Download - 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.