Dvp read skill k-12(

Hanadi Mirza Hanadi Mirza [email protected]@hotmail.com

Developing Learners’Developing Learners’

READING SkillREADING Skill(K-12)(K-12)

Hanadi MirzaHanadi Mirza

Problems with MY ReadersProblems with MY Readers

Nat [b] Tap [k] (KG 3) Nat [b] Tap [k] (KG 3) Sunday = Day of the Sun (Gr. 3)Sunday = Day of the Sun (Gr. 3)Major vs. minor characters (Bacc II)Major vs. minor characters (Bacc II)The boys having bags are in class. The boys having bags are in class. Having Having

is singular or pluralis singular or plural? (univ. 1? (univ. 1stst yr) yr)Graded readers are written in narrative Graded readers are written in narrative

style. (univ. 2style. (univ. 2ndnd/3/3rdrd yr) yr) * Copy/Paste* Copy/PasteSocial /Fair / Bear / VocaPulary (univ.)Social /Fair / Bear / VocaPulary (univ.)


Part Part I - Overview on I - Overview on How to Teach ReadingHow to Teach Reading in KGs, Elementary, and Cycles 3 8 4 in KGs, Elementary, and Cycles 3 8 4

(A comparative Approach)(A comparative Approach)

Part II - Group Work: sharing problems Part II - Group Work: sharing problems teachers face with their readers teachers face with their readers and and suggesting solutionssuggesting solutions



Natural Language DevelopmentNatural Language Development

LL ListeningListening PianoPiano

SS SpeakingSpeaking ViolinViolin

RR ReadingReading Drums Drums

WW WritingWriting Flute Flute


Reading ProcessReading Process

Reading = Decoding (category)Reading = Decoding (category)

Reading Comp= Decoding + EncodingReading Comp= Decoding + Encoding

READ Aloud READ Aloud Pronunciation + Intonation Pronunciation + Intonation

READ Silently READ Silently Comprehension Comprehension


1.1- Communicate with others observingrules 1.1- Communicate with others observingrules appropriate to own levelappropriate to own level NCERD NCERD

KG 1 (L + S)KG 1 (L + S) KG 2 (L+ S+ R)KG 2 (L+ S+ R) KG 3 (L+ S +R +W)KG 3 (L+ S +R +W)

-Listen to what is -Listen to what is heard.-Apply some heard.-Apply some instructions given instructions given by others.-Express by others.-Express needs with various needs with various methods.-methods.-Express Express what he himself is what he himself is doing.-doing.-Take Take initiative in initiative in speaking to speaking to others.others.

Listen to what is Listen to what is heard.Apply heard.Apply instructions given by instructions given by others.Express needs others.Express needs with various with various methodsmethods.Express what .Express what he/she or others are he/she or others are doingdoing.-Apply rules of .-Apply rules of communication during communication during dialogdialog.Take initiative in .Take initiative in speakingspeaking

Listen to what is Listen to what is heard.-Follow heard.-Follow instructions &interact instructions &interact with the urgings of with the urgings of others -Express needs others -Express needs with various methods.-with various methods.-Express what he or Express what he or others are doingothers are doing.-Apply .-Apply rules of communication rules of communication during dialog during dialog Take Take initiative in speaking initiative in speaking and discussing with and discussing with others .others .


The 5 Elements of Reading The 5 Elements of Reading L L S S R R W W

I- Phonemic I- Phonemic Awareness Awareness Identifying sounds Identifying sounds

II- PhonicsII- Phonics Reading sounds Reading sounds

III- Vocabulary III- Vocabulary Meaning MakingMeaning Making

IV- Fluency & Accuracy while DecodingIV- Fluency & Accuracy while Decoding

V- ComprehensionV- Comprehension Read Read TOTO Comprehend Comprehend

i.e. i.e. Answer in Answer in OWN OWN Words Words

i.e. i.e. Paraphrase AnswerParaphrase Answer

WritingWriting Identify Sounds Identify Sounds thenthen Write Letters Write Letters


I- Phonemic Awareness (KGs)I- Phonemic Awareness (KGs)

1- Rhyming words1- Rhyming words 2- Sounds within words2- Sounds within words a) Beginning soundsa) Beginning sounds b ) Ending Sounds)b ) Ending Sounds) c) Middle soundsc) Middle sounds 3- Sound Blending (sounds i3- Sound Blending (sounds intonto a word) a word) 4- Sound Segmenting (a word 4- Sound Segmenting (a word intointo sounds) sounds) 5- Words within sentences5- Words within sentences 6- Syllables within words6- Syllables within words


II- Phonics (KG2 & KG3)II- Phonics (KG2 & KG3)

SOUND of a letter SOUND of a letter NOT WritingNOT Writing

Process of translating written words into speechProcess of translating written words into speech Letter Reading Letter Reading NOT WritingNOT Writing

- Sound blending- Sound blending - Word Building- Word Building - Connect sounds to word- Connect sounds to word


PhonicsPhonics1) m M ABCDEFGHI….1) m M ABCDEFGHI….

2) m + a = ma e + d = ed2) m + a = ma e + d = ed ma + n = man b + ed = bedma + n = man b + ed = bed

3) cat = c + at ca + t 3) cat = c + at ca + t

4) hat pen can dog4) hat pen can dog mat red bed satmat red bed sat


3- Vocabulary (KGs)3- Vocabulary (KGs)

Learn 2000-4000 new words per grade levelLearn 2000-4000 new words per grade level Pre-teach Pre-teach VocabVocab

1- Meaning of q word:1- Meaning of q word: - Using Meaning prompts- Using Meaning prompts - Using - Using Visual prompts (Pictures & Realia)Visual prompts (Pictures & Realia)- Acting out a WordActing out a Word- Using Multiple Prompts - Using Multiple Prompts - Using Relations between words: synonyms, antonym, prefixes, - Using Relations between words: synonyms, antonym, prefixes,

roots …roots …

2 – Application2 – Application - Guessing Games / Acting out- Guessing Games / Acting out - Put a word in a meaningful sentence- Put a word in a meaningful sentence

Pre-Teach Vocab (Cycles 1 & 2)Pre-Teach Vocab (Cycles 1 & 2)

1- Meaning 1- Meaning fromfrom Context Clues: Context Clues: Definition / Synonym / Antonym (Part of Speech)Definition / Synonym / Antonym (Part of Speech) Word Formation using Prefixes & SuffixesWord Formation using Prefixes & Suffixes Dictionary Skills – Spelling Rules - DictationDictionary Skills – Spelling Rules - Dictation

2- Application/Review:2- Application/Review: Guessing Games using Pictures / RealiaGuessing Games using Pictures / Realia Acting out the word / Cross Puzzle WordsActing out the word / Cross Puzzle Words Put a word in a meaningful sentence (Cycle 1)Put a word in a meaningful sentence (Cycle 1) Write a (narrative) paragraph using the following Write a (narrative) paragraph using the following

5 words: … (Cycle 2)5 words: … (Cycle 2)Hanadi Mirza Hanadi Mirza

[email protected]@hotmail.com

Vocabulary (Cycles 3 & 4)Vocabulary (Cycles 3 & 4) During Reading During Reading

1- Meaning 1- Meaning ININ Context: Context: Find a word/expression in the text that means …Find a word/expression in the text that means …

using the context clues of the text itselfusing the context clues of the text itself

2- Application:2- Application: Write a persuasive essay arguing with or against Write a persuasive essay arguing with or against

the law of banning smoking in public places in the law of banning smoking in public places in LebanonLebanon. (Lexis & Spelling). (Lexis & Spelling)



IV- Fluency & AccuracyIV- Fluency & Accuracywhile Decodingwhile Decoding

(follow with finger / ruler)(follow with finger / ruler)

My dog is in the red box. (KG)My dog is in the red box. (KG)

Four people are waiting in front of the police Four people are waiting in front of the police stations. (Cycle 2)stations. (Cycle 2)


Poor PronunciationPoor Pronunciation NO Comprehension NO Comprehension

Using Using SimplifiedSimplified Phonetics Phonetics

People [pypl] police [polys] People [pypl] police [polys]

food [fooood] purpose [pfood [fooood] purpose [pəərps] rps]

Schwa [ ə ]Schwa [ ə ] [euh] sound [euh] sound

BBC / CNN / Online Phonetics / Google...BBC / CNN / Online Phonetics / Google...


Spelling vs PronunciationSpelling vs Pronunciation

Psychology (ps--) [saykoləPsychology (ps--) [saykolədjdjy] y] Pneumonia (pn--) [nəmonia]Pneumonia (pn--) [nəmonia] Climbing, comb, lamb, bomb (--mb) Climbing, comb, lamb, bomb (--mb) [klayming], [kom], [lèm], [klayming], [kom], [lèm],

[bám][bám] Calm, Palm (--l m)Calm, Palm (--l m) [kám] , [pám] [kám] , [pám] Folk , Folktale (-- l k) Folk , Folktale (-- l k) [fok] , [fokteyl] [fok] , [fokteyl] Vegetable [ve Vegetable [ve dj dj təbl] təbl] CComfortable [kámftəbl]omfortable [kámftəbl] Government (nm) [gavərmənt]Government (nm) [gavərmənt] Suggest, Suggestion [saSuggest, Suggestion [sagg djdjəst], [sagdjəstshən]əst], [sagdjəstshən] People, ApplePeople, Apple [pypəl], [ápəl] [pypəl], [ápəl] Sensual , Sensuality [sənshəwəl] , [sənshəwality] Sensual , Sensuality [sənshəwəl] , [sənshəwality] Nation, Nationality [neyshən], [nashənality]Nation, Nationality [neyshən], [nashənality] Social , Beautiful Social , Beautiful [soshəl] , [byurəfəl] [soshəl] , [byurəfəl] Original but Originally [oridjinəl] but [oridjənly]Original but Originally [oridjinəl] but [oridjənly] Actually [aktshəly] Actually [aktshəly] Say but Says Say but Says [sey] but [sèz] [sey] but [sèz]


Spelling vs. Pronunciation (continued)Spelling vs. Pronunciation (continued)

Determine but Mine [ditərmən] but [mayn]Determine but Mine [ditərmən] but [mayn] Examine→ [əgzámin]Examine→ [əgzámin] Seduce but Seduction [sidýous] but [sidakshən] Seduce but Seduction [sidýous] but [sidakshən] Appreciate Appreciate [aprishiyeyt] [aprishiyeyt] Result, Adult → [rizált] , [ədált] Result, Adult → [rizált] , [ədált] World, Work, Word, War World, Work, Word, War [wərld], [wərk], [wərd], [wor] [wərld], [wərk], [wərd], [wor] July, Major [djoulay] , [meydjər]July, Major [djoulay] , [meydjər] ChChildren, Church [ildren, Church [tshtshildrən], [tshərtsh]ildrən], [tshərtsh] PleaPleasusure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər]re , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər] Write/Written, Hide/Hidden Write/Written, Hide/Hidden [rayt] / [ritən] , [hayd] /[hidən] [rayt] / [ritən] , [hayd] /[hidən] Teacher Teacher [tytshər] [tytshər] Doctor, DollarsDoctor, Dollars [daktər] , [dálərz] [daktər] , [dálərz] CCaat, Ct, Cuup, Cp, Coolor: (c) lor: (c) [k] [Kat] , [Kap] , [kalər] [k] [Kat] , [Kap] , [kalər] CCiircus, Crcus, Ceeremony: (c) remony: (c) [s] [sərkəs] , [sərəmony] [s] [sərkəs] , [sərəmony] GGaallery, Gllery, Goo, G, Guut: (g) t: (g) [g] [galəry] , [go] , [gat] [g] [galəry] , [go] , [gat] GGiiraffe, Graffe, Geenerous: (g) nerous: (g) [dj] [djiraf] , [djənərəs] [dj] [djiraf] , [djənərəs]


(continued)(continued) The + any letter EXCEPT (a/e/i/o/u) →[oThe + any letter EXCEPT (a/e/i/o/u) →[oذذ] never [za] ] never [za] Although , Thunder, Thumb→ [olAlthough , Thunder, Thumb→ [olذذ o] , [thándər] , [thám]o] , [thándər] , [thám] Thank YouThank You [thánk] Never [sank] You [thánk] Never [sank] You The +The +aa pple/ pple/ ee lephant/ lephant/ ii sland/ sland/ oo range/ range/ uu mbrella→ [ mbrella→ [ذيذي ] never [o] never [oذذ] ]

nor [zi]nor [zi] The + The + eueu ropean, ropean, uu nited the+[you] (as 1st sound) [o nited the+[you] (as 1st sound) [oذذ] NOT ] NOT

[za] [za] Use the [yous] but I/you [youz]Use the [yous] but I/you [youz] Process but processes →Process but processes → [prósəs] but [prosəsyz] [prósəs] but [prosəsyz] Woman but women →Woman but women → [woumən] but [wymin] [woumən] but [wymin] Police , Policeman [polys] .[polysmən]Police , Policeman [polys] .[polysmən] Symptom→Symptom→ (--m p)(--m p) [simtəm] [simtəm] Wanted / Added / Promised / GrinnedWanted / Added / Promised / Grinned [wantid] , [ádid] , [promist] , [grind][wantid] , [ádid] , [promist] , [grind] Battles, Flags / Groups, Mats Kisses, Churches,—> Battles, Flags / Groups, Mats Kisses, Churches,—> [bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz][bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz]


VOICED & VOICELESSVOICED & VOICELESSSOUNDSSOUNDS

Past Tense of Regular VerbsPast Tense of Regular Verbs (-ed) (-ed) [- id] , [-t] , or [-d] ? [- id] , [-t] , or [-d] ? [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t] Created , Needed / Proved / FixedCreated , Needed / Proved / Fixed

Plural Form of NounsPlural Form of Nouns (-s) (-s) [-z] or [-s] or [- [-z] or [-s] or [-əəz] ?z] ? vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-əəz] z] Boys, girls / cats, lin ks / classes, foxesBoys, girls / cats, lin ks / classes, foxes


V- Reading ComprehensionV- Reading Comprehension

Read for a PURPOSE:Read for a PURPOSE:- Read for the Gist (main idea)- Read for the Gist (main idea)- Read for Specific Info - Read for Specific Info - Read for Details - Read for Details (intensive / inferential Reading)(intensive / inferential Reading)

Develop Develop Schemata Schemata for Story Reading / Other Genresfor Story Reading / Other Genres

Reading StrategiesReading Strategies: | : | Reading SkillsReading Skills::- Predicting a) Skimming - Predicting a) Skimming - Questioning b) Scanning - Questioning b) Scanning - Clarifying - Clarifying - Summarizing - Summarizing


Reading Comprehension (KGs)Reading Comprehension (KGs)

1) Cover page1) Cover page a- Title/Picture / Author /Illustrator (a- Title/Picture / Author /Illustrator (Graphic Graphic

Organizer)Organizer) b- Predict story from Title & Pictureb- Predict story from Title & Picture 2) Picture Walk using Reading Strategies2) Picture Walk using Reading Strategies 3) Retell story using Pictures3) Retell story using Pictures 4) Decode words with the help of pictures4) Decode words with the help of pictures 5) Using Reading Strategies to check 5) Using Reading Strategies to check

students’ comprehension of the written textstudents’ comprehension of the written text 6) Summarize the story using pictures to 6) Summarize the story using pictures to

check comprehension of the story itselfcheck comprehension of the story itself

Reading Comp. (Cycles 1 & 2)Reading Comp. (Cycles 1 & 2)

1- Pre-Reading Stage1- Pre-Reading Stage Warm-up Warm-up (Discussion)(Discussion) Pre-Teach VocabPre-Teach Vocab Predict Story from Title/PicturesPredict Story from Title/Pictures

2- During Reading Stage 2- During Reading Stage (Silent Reading)(Silent Reading) Answer Factual Answer Factual THEN THEN Analytical QuestionsAnalytical Questions Fill in the Story Map / Chart/ Table….Fill in the Story Map / Chart/ Table….

3- Post-Reading Stage3- Post-Reading Stage Summarize the Story / TextSummarize the Story / Text Read Aloud Read Aloud Pronunciation + Intonation Pronunciation + Intonation Connect: R-W / R-S / R- Drawing / ….Connect: R-W / R-S / R- Drawing / ….


Reading Comp. (Cycles 3 & 4)Reading Comp. (Cycles 3 & 4)How to Save Time?How to Save Time?

1- Read Questions (Purpose) + Reformulate Q’s1- Read Questions (Purpose) + Reformulate Q’s

2- Read the text to find the answer to each Q’s2- Read the text to find the answer to each Q’s

Multiple-Choice QuestionsMultiple-Choice Questions: (STRATEGY): (STRATEGY) 1- Read the Stem 1- Read the Stem without without the Distracters (A/B/C/D)the Distracters (A/B/C/D) 2- Understand the question 2- Understand the question (Reformulation)(Reformulation) 3- Read the text to find the answer to Question3- Read the text to find the answer to Question 4- Eliminate the wrong choices4- Eliminate the wrong choices 5- Double check if he right choice = 5- Double check if he right choice = paraphrase paraphrase of the of the

answer found in the text answer found in the text

Hanadi Mirza the distracter Hanadi Mirza the distracter [email protected]@hotmail.com

Make a DifferenceMake a Difference

In Your Readers’ FutureIn Your Readers’ Future

Hanadi MirzaHanadi Mirza

[email protected] [email protected]

www.hanadimirza.blogspot.comwww.hanadimirza.blogspot.com

www.atel-lb.orgwww.atel-lb.org


Dvp read skill k-12(

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