road map to reading
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DESCRIPTIONROAD 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
ROAD MAP TO READINGMYRNA J. HIPOLITODivision Supervisor1Corrective ReadingRoad Map to ReadingRemedial Reading2Corrective ReadingRoad Map to ReadingEmergent LiteracyBeginning ReadingDevelopmentalReading FunctionalReadingCriticalReadingRecreatory ReadingRemedial ReadingPreschoolGrade IGrade II-IIIGrade IV3FOUR MACRO SKILLSLISTENINGNoting detailsFollowing directionsRecognizing RhymesAnswering wh questionsIdentifying specific soundsGiving the main ideaDiscrimination of Speech soundsClassifying ideas4FOUR MACRO SKILLSSPEAKINGUsing expressions in appropriate situationsTalking about topic of interestsGiving series of directionsUsing variety of sentencesDirect and indirect discourseRetelling stories5FOUR MACRO SKILLSREADINGNoting detailsMaking inferencesFollowing directionsSequencingGetting the main ideaPossible relationshipsAssociationEvaluating ideasLiterary and appreciation skillsCause and Effect RelationshipKey sentencesSupporting sentencesEnding / Conclusion6FOUR MACRO SKILLSWRITINGTracing and copyingFilling out of formsWriting an endingWriting lettersWriting announcementsOutliningWriting summaries, diaries, journals7Reading ChunksPre-readingSchema activationSetting of purpose
MotivationMotive QuestionUnlocking of DifficultiesPictureAction/gesturesStructureContext cluesStory BackgroundSettingAuthorTime
8Reading ChunksDuring ReadingShaved 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)9Reading ChunksPost Reading KWL Sequence ChartStory MapBrain StormingStory grammarMapping / ClusteringChartingGraphic OrganizerGraphic Maps
10INSTRUCTIONAL FRAMEWORKInstructional SequenceRationalePrereadingReader-TextinteractionsPostreadingBefore readingDuring readingAfter readingTo establish purpose,Activate background,Sustain motivation, andProvide directionTo prompt an active response to readingTo extend and elaborate Ideas from the text11BEST 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.12BEST 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.13BEST 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.14The 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.15The passageA 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. 16Thinking before reading storiesGood 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 Ive read by this author.17Thinking 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?18Think about this . . . . What are some other questions you ask yourself before reading stories?Do you ask yourself the same questions if youve already read or heard the story?19Thinking while reading about storiesGood 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.20Thinking while reading about storiesWho 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?
21Thinking while reading about storiesWhat 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?22Thinking while reading about storiesWhere 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.23Thinking after reading storiesHere 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?
24Thinking after reading storiesWhat 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?25Thinking after reading storiesI 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?26Hidden wordsAnimals in hiding
Find the animals hiding in the following sentences.Example: Close the door at once! (rat)That will be a real help. She came late every day. He came to America today. Eric owes me ten cents. We made errors in each one. Do good workers succeed?27Hidden words7. If I shout, hell hear me.8. If Roger comes, well begin.9. We will go at two oclock.10. Is it the sixth or seventh?11. In April I only came once.12. Ill 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.
28Hidden words16. Was Pilar mad, ill, or glad?17. That man ate eleven cookies.18. Your comb is on the table. 19. Were sending only one book.20. He regrets having said that.21. If Al concentrates, hell win.22. When I withdrew, Al rushed in.23. He called Mikko a lazy boy.24. Its only a kilometer away.
29Teaching strategiesGRADUAL PSYCHOLOGICAL UNFOLDING (GPU)What is GPU?guiding principle in the framing of questions gradual -easy to difficult psychological- shows appreciation/, recognition/ elation/ satisfaction/ success
30gpuQ.1____________________ R.1Q.2 (related to R .1) R.2
Q.3 (related to R.2 R.3
31Teaching strategiesDIMENSION ORDINARY ( D O) questions grouped according to dimensions - literal- inferential ( inferences, conclusion, judgement)- critical ( reaction to authors ideas )- integrative
32SENTENCE SENSE SENTENCES
complete comprehension of a sentence use of dimension questions grammar questions
Teaching strategies33Sentence sense sentences
The 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
34Sentence 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? 35Sentence sense sentencesa. early in the morningb. at noonc. late in the afternoonC. 8. In your own thinking, how will you describe the pupils?a. honestb. industrious c. obedient9. Give your reason for your answer in number eight. Answer:_______________D. 10. In the sentence, the word pupils tellsa. whereb. whoc. when
36Fan 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:Draw a crescent in which the title of the selection is written.Fill in the blanks with the selections major fact and information Draw semantic webs.
37Fan technique or fact analyzerProvide two types of core question carefully. Pupil start to read the selection carefully. Teacher asks pupils to close their books. Teacher asks all-important fact they remember fro