Cawis, Cherry B.

November 14, 2015

MALED 1

DEVELOPMENTAL READING PROGRAMS

Module 13: The Premises

I. Contribution of literature to any instructional approach. (May,1990)

1. Literature is a superior substitute for worksheets.
2. Literature provides for individual differences.
3. Literature provides opportunities for personal growth.
4. Literature enables motivated practice of interactive reading.
5. Literature enriches other curriculum areas.
6. Literature provides aesthetic experiences.
7. Sharing literature creates avenues for social cohesion.
8. Literature demonstrates how ethical responsibilities are met.

Barriers between understanding and appreciation of other cultures (both past and present) can be bridged by
literature, children’s literature in particular. (Aldana-Benitez et.al., 1995)

Multicultural Literature = “a racial or ethnic minority group that is culturally or socially different from the
culturally superior and dominant group” (Norton, 1990)

II. Seven categories of selections about Philippine ethnic groups.

(Aldana-Benitez, et.al., 1995)

1. Legends and Folk tales

2. Traditional ways of life
3. Historical accounts against colonizers
4. Religious beliefs and practices as compare to those of the Christian faith
5. Friendship, peaceful coexistence and integration
6. Unique knowledge about nature and survival
7. The capacity of ethnic groups to adapt to change while maintaining their cultural
identity

III. Genres of Children’s Litrerature

1. Narrative Texts
a. Fairy tales, myths, legends
- All deal with themes, ideas, experiences and emotions which are universal in nature.
- Usually anonymous
- They have come from oral tradition and have been passed from one generation to the next
- Serve to reflect human nature
ACTIVITIES FOR POST-READING WHEN USING TALES IN THE CLASSROOM (Benton & Fox,
1985)
1. Retelling
 2. Picture story
3. Story Transformation
4. Drama
5. Diaries or Logs
b. Science Fiction and Fantasy
- Stories about the future, other worlds and a changed earth
(examples: “The Hobbit”, ” Chronicles of Narnia”)
- Animal tales are also part of the fantasy genre
(examples: “Charlotte’s Web”, “Charlie and the Chocolate Factory” )

IDEAS FOR TEACHING:

1. Quests
2. Sword and Sorcery
3. Comic Strips
4. “What if…”
c. Short Stories
- Can be enjoyable if the anthology used by the teacher consists of personal favourites or ones
which s/he feels for.
- Offers variety, brevity and good examples of the narrative structure and imagination.
- Kids can also be enticed to read stories put together by one author or compiled around a
theme.
d. Poetry
- Must be fun!
- Kids explore the form and physical shape of the entire verse
- There is freedom to play around even with space.
- The class can just read the poems aloud or you can read it to them, so thatthey can get used to
the cadence and rhythm of poetry
e. Novels for young readers
- The key to getting students to get involved is to let them choose the novels they want to read.
- The class can do their book reports on a novel of their own choice, whatever it is.
- CHOICE

2. Expository Texts
- Use a type of writing which provide explanations of facts and concepts
- Children need to learn how to read this type of language use because this is where they apply
their ability to read in order to gain knowledge.

IV. The Continuum of the Developmental Reading Program

A. Experiences of children into the upper level classrooms:

1. They have had only one teacher for all their subjects prior to grade three.
2. They have been taught to read and have had little need to use reading to gain
information about other topics.
3. They have been taught to make or write the correct sounds as they read so that
they can get meaning better. Often times, these kids have paid more attention to
the sounds than the meanings which are encoded in the sounds.
4. Kids have not had to read expository material independently.
 B. Adjustments that kids have to do:
1. A change in the school structure.
2. A change in the instruction.
3. A change in the expectations of independent learning.
4. A change in reading material.

 As teachers, we need to understand what the transitions are and how they can be made more smoothly for the
students.
 Consider a meeting between the reading teachers and all the other teachers of the grade level.
 If the subject teachers encounter difficulties in teaching new vocabulary, the reading teacher could give tips on how
to introduce new words and concepts to students.

Reading Ability Scope in Beginning Programs Scope in Developmental Programs

Oral Language  Giving information about the self  Explaining ideas
 Answering questions in complete  Expounding on topics
sentences  Speaking spontaneously or
 Expressing ideas extemporaneously
 Asking questions

Decoding  Knowing all the letters, sounds, blends  Knowing affixes and their meanings
 Blending sounds to read a word  Reading texts with fluency
 Sight reading  Using graphophonic knowledge to attack
 Reading simple sentences unfamiliar words

Spelling  Making correct strokes  Using graphophonic knowledge to write

 Blending words on paper words
 Writing short sentences or  Using semantic and syntactic knowledge
paragraphs/stories to spell
 Writing complex sentences, paragraphs,
stories

Comprehension  Answering simple questions  Responding to stories with emphasis on

 Responding to stories with emphasis all levels
on simpler levels  Writing in response to stories
 Drawing insights form texts  Extending comprehension to include
knowledge generation and validation

Vocabulary  Making simple definitions  Making complete definitions

 Understanding basic concepts  Using structural analysis to word meaning
 Naming objects, pictures, events etc.  Using context to arrive at word meanings
 Making categories of words and concepts

Study Skills  Following instructions  Being more aware of one’s learning

 Knowing basic use of dictionaries,  Monitoring what and how one learns
libraries  Sustaining the study habit
 Developing a study habit  Devising strategies to cope with varying
demands of texts
 V. The Diagnostic Teaching of Reading
All teaching is a response to a student’s needs, we cannot escape the fact that we, as teachers, must always be
aware of where our students are and how they are learning.

The aim of diagnostic teaching is to identify areas in which student reading is progressing satisfactorily and
also to pinpoint other areas to which increased attention should be given.

Teacher ought to take care that they are able to give students more attention while they are in the process of
learning rather that when the unit is over or while checking the test papers.

Use the results of your assessment procedures to change the manner of instruction even it concerns only one
child.

Diagnostic teaching lets teachers find out the problem early so that they can give solutions early too.

Module 14: Prereading Activities

“TEACHING WAS HALF ABOUT ESTABLISHING RAPPORT, THE OTHER HALF WAS ABOUT HOW TO
MAKE THE KIDS WANT THE LESSON ENOUGH TO TALK ABOUT IT. “

I. What is prereading?
A. Goals
- The teachers’ goals should be accepted by the learners
- Oftentimes, our goals do not seem relevant to students. Involving students in goal-settings
helps a lot.
3 Main Goals of Prereading:
a. Activation of prior knowledge or schema
b. Development of concepts and vocabulary
c. Development of motivation and purpose in reading
B. Purpose
- When students know what is expected of them, they are more likely to participate in the
learning experience.
- Directed activities are better appreciated and more helpful
C. Feedback and recognition
 - Teachers who take time out to write comments on the test papers, writing assignments and
projects provide students with feedback about their work and glimpse at the reasons behind
the numerical grade.
- Constructive comments and witty remarks also keep students on their toes. They get to know
where they need to improve.
- Teachers who take pains in doing these show students that they care and that they truly pay
attention to their work.
D. Programming for Success
- Children need to know that they can achieve and that their schools give them a fair shot at it.
- There is nothing more pathetic than a teacher who keeps on giving difficult work because he
or she is trying to prove to the class that he or she is intelligent, tough or a terror or that he or
she is a better teacher, or that his or her class is more important than the others.
E. Developing intrinsic motivation
- Everyone knows that reading contributes so much to personal development. But the real score
is rather simple. In reading, the single most important intrinsic motivation is PLEASURE.
- Pleasure is what really keeps a person glued to a book.

II. Schema Activation and Building Background Information

SUFFICIENT SCHEMA PREPARATION ENABLE CHILDREN TO MAKE INFERENCES AS THEY

READ. THE RELEVANCE OF THE TEXT CAN ONLY EMERGE IF THE STUDENTS ARE ABLE
TO MAKE INFERENCES.

A. Comprehension – Prior Knowledge

 Background knowledge plays a significant role in text comprehension
(Pearson & Fielding, 1991)
 Relevant knowledge should be discussed and shared (Anderson, 1985)
 During prereading discussion, students often share information that is
relevant to the topic but which they were not aware of possessing until the
discussion helped them see the connections.
 Through listening to each other, students are exposed to new ideas and
concepts and everyone’s knowledge increases.
 Offers students to learn from each other’s background.
A.1. Text Previews
 Helps students better comprehend difficult text, understand concepts and
story structure so that they can then build higher levels of understanding.
 When students read a difficult story, they spend much of their cognitive
energy trying to process the text at a factual level and have few resources
left over to understand the material. (Graves, Cooke, & Laberge, 1983)
Three Types of Information in Text Previews: (Graves, Cooke, & Laberge, 1983)
a. Interest building information with questions to engage students in
discussion
b. Synopsis with story elements detailed
c. Vocabulary introduction
Other Strategies:
a. The students writing journal entries
 b. Think-Pair-Share cooperative learning strategy
c. Showing a movie version
A.2. Story Impressions
 the teacher asks the students to use what they already know to predict
the events of the story
 Steps of doing story impressions:
1. The teacher prepares by reading the assigned story
and selecting key words which indicate plot, setting
and character.
2. The teacher should arrange the words vertically with
arrows indicating the order of the words.
3. Students are invited to read the words and make
predictions.
4. Using the ideas generated, the students write a
collaborative story while the teacher acts as the scribe.
5. The students read the assigned story and compare the
predicted version with the author’s version.
A.3.Pre-Reading Plan
 Developed by Langer (1981) to help the teacher activate, assess, and
build students’ background knowledge.
 Procedure:
1. The teacher selects a key phrase, concept or picture to stimulate
discussion.
2. The students then reflect on the associations.
3. Next the students add or revise their contributions
A.4.ReQuest (Reciprocal QUESTioning)
 Developed by Manzo (1969) which aims to help students develop an
inquisitive attitude about what is to be read and to have students
formulate questions.
 Procedure:
1. Both teacher and students read the First sentence in the First
paragraph of the selection.
2. The teacher closes the book; the students keep their books open.
The students may ask the teacher any question they wish that
relates to the first sentence.
3. The students then close their books and the teacher asks another set
of questions.
4. Students and teacher begin reading paragraphs using the same
reciprocal questioning technique.

B. Development of Concept and Vocabulary

HELPING YOUR STUDENTS EXPERIENCE JOY AND SUCCESS IN READING CAN BE
ACHIEVED BY REMOVING OBSTACLES TO UNDERSTANDING THAT MAY ARRISE FROM
CONCEPT AND VOCABULARY GAPS.

Additional Reading: Four Ways to A new Word by Lina B. Diaz de Rivera

Techniques:

1. Through Realia or actual objects

2. Through visuals
3. Through demonstrations
4. Through context clues

Summary:
1. Each technique uses a devise that tries to be as concrete as possible
2. Each technique involves a lively dialog between the teacher and the
learner.
3. The aim of the dialog is to unfold the meaning in a systematic way.
4. It is the learner who gives the utterance to the desired meaning of the new
word.
5. The learner succeeds in giving the correct answer because the teacher
gives appropriate clues.

Guess- Word chart

 Children learn that guessing is okay.
 Steps:
1. Choose words from the selection.
2. Write on a ¼ of a manila paper.
3. Teacher gives the meaning of the word.
4. The students guess which word has the meaning.
They encircle the word and use it in a sentence.
Contextual Redifinition
 Helps children use context clues
 Developed by Cunningham, Cunningham & Arthur in 1981
 Needs lots of context to help students define and retain the
words.
 Procedure:
1. The teacher selects words that are unfamiliar to students.
2. The teacher presents these words in isolation.
3. The teacher presents a sentence that illustrates the meaning
of the unknown word.
4. Students use the dictionary to verify the guesses
The Semantic Map
  Help students see the relationship among words.
 First developed by Hanf (1971) and further developed by
Johnson and Pearson (1978,1984)
 Steps:
1. The teacher selects an important word or topic in the
selection.
2. The teacher writes the words on the board and chart and
encircles it.
3. The teacher encourages the students to think of as many
related words.
4. Students and teachers add label to the groups.

C. Motivation and Development of Purpose

 Factors contributing to motivation:

 Attitude
 Interest
 Self-concept
 Motivation Strategies:
 Read Aloud
 Watch movies of the stories before or after reading the book
 Show how literacy can be applied to daily life. Use materials
such as magazines, newspapers etc.
 Use music and art
 Predicting and Conforming (PACA)
Students make predictions about a topic based on
some information provided by the teacher
Procedure:
1. The teacher poses a general question
2. The teacher provides initial information
3. Students and teacher write predictions
4. The teacher presents new information
5. Students and teacher revise or modify the
statements
6. Students read the selection in the book using their
predictions as a purpose for reading
7. Student and teachers revise their predictions based
on the reading.