Techniques in each Reading Period

Reading Readiness Period

Linguistic Approach to Reading

-Bloomfield Approach

-Fries Approach

-The Gibson-Richards Linguistic Approach

-Alphabetic Approach

-Phonic Approach

-Phonovisual Method

Story Grammar: A Structural Approach to Facilitate Comprehension

Cloze Procedure Technique for the Improvement of Reading Comprehension

Improving Comprehension through Semantc Webbing

Prototype Instructional Materials using Story Grammar Technique

Reading Activities for the Development of Reading Comprehension

Dimensional Approach Material

Word Recognition Activities

Some Sample Materials for Remediation

More Modern Strategies

Question-Answer Relationship (QAR)

Mapping Concepts and Stories

Activate Prior Knowledge

K-W-L Strategy

Evaluation Measures: Course Requirements:

Quizzes:…………………………….. 20% 1. Compilation of Outputs/Portfolio

Exam (MT/FT)………………….. 50% 2. Class Attendance

Oral Recitation/Reporting……. 10% 3. Written Outputs

Project/Assignment……………. 20%

MTG + FTG = Final Grade

2

Suggested Listening Comprehension Evaluation

Spoken text requiring open-ended answersSpoken texts requiring multiple-choice answersResponding to oral instructionsIdentification of soundsIdentification of meaning carried by stress and intonationIdentification of true/false statements, using dialogueOral summary of a passage recorded or read aloud.Notetaking of lecturettesDictationReferences:

Teaching Strategies I.For Teaching Communiation Arts: Listening, Speaking, Reading, and Writing. Alcantara, Rebecca et. al

Look, Listen & Learn Video CD. Rodolfo C. Torres

Module 6.1 Curriculum and Instruction: The Teaching of English. Department of Education

Assessing and Correcting Reading and Writing Difficulties. Gunning, Thomas G.

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List of ReportersMarch 5, 2012Course OutlineDevelopmental Reading

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

Course Objectives:

Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.

Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.

Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.

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 - (Marisa T. Motoy )vs. Whole Language Approach (Marilou N. Subista)

B. The Reading Teacher (Ma.Delia Q. Geronimo)

C. Making Transitions Toward Holistic Teaching (Teofilo Tamona)

1. Instructional Beliefs (Pinky Marie Gapas)

2. Reading Materials (Afghan Macatimbol)

3. Curriculum Designs (Poncardas, Dhen Rose)

4. Classroom Environment (Marjorie Estrada)

5. Community Involvement (Jarlyquin Malino)

Unit III. Understanding Reading:

Defining and Redefining Beliefs (Ma. Bebs Hipe)

A. Understanding the Reading Process (Anna L. Insik)

Linear (Lovely A. Herediano)

cyclical (Cristopher H. Gino)

learning alphabet (Miralyn R. Ebias)

recognizing (Marvelyn Abaten)

decoding (Macate, Elfrance)

mouthing of words (Abalora, Cherryline)

fluency (Dayanan, Joreymae P.)

B. Aspects that influence reading development

1. Cognitive Aspects (Moran, Nilgena A.)

2. Affective Aspects (Landusa, Amor A.)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

Bottom-Up Theory (Geronimo, Jerry)

Top-Down Theory

Interactive Theory

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 (Matundo, Carol Angelin)

C. Word Recognition Instruction

Alphabetic Principle (Tan, Maisara)

Alphabetic Knowledge (Enderes, Apple Grace)

Phonemic Awareness – letter-sound relationship (Canonio, Joylaine Z.)

Phonological Awareness – ability to produce sounds (Juanillo, Jonalyn)

Print Awareness (Arocha, Arby Lee)

Decodable Text (Salminang, Myla C.)

D. Word Recognition Strategies (Asa, Samra)

Sight Words – Dolche List, Phili-IRI, Frye List (Asa, Fatima)

Context Clues (Albiro, Lovelyn Gui M.)

Structural Analysis (Camasora, Reysel)

Dictionary (Watin, Jenny S.)n

Alphabet Book (Nadela, Janet) and Chart (Sohomid, Geome)

Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary (Encabo, Gleeny)

A. What is vocabulary instruction (Sualim, Anachelle)

B. Strategies of Building Vocabulary (Alido, Chrsitelyn)

Structural Analysis (Macatimbol, Haries)

Word Associations (Edres, Norlaine)

Context Clues (Ali, Hamera)

Homonyms, Homographs, Heteronyms

Figures of Speech

Idioms

Synonyms and Antonyms

Word Map

Unit VI. Comprehending Text

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

Less Time in Reading

Teachers Manual in Reading

Curriculum in Reading

School Management and Priorities in Reading

Teacher’s Role in Reading

Beliefs in Reading

B. Two Theories in Comprehending Text

Scheme Theory – Schema? Schemata?

Generative Learning Theory

C. Reading Difficulties and Disability

ADHD

Myopia

Hyperopia

Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

Story Grammar

Story Maps

Story Frames

Story Sequence/ Clothesline

Cloze Procedure

Predicting Outcomes

Generalizing

Noting Details

Open-Ended Questions

E. Types of Comprehension Skills

Literal

Inference

Prediction

Evaluation

Application

F. Bloom’s Taxonomy of Cognitive Domain

Knowledge

Comprehension

Application

Analysis

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.)

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Course Outline BEED 1C and DNovember 16, 2011

Developmental Reading

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

Course Objectives:

Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.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

Linearcyclicallearning alphabetrecognizingdecodingmouthing of wordsfluencyB. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

Bottom-Up TheoryTop-Down TheoryInteractive TheoryTransactional TheoryUnit 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

Alphabetic PrincipleAlphabetic KnowledgePhonemic Awareness – letter-sound relationshipPhonological Awareness – ability to produce soundsPrint AwarenessDecodable TextD. Word Recognition Strategies

Sight Words – Dolche List, Phili-IRI, Frye ListContext CluesStructural AnalysisDictionaryAlphabet Book and ChartSongs, Chants, Rhymes and JinglesUnit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

Structural AnalysisWord AssociationsContext CluesHomonyms, Homographs, HeteronymsFigures of SpeechIdiomsSynonyms and AntonymsWord MapUnit VI. Comprehending Text

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

Less Time in ReadingTeachers Manual in ReadingCurriculum in ReadingSchool Management and Priorities in ReadingTeacher’s Role in ReadingBeliefs in ReadingB. Two Theories in Comprehending Text

Scheme Theory – Schema? Schemata?Generative Learning TheoryC. Reading Difficulties and Disability

ADHDMyopiaHyperopiaDyslexiaD. Some Teaching Strategies in Developing Reading Comprehension

Story GrammarStory MapsStory FramesStory Sequence/ ClotheslineCloze ProcedurePredicting OutcomesGeneralizingNoting DetailsOpen-Ended QuestionsE. Types of Comprehension Skills

LiteralInferencePredictionEvaluationApplicationF. Bloom’s Taxonomy of Cognitive Domain

KnowledgeComprehensionApplicationAnalysisSynthesisUnit 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

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Useful SitesJuly 29, 2011Reading Comprehension

Speed Reading

Selective Reading

Cognitive Reading

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Download: What is Reading?July 1, 2011READING BEED

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Reading NotesJuly 1, 2011

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

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

Children should learn to read before they write.

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

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

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

Emergent Literacy

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

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

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

Young children actively construct concepts about reading and writng.

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 :

general ability

background of previous experiences

range of speaking vocabulary

accuracy of pronunciation and related speech habits

ability to express oneself clearly to others

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

Ability to perceive likeness and differences

Ablility to recognize relationships

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

Ability to think clearly and in sequence

Ability to make choices and decisions

Good health

A well nourished body

Freedom from fatigue

visual effeciency and discrimination

Auditory effeciency and discrimination

Emotional balance

Social adjustment and feeling of security

Ability to focus on specific learning activities

Ability to work effectively in a group

Interest in pictures and the meaning of written printed symbols

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

Noting Details

Sequencing Ideas

Organizing Ideas

Classifying Ideas

Summarizing

Critical Thinking Skills

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.

Articles : a, an, the

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

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

conjunctions: and, but

verbs: has, have, do, does, done

Five Main Categories of Word Analysis or Attack Skills

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

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

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. Think4. 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.