ENGLISH FOR

YOUNG LEARNERS

UNTIRTA

VI/B

3Th GROUp Tri S

Aditta P.M

Selvy IRoki

Rizki A. SEvi M. F

Teaching Reading for Young Learners

Reading is an interactive

process that goes on

between the reader and the

text, resulting in comprehension

Teaching reading is very necessary in English

learning and teaching as foreign language. It is in

the line with Burhan (2012: 9), reading is a

physic and mental activity to reveal the

meaning of the written text.

Learning to read is an important

educational goal. For both children and adults, the ability to read opens up new

worlds and opportunities.

Methods Used in Teaching Reading for Young Learners

Reading Aloud

/Oral Reading

Silent Reading

Reading Aloud/ Oral Reading

A read aloud is a planned oral reading of a book

or print materials that may be fiction or non-

fiction or in which children have a high interest

such as a letter from a relative, child's famous

comic strip might be good options.

Why the read aloud in the class?

To engage the students while developing background knowledge, increasing comprehension skills, and fostering critical thinking.

To helps build listening and comprehension skills.

Can easily internalize vocabulary by hearing words in context.

Gain information

Fosters curiosity, imagination and creativity.

Increases their attention spans and ability to focus on what is being said.

Gives students a desire to read more

Presents endless opportunities for related activities

Reading Aloud/ Oral Reading

How the read aloud in the class? 

Give concrete explanations 

Invite conversation and generate questions for discussion and investigations

Provide content to support hands-on investigations

Examine the colorful illustrations and photographs; they can tell a story beyond the words on the page 

Have your child read the material aloud then at the end of the paragraph, go back and review difficult words and have him/her read it again.

Raise your child for his/her efforts

Reading Aloud/ Oral Reading

How can one get the most out of this technique?

Engage students' interests

Make sure the books are at the right difficulty level

Spend an appropriate amount of time on reading aloud

Offer a range of materials to read aloud

Work in small groups

Model fluent reading

Do repeated readings in class

Promote phrased reading in class

Reading Aloud/ Oral Reading

Silent Reading

Silent reading allows readers interact with the text; thus, the teachers should not interrupt while the students are reading. Silent reading allows students to read at their own rate and to identify more than one word at a time.

Benefit of Silent Reading 

Improves student’s understanding

develop the skills of reading for a purpose

people read in sense groups, which means, roughly, that we read a number of words together so that they make sense to us

Silent Reading

Silent Reading

Unit outcomes

Outcomes help students develop silent reading skills to read more efficiently, teach students how to guess the meanings of unfamiliar words from the context, help students understand the relation between reading speed and reading efficiency, and help students improve their reading efficiency through understanding how to interpret information given in graphical form.

Teacher support information

After the activities, teacher should begin to see gradual improvement in their comprehension. This is because silent reading helps students to focus their attention on the text; their increased concentration on the text is sustained until the entire text is read. This also helps students absorb ideas into their subconscious and then use them in their daily lives.

Techniques Used in Teaching Reading for Young Learners

Making Greeting

Cards-Read and Draw

The Washing Line 

Making Greeting Cards-Read and Draw

Making Greeting Cards-Read and Draw

LEVEL : (1), 2

AGE GROUP : A, B

TIME : 30 Minutes

AIMS

-Language : to develope intensive

reading skills.

-Other : to practice drawing,

colouring, and cutting-out

skills.

Reading Aloud/ Oral Reading

Making Greeting Cards-Read and Draw

MATERIALSA large copy of the picture (optional) Flash cards (see Preparation, 4)A copy of Worksheet for each child, A pice of thin card for each, An envelope for each card or a large piece of paper, Coloured pencils, scissors, and glue.

DESCRIPTION

The children follow simple written instructions to make a Mother’s Day greetings card. The techniques can be adapted for the other age groups and occasions.

Preparation

1. Make the card yourself so that the children can see a finished one.

2. Make a copy of Worksheet for each child.

3. Cut a piece of thin card approximately 50cm X 15cm for each.

4. Make the flashcards with draw, colour, cut, stick, and the Englush names of colours on.

Making Greeting Cards-Read and Draw

1. If necessary, teach the children and verbs and colours from the worksheet and put flashcards on the wall for reference while they are working. This can be done in the previous class.

2. Talk a little with the children in their native language about mothers (and about cares in general as some children are not cared for by their mothers, but by fathers, grandmothers, foster parents, or childminders), what they do for the children and for the family, and go on to talk to them about Mother’s Day. Do they have Mother’s Day in their country? If so, what do they do for their mothers/carers on that day.

3. Tell them that in Britain children give cards to their mothers/carers on Mother’s Day. Show them the card that you have made and tell them they are going to make one for the person that looks after them.

4. Put up or sketch a big copy of the picture on the board and check that the children know the English vocabulary, writing it in like this if you think it is necessary.

5. Check that the children know how to read the colours by holding up flashcards with the English words on them and asking them to hold up a pencil of the corresponding colour.

Making Greeting Cards-Read and Draw

6. Give each child a piece of card and show them how to fold it in half.

7. Give each child a worksheet. Read through the instruction together, checking at each step that the children understand what they are going to do.

8. Let the children start. Go around the class helping out where necessary. The language problems will mostly be vocabulary ones so you will be able torefer them to the board and flashcards.

9. When they finish let them look at each other’s cards. Show them how to write ‘To.....’ and ‘With love from.....’ on the inside, telling them to write the name of their carer after ‘To’ and their own name after ‘from’.

10. Finally, give out the envelopes and show the children how to write and address.

Making Greeting Cards-Read and Draw

Variation

Instead of giving the children ready-made envelopes, you can show them how to fold one themselves as a listening task.

Making Greeting Cards-Read and Draw

The Washing Line

 

LEVEL : 2, (3)

AGE GROUP : B,C

TIME : 20-30 minutes

AIMS

-Language : to practise intensive reading.

-Other : to develop the skill of making

logical deductions.

Silent Reading

The Washing Line 

DESCRIPTION:The children put together information from several

sentences to find out which clothes belong to which

person, and where they live.

PREPARATION :1. Make enough copies of

Worksheet so that the children have one between two, or copy the Worksheet on to large poster on the board.

2. Do the worksheet yourself so that you are awareof the logic needed to solve the puzzle and can help the children.

IN CLASS

1. Pre-teach or revise the names of the clothes.

2. Draw a block of flats on the board and check that the children know the names of the floors---ground floor, first floor, and soon. (if you are teaching American English you will have to adapt the worksheeet to read first floor, second floor, and so on).

3. Write the names of the people on the board: Dawn, Peter, Bob, Jane and Mary, Anna. Tell the children that they all live in the flats on different floors.

The Washing Line

IN CLASS

4. Explain that they all share a washing line in the garden. as very windy and all the clothes on the washing line blew off and landed in a heap on the ground. The children are going to work out who each piece of clothing belongs to and where the owners live. How? By reading the information and thinking hard!

5. Put the children into pairs. Give out the worksheet and give them a little time to read all the sentences.

6. Then ask them (in English if possible) who the football shirt belongs to, and what floor that person lives on. Ask those who get the answer right to tell the others (in their native language if necessary) how they worked it out.

The Washing Line

IN CLASS

7. Let the children continue. Go around encouraging and giving hints where necessary, but try and get them to help each other first. If they find it very difficult, draw this grid on the board to help them:

The Washing Line

NAME FLOOR CLOTHES

Dawn

Peter

Bob

Jane

Mary

Anna

IN CLASS8. When they finish, get them to compare

their answers before checking the whole class’s answers.

The Washing Line

Reading is one of English skills. It should be mastered by all learners, includes young learners. The main point in teaching reading for young learner is to keep thing playful as well. Many methods and techniques can be used in teaching reading for young learners. One of the methods is read aloud and silent reading.

Conclusion