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ROAD MAP TO READING MYRNA J. HIPOLITO Division Supervisor

ROAD MAP TO READING

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ROAD MAP TO READING. MYRNA J. HIPOLITO Division Supervisor. Road Map to Reading. Remedial Reading. Corrective Reading. Road Map to Reading. Developmental Reading . Functional Reading. Emergent Literacy. Beginning Reading. Recreatory Reading. Critical Reading. Remedial Reading. - PowerPoint PPT Presentation

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Page 1: ROAD MAP TO  READING

ROAD MAP TO

READINGMYRNA J. HIPOLITO

Division Supervisor

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Corrective Reading

Road Map to Reading

Remedial Reading

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Corrective Reading

Road Map to ReadingEmergent Literacy

Beginning Reading

DevelopmentalReading Functional

Reading CriticalReading

Recreatory Reading

Remedial Reading

Preschool

Grade I

Grade II-III

Grade IV

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FOUR MACRO SKILLS

LISTENING Noting detailsFollowing directionsRecognizing RhymesAnswering wh questionsIdentifying specific soundsGiving the main ideaDiscrimination of Speech soundsClassifying ideas

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FOUR MACRO SKILLS

SPEAKING Using expressions in appropriate situationsTalking about topic of interestsGiving series of directionsUsing variety of sentencesDirect and indirect discourseRetelling stories

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FOUR MACRO SKILLSREADING Noting details

Making inferencesFollowing directionsSequencingGetting the main ideaPossible relationshipsAssociationEvaluating ideasLiterary and appreciation skillsCause and Effect RelationshipKey sentencesSupporting sentencesEnding / Conclusion

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FOUR MACRO SKILLS

WRITING Tracing and copyingFilling out of formsWriting an endingWriting lettersWriting announcementsOutliningWriting summaries, diaries, journals

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Reading ChunksPre-reading•Schema activation•Setting of purpose

MotivationMotive QuestionUnlocking of DifficultiesPictureAction/gesturesStructureContext cluesStory BackgroundSettingAuthorTime

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Reading Chunks

During Reading

Shaved readingRead aloud strategyAction/gesturesGradual Psychological Unfolding (GPU)Guided Reading (GR)Fan Fact Analyzer (FFA)Semantic Webbing (SW)Survey, Question, Read (SQR)Think-AloudTune in, Question, Listen, Review (TQLR)

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Reading Chunks

Post Reading KWL Sequence ChartStory MapBrain StormingStory grammarMapping / ClusteringChartingGraphic OrganizerGraphic Maps

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INSTRUCTIONAL FRAMEWORKInstructional

SequenceRationale

Prereading

Reader-Textinteractions

Postreading

Before reading

During reading

After reading

To establish purpose,Activate background,Sustain motivation, andProvide direction

To prompt an active response to reading

To extend and elaborate Ideas from the text

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BEST WAYS OF EXPLORING THE TEXTS.

Provide a context for the text – this arouses interest and assists comprehension by giving students some idea of what to expect.

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BEST WAYS OF EXPLORING THE TEXTS.

Give students something to do while they read – something to look for, note down and be prepared to report upon. As well as signposts, this provides additional benefit of teaching students to read for a purpose.

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BEST WAYS OF EXPLORING THE TEXTS.

Provide extensions/ expansions /explorations – Once the student have grasped the general idea of the passage, provide them further work to explore the language of the text for more details, creativity, critical thinking, possible outcome.

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THE PASSAGE

The procedure is actually quite simple. First, you arrange the items into different groups. Of course one file may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do a few things at once than many. In short run this may not seem important but complications can easily arise.

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THE PASSAGE A mistake can be expensive as well. At first, the

whole procedure will seem complicated, soon however, it will become just another facet of life. It is difficult to for see any end to the necessity for this task to the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will have to be repeated. However, that is a part of life.

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THINKING BEFORE READING STORIES

Good readers are always thinking. Good readers think about questions like the ones on this cart before reading. I wonder what kind of story this is? A myth? A legend? A folk tale? A fable? A tall tale? A fantasy? Realistic fiction? A tale of adventure?I wonder what this story is about?Is there a summary about the story? What does it say?I wonder if this story is like others I’ve read by this author.

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THINKING BEFORE READING STORIES I wonder if this story is exciting or boring?I wonder what I can learn from reading this story.I wonder if I can read most of the words easily. I flip look through the book to see.I wonder how long it will take me to read this story?Are there interesting illustrations in this book?Will this story be a good one for the book report I have to do?

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THINK ABOUT THIS . . . .

1. What are some other questions you ask yourself before reading stories?

2. Do you ask yourself the same questions if you’ve already read or heard the story?

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THINKING WHILE READING ABOUT STORIES

Good readers always want to make certain that they understand what they are reading. They often do this by thinking about what they read and by asking themselves questions? Try these questions when you are reading stories.

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THINKING WHILE READING ABOUT STORIES

Who is the main character and what is his or her problem? What does the character want to happen?

I wonder what the character will do to solve the problem?

What situations or other characters will help him solve the problem?

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THINKING WHILE READING ABOUT STORIES

What situations or other characters might try to keep the main character from solving the problem?

What is this character like? What does the character do and say that helps me understand what he or she is like?

What words could I use to describe the way the character looks, acts and feels?

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THINKING WHILE READING ABOUT STORIES

Where does this story take place? Can I describe it or draw a picture of it?

The character is/is not doing what I thought he would do because … I wonder what he or she will do next?

I wonder how this story is going to end? I cant wait to get to the ending.

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THINKING AFTER READING STORIES

Here are questions a reader might think about after reading a story:

Do I remember most of what happened in the story and why it happened?

Did this story turn out the way I thought it would? Why? Why not?

How would I have solved the problem differently?

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THINKING AFTER READING STORIES

What have I learned from this story? What does/did it mean to: Be brave? Be loyal? Be dedicated? Be poor? Live long ago in Spain? ____________ (Fill in the blank).

How is this story or characters like others?

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THINKING AFTER READING STORIES

I wonder if the library has other books by this author?

I seem to like stories like this. Why? How can I share this story with my

classmates and friends? Discussions? Book summary? An illustration? A book talk?

I wonder if I could write a story like this?

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HIDDEN WORDSANIMALS IN HIDING

Find the animals hiding in the following sentences.Example: Close the door at once! (rat)

1. That will be a real help.2. She came late every day.3. He came to America today.4. Eric owes me ten cents.5. We made errors in each one.6. Do good workers succeed?

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HIDDEN WORDS7. If I shout, he’ll hear me.8. If Roger comes, we’ll begin.9. We will go at two o’clock.10. Is it the sixth or seventh?11. In April I only came once.12. I’ll sing; you hum on key.13. I made a Xerox copy of it.14. She clothes naked babies.15. At last, I, Gerald, had won.

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HIDDEN WORDS16. Was Pilar mad, ill, or glad?17. That man ate eleven cookies.18. Your comb is on the table. 19. We’re sending only one book.20. He regrets having said that.21. If Al concentrates, he’ll win.22. When I withdrew, Al rushed in.23. He called Mikko a lazy boy.24. It’s only a kilometer away.

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TEACHING STRATEGIES1. GRADUAL PSYCHOLOGICAL

UNFOLDING (GPU)What is GPU? guiding principle in the framing of

questions gradual -easy to difficult psychological- shows appreciation/,

recognition/ elation/ satisfaction/ success

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GPU

Q.1____________________ R.1

Q.2 (related to R .1) R.2

Q.3 (related to R.2 R.3

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TEACHING STRATEGIES2. DIMENSION ORDINARY ( D O) questions grouped according to

dimensions - literal- inferential ( inferences, conclusion,

judgement)- critical ( reaction to author’s ideas )- integrative

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3. SENTENCE SENSE SENTENCES

complete comprehension of a sentence

use of dimension questions grammar questions

TEACHING STRATEGIES

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SENTENCE SENSE SENTENCESThe pupils planted seedlings of trees in

their backyards yesterday. A. 1. Who planted trees?

Answer:____________________ 2. What did they plant?a. seedlings of vegetablesb. seedlings of plantsc. seedlings of trees3. Where did they plant?a. in their schoolyardsb. in their backyardsc. in their frontyards

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SENTENCE SENSE SENTENCES4. When did they plant?

Answer:_____________________5. Whose backyards were planted with tree seedlings? Answer:______________________

B. 6. Why do you think did the pupils plant trees?a. Because each pupil is required to plant a treeb. Because everyone else is doing it.c. Because the pupils had nothing to do at that time.7. At what time of the day do you think they planted?

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SENTENCE SENSE SENTENCESa. early in the morningb. at noonc. late in the afternoon

C. 8. In your own thinking, how will you describe the pupils?a. honest b. industrious c. obedient9. Give your reason for your answer in number eight. Answer:_______________

D. 10. In the sentence, the word pupils tellsa. where b. who c. when

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FAN TECHNIQUE OR FACT ANALYZER visual strategy to extend pupils’

comprehension help students think how the selection

relates to their own experiences. stimulates divergent thinkingSteps to follow:1. Draw a crescent in which the title of

the selection is written.2. Fill in the blanks with the selections

major fact and information3. Draw semantic webs.

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FAN TECHNIQUE OR FACT ANALYZER4. Provide two types of core question carefully.5. Pupil start to read the selection carefully.6. Teacher asks pupils to close their books.7. Teacher asks all-important fact they remember from

the story of the passage8. Teachers discuss briefly all comments/results as

shown in the fan.9. Write the core question.10. Elicit response represent both by material in the

text and the predictions based in the text.11. Write core questions in the semantic web12. Elicit responses extending their experiences.13. Evaluate pupils reading comprehension by

traditionally asking questions at different comprehension levels.

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SAMPLE MATERIAL FOR FAN TECHNIQUE

WaterWhen there are typhoons, there is too much water. In fact

there is more water than we need.Rivers overflow and flood the nearby areas. Big floods destroy plants and properties. They leave many people dead and homeless so with animals.

Not having enough water is also bad. Rice fields dry up. Animals like carabaos and cattles become sick and sometimes die of thirst. Rivers dry and fish die, too.

People have learned to store water so that they will have water to use when they need it. Sometimes water is stored in tanks. The water is pumped into the tanks from the well. Rain water may also be stored in tanks. The water goes from the tanks to the houses through pipes.

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SAMPLE MATERIAL FOR FAN TECHNIQUE

On many farms, water is stored in ponds. Animals drink the water from the ponds. In other places dams are built across rivers or streams. A dam blocks the flow of water. The water fills up the stream higher and higher. A gate in the dam is opened to let out enough water needed.Some of the big dams we have in our country are Pantabangan, Ambuklao, and Binga. The water from these dams is used for irrigating fields and for producing lights.

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SAMPLE FAN TECHNIQUE

WW

water

What can cause water shortage

How will water shortage affect life

Water shortage

Causes of

Water pollution

Effec

t of le

sser

wate

r

Effec

t of t

oo

muc

h wa

ter

Prevention of

water pollution

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THINK ALOUDSteps: 1. Choose a short story for modeling.2. Model the strategy.3. Pair the pupils off.4. Reconvene the class and ask the pupils to report

what they thought of while reading and if it made sense.

5. Go back to the original pairs and let them finish the story.

6. Put the whole class together and have the pupils report how the thinking aloud proceeded.

7. Ask the class these questions: Is the strategy good for understanding stories better? Do you want to repeat the strategy with other stories?

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TRIO TALKSteps:1. Divide the class into groups of three. Identify

students in each group: A,B,C2. Provide text for reading3. Person A reads the paragraph/selection to the

team; Person B summarizes what was read aloud4. Person B reads the next section and Person C

retells or summarizes it to Person A…5. Repeat the rotation until all the assigned

selection has been completed.

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TRIO TALK6. Have the groups discuss answers to

these questions:a. What did you notice in the material read?b. Of what did the material remind you?c. How did the material make you feel?d. Write three questions relating to the most significant parts of the information?

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STORY MAP used during and after the reading of

the story suitable for any grade whenever a plot

is long or complicatedHow to use the Story Map? The teacher should begin the Map with

the class as a whole. Thereafter, each episode can be entered by small groups. Include only salient facts.

After one or two modelings, students should be able to do their own maps for stories.

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STORY GRAMMAR idealized internal representation of the

parts of typical story and the relationship among those parts.(Mandler and Johnson)

set of rules that will define both a text’s structure and an individual’s mental representation of story structure.(Gordon& Braun)

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STORY GRAMMARSix Major Elements (Mandler & Johnson)1. Setting-introduces the main character of the 1st

episode, may include time, locale or props2. Beginning- precipitating events occur3. Reaction- the main character’s reaction to the

beginning and his formation of a goal.4. Attempt- the planful effort to achieve a goal5. Outcome- the success or failure of the attempt6. Ending- the long-range consequence of the

action, the final response of a story character or an emphatic statement

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GUIDED READING• an instructional approach • teacher works with a small group of children

with similar reading behavior and can all read similar texts

• Purpose is to make pupils focus on meaning but use problem-solving strategies to figure out new words, deal with difficult sentence structure and understand concepts or ideas they have never before encountered in print.

• The ultimate goal is independent reading.

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GUIDED READINGRunning Guided Reading1. Select a book2. Introduce the book3. Read the book4. Respond to the book and learn about

reading5. Assess behavior

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JIGSAW READING

Item Number Needed-Copy of the selection-Assignment agreement form-Discussion question

1 per student1 per student

1 per student

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JIGSAW READINGPROCEDURE

1. Explaining the Learning Task.The teacher will read the poem out loud to the class. The students are told to discuss the questions in their group, come to agreement, and write down their answer to hand in. They will also share their answer to the rest of the class

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JIGSAW READINGPROCEDURE2. Explaining the Goal Structure

Tell the students they are to work together in answering the four questions and give any further instructions. They are to turn in one set of answers for the group which reflects the group consensus. Their signature on the paper indicates that they agree with and understand the group’s answers and the reasons for them. As group members, they are to make sure that everyone has their say and that everyone understands. The group’s answers will be graded on how well they defended them. Answer can be divergent by including a minority report, if necessary. Logical explanations of answers will be looked for. Points will be taken off for illogical and unfounded arguments or easy answers which show lack of discussion depth. Alternative or additional grading plan:

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JIGSAW READINGPROCEDURE

The teacher tells the class that each group starts with 100 as their grade. After the discussion, group members are chosen by the teacher at random to explain their group’s answers. If this is not successfully done, 10 points are deducted from the grade for each person who can not explain the answers.

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JIGSAW READINGPROCEDURE

Monitoring1. Contributes ideas2. Makes sure everyone understands3. Encourages others to contribute4. Expresses feelings5. Gives direction to the group’s work

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JIGSAW READINGPROCEDURE

EvaluationGroups are asked to evaluate their group

process by answering the questions:1. How well did we work together as a

group?2. What would help us work together

better?

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WORD BUILDINGThe “ANT” familyWhat kind of an ant works with figures? An accountANT.Get it? Now what kind of an ant:1. Lives in the jungle?2. Is far away?3. Is extraordinarily large?4. Works for a master?5. Is good-natured?6. Is unchanging?7. Is luxurious?8. Is one who takes part?9. Is a very small child?10. Is sleeping?

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WORD BUILDING11. Is very bright?12. Is empty?13. Is immediate14. Is plentiful?15. Has moved to different country?16. Is meaningful?17. Is something that grows? 18. Has influence over others?19. Is unsure and indecisive?20. Lives in a certain place?

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DIRECTED READING-THINKING ACTIVITY (DRTA)

includes 3 stages:- readiness for reading- active reading comprehension- reacting to the story

develops comprehension & contextual reading for all levels

applies to all narrative and expository texts

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DIRECTED READING-THINKING ACTIVITY (DRTA)Procedure1. Create an expectation for story theme2. Guide active reading while students read the

story silentsample questions:What do you think is going to happen or is

happening?How do you know that? (On what you are basing

your answer)Can you support your information or

interpretation?3. Reacting to the story as a whole by the

teacher and students

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DIRECTED READING-THINKING ACTIVITY (DRTA)

4. Analyze of the story in relation to other stories, personal experiences and the author’s purpose.

5. Discuss the strategies used to understand the story.

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DIRECTED READING ACTIVITY teacher assumes the major instructional role.Procedure1. Readiness for reading (vocabulary, overview

of the story’s setting and purpose for reading)2. Reading of the story silently3. Reinforces and extends concepts introduced

in the story , makes use of varied activities

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METAPHORS

relate words and concepts to already known objects thru their likeness or differences

Procedure1. selects a key word or concept from the assigned

text2. Creates a metaphor describing the key attributes

of the word or concept3. Describing the likeness or differences of

metaphor & the key word. Ex. A cloud is a puddle in the sky. It is like a puddle because a cloud is made of water droplets.

4. students create metaphorex. “ What animal is like a volcano?”

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METAPHORS5. Students decide on a metaphor.”A dragon is

like a volcano.”6. Explain the similarity “A dragon is like a

volcano because they are both hot and spit fire”

7. Discuss the differences8. Students discuss the meaning of the words.Modification:A brainstorming or listing of option in group

situation can facilitate understanding. They would justify their metaphors and decide on one or two metaphors to use as the concept is developed in class.

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LISTENING-THINKING ACTIVITY teaches students to listen to stories involves questions on what will happen, what

happened, what is happening adds intonation and gesture to facilitate

learningProcedure1. Brainstorms on what the story about based

on the title 2. Reads to a turning point3. Models questions..”I wonder why the author

said….?”4. Summarizes what was read, relating to the “I

wonder.. “ statement.

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LISTENING-THINKING ACTIVITY5. From the summary, develop a prediction. “Oh I

know, I bet…”6. Students make predictions or bets7. Teacher reads the next turning point and so on.8. Students talk about what they are thinking

using “ I wonder..” statements.9. Students tell what happened so far. Teacher

adds his own interpretation.10. Review the previous predictions, decides if

they want to keep the prediction.11. Revise or make new prediction

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LISTENING-THINKING ACTIVITY12. Alternate reading and discussing until

the end of the story.13. Uses non-verbal to check

understanding . If confused, teacher discusses the story line.

14. Class discussion on the story as a whole, relating various interpretations.

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STORY DRAMA develops reading comprehension using the

natural dramatic abilities to act out their interpretation of the story.

Procedure1. Select a story with intriguing plot2. Read until there is enough information abut

the characters to role play the story.3. Assign character roles to the students4. Use key props for the drama in a concrete

way5. Start the drama at the point of interruption6. Dramatize prediction through role play

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STORY DRAMA7. During the process, exchange of roles can be

assigned8. Discussion of students’ prediction9. After the dramatization, students writes an

ending of the story10. Finally, students finish reading the story11. Discussion and comparisons between the

dramatization and the story ending12. Discussion of personal interpretation

evidenced in the drama and how their individual viewpoints influence those interpretations.

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SQ3R used for studying content area text that includes

survey, question, read, recite and reviewProcedure1. Select content-area text2. Introduces five steps in a short mini-lesson3. S- Survey- skim for information in understanding

the overall framework4. Q-Question- students develop questions that will be

answered in the passage5. R- Read- read section by section6. R- Recite- answering the posed questions7. QRR are repeated for each section8. R- Review- review questions & answers for the

entire text relating them to overall framework to facilitate recall

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WORDS TO LIVE BY:If teachers are to become healers for their students, they must first work to heal themselves…

Ultimately, the answer can be found in faith, trust, and grace, which is the final bulwark of a Christian teacher.

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THAT’S ALL …

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THANK YOU VERY MUCH!

Mrs. Myrna J. HipolitoEducation Program Supervisor