TEACHING

Presented by:

Pono, JacquelineCantoria, AlissaChua, Charisse

Cotiangco, KhamilleBonita, Nikki

Cabrillos, Rosemarie

WHAT IS READING?

READING AS CONSTRUCTING MEANING FROM TEXT

Reader

Reading Material

Reading Situation

PROCESS OF READING

Word Recognition

Comprehension

Fluency Motivation

Reading

STAGES OF READING

Pre reading Stage

Initial Reading Stage

Stage of Rapid Progress

Stage of Extended Reading Experience

Stage of Refinement in Reading Abilities, Attitudes and Tastes

THEORIES IN READING

Bottom-Up

Top-down

Interactive Approach

WHY DO WE NEED TO LEARN HOW TO

READ?

“Critical literacy requires that readers be able to do

something, not merely know something…”

- Graves, Juel and Graves (1998)

CRITICAL LITERACY CURRICULUM

“Critical literacy requires attaining a deep-understanding of what is read,

remembering important information, and linking newly-learned information to

existing schemata, knowing when and where to use that information , using it

appropriately in varied contexts in and out of school, and communicating effectively with others. Critical literacy requires that

readers be able to do something, not merely know something…”

COMPONENTS

Knowledge about Print

Decoding

Vocabulary

Comprehending

Narratives

Comprehending and Learning

Exposition

Reading and

Writing

Building Connection

s

HOW DO WE TEACH READING?

INSTRUCTIONAL PRINCIPLES IN TEACHING READING Building positive attitudes and

perceptions

For learning to occur, students must have positive attitudes about themselves as learners, about their ability to succeed in school, and about the instructional goals, that they, their teachers, and their schools set

Grouping

Proficiency groups

Deliberate heterogeneo

us group

Formal cooperative

group

Interest group

Literature groups or

literature circles

Project groups

Traditional Principle

Active teaching and Active learning

Practice and Instruction

Proactive teaching vs. Reactive Teaching

Feedback

HOW TO TEACH READING TO STRUGGLING STUDENTS Emphasize reading

Teach students the strategies that good readers use

Make assessment ongoing and an integral part component of instructionExplicit Strategy InstructionThinking Aloud Strategy

Provide a balanced instructional framework

local knowledge- phonological awareness, sight word knowledge, word identification strategies, and understanding word meanings

global knowledge- understanding, interpretation, and response to reading; strategies for enabling understanding and response; and awareness of strategic use

affective knowledge- love of reading

Provide consistent instructional structure and use time effectively

Provide text that students can read successfully

Provide time for word study

Encourage independent reading

Include writing as part of the lesson structure

Keep the size of the group as small as possible

Coordinate intervention instruction and classroom instruction

Build rapport by fostering acceptance, security, and success

END

SOURCE Graves, M., Juel,C., & Graves,B. (2007).

Teaching reading in the 21st Century. (4th Ed.). Boston: Pearson Education Inc.