TSL Part 2

7/29/2019 TSL Part 2

1/11

Definition

3 Main Factors Of

Reading

READING

Components Of

Reading Ability

1st

: Word Recognition

2nd: Comprehension

3rd : Reading Fluency

4th : Critical

Literacy

Stages of Reading

Development

1st: The pre-reader 2nd

: The emergent reader

3rd: The early reader

4th: The developing reader

5th: The early fluent reader

6th

: The independent reader

Outlines of

Reading Skills

Types/Strategies of

Reading

Teaching of Reading

Principles

Roles of A

Reading

Teacher

Reading Process

Basic Skills of

Teaching Reading

Framework of

Teaching

Strategies

Teaching

Comprehension Skills

Shared Reading, Guided

Reading, Independent

Reading, Buddy

Reading, Read Aloud to

Children

1.Pre-reading

2.Reading3.Responding

Beginning

Intermediate

Advanced

Procedures

of Teaching

Reading

Activities

4.Exploring

5.Applying

1

2

3

4

5

6

7

Components ofTeaching

7/29/2019 TSL Part 2

2/11

Source of Article: The Teaching Of Reading (B.J. Moore), Chapter 1: What Is Reading? How Can It Be Taught?

What Is Reading?

Definition :

Reading involves the recognition of printed/written symbols which serve as stimuli for the recall of meanings

built up through the readers past experience. New meanings are derived through manipulation of concepts

already in his possession.

Background Experience Of The

Reader

A fluent English speakerthat has an extensive

vocabulary will find the task

of reading easier than will

one with a limited store of

words.

The readers previousencounters with stories

read aloud/the importance

the family or cultural group

places on reading.

Accurate Response to Print (Decoding)

the readers ability to make a verbalresponse to the written words.

For example, a fluent English speakerwho cannot correctly identify and

respond verbally to specific words in

written form, then he may not be able

to proceed with understanding what

the writer has to say.

Understanding the Message (To

Comprehend)

being able to read orally with goodpronunciation, rhythm and

intonation does not imply that the

reader truly comprehends what the

writer has written.

if the reader cannot retell theinformation in his own words, the

reader has not actually read not

really understood the message.

3 Main Factors Of Reading

7/29/2019 TSL Part 2

3/11

Source Of Article:All Children Read : Teaching For Literacy In Todays Classrooms (Charles Temple, Donna Ogle, Alan Crawford, Penny Freppon, part 1: The

Process of Literacy

Components Of Reading Ability

Word Recognition

Readers have to recognise

most of the words for the

meaning of the passage to

be available to them. This

component is done by the

time they have reached 3rd

grade. They will have their

sight word vocabulary in

memory since kindergarten.

They learn new words by

segmenting phonemics

(phonemic awareness is

used).

Eg. : cl+ utch + ed= clutched

Comprehension

6 ways :First, they use their

knowledge of vocabulary to

construct meaning of a text.

Second, readers use their

background knowledge or

cognitive schemes. Third, they

make inferences about what is

going on in the text. Fourth,

children can visualise or form

images of what the words in

the text describe. Fifth, they

find main idea of the passage.

Sixth, they can retell what

they just read about.

Reading Fluency

It means reading a passage

quickly and accurately with

some inflection-some

changes in the tone of voice

that paralleled the emotional

or meaningful contours of the

text. Reading fluency is anindicator of the childs ability

to recognize words and to

comprehend the text. If

readers read the text fluently,

their fluency will contribute

to their understanding.

Critical Literacy/Reading

It means reading with polite

scepticisms, examining a texts

hidden assumptions and bringing

to light the devices by which the

text might be intended to work its

effects on the reader. Critical

reading leads us to ask questionssuch as;

Why is the author telling us this?

Whose voices are left unheard?

What is this text trying to do to

me?

What questions can be asked

about the message?

7/29/2019 TSL Part 2

4/11

Source Of Article: 1) Literacy for the 21st

Century: Teaching Reading and Writing in Pre-Kindergarten Through Grade 4 (Gail Tompkins), chapter 10:

Scaffolding Childrens Reading Development, 2) Reading Resource Book (Rigby Heinemann) chapter 1: Reading in the Classroom

Strategies/Types Of

Reading

1) Shared Reading

o Definitiono Purposeso Outcomeso Points to Remembero Advantageso Drawbacks

2) Guided Reading


3) Buddy Reading

o Definitiono Purposeso Outcomeso Advantageso Drawbacks

5) Reading Aloud To Children


4) Independent Reading


7/29/2019 TSL Part 2

5/11

Definition

It is a part of a balanced program for emergent and beginning readersin the primary grades. It involves a teacher and students in reading and

re-reading from a large print in a positive, supportive and interactive

environment. Teachers use big books or texts written on charts so that

both small groups and whole-class groups can see the text and read

along with the teacher. Teacher and children sit together around a big

book, and the teacher may point to the print and children join in.

Purposes

It used to help students see how reading is done, and enablethem to participate in real reading. It focuses on making

meaning from print. It can help children as they learn to read

and they will learn what they are ready to learn from this type

of reading. It is an enjoyable home reading experiences and is

worthwhile for children at risk in reading.

Outcomes

It provides opportunities for teachers to model fluent, expressive reading,

stimulates imagination and generates new ideas, critical and reflective

thinking, enable teachers to focus on discussions and demonstrations of

strategies that can be used to make meaning from print, enables teachers

to demonstrate the use and integration of semantic and syntactic cues to

work out unfamiliar words, enable children to interact with the text at

their own level and to enjoy reading together as a community of readers.

Points To Remember

The books chosen are available in both big-book and small-book

formats and is close to childrens reading level, but still beyond

their ability to read independently. Shared reading differs from

reading aloud to children because children see the text as the

teacher reads. The repeated sharing of a text should only

continue as long as childrens interest is maintained. Children

need to apply new understandings on their own.

Shared Reading

7/29/2019 TSL Part 2

6/11

Guided Reading

Definition

It is a procedure that enables teachers to observe a small group of

children (4 or 5 students) as they develop understanding of reading

processes and practise their literacy skills. Teachers select a book that

children can read at their instructional level, with approximately 90-94%

accuracy. Children do the actual reading themselves, although the

teacher may read aloud with children to get them started on the first

page or two. The group reads books assigned by the teacher.

Purposes

It is to explore with children the questions, feelings and ideas

arising from the text, to develop childrens confidence in

making predictions, to reinforce that meaning is the end resultof reading, to facilitate discussion that will help children refine

Outcomes Points to Remember

7/29/2019 TSL Part 2

7/11

Buddy Reading

7/29/2019 TSL Part 2

8/11

Independent Reading

7/29/2019 TSL Part 2

9/11

Reading Aloud to Children

7/29/2019 TSL Part 2

10/11

Principles

Role of a ReadingTeacher

Components ofTeachingReading

Basic Skills ofTeachingReading

Framework ofTeachingStrategies

TeachingComprehension

Skills

Procedure ofTeaching Reading

Activities

Teaching

Reading

7/29/2019 TSL Part 2

11/11

Principles Of Teaching

Documents

TSL Part 2