Reading Innovations/

Remediation/Enrichment
across Comprehension Levels
(independent, instructional, frustration)
How do you define reading?
What assumptions do you
have as teachers who teach
reading?
• All students can learn to read

• Students don’t learn at the same rate

• Students don’t learn in the same way

• Students mother tongue can both

promote positive and/ negative
transfer in learning a second language
What are your initial actions in
planning reading instruction?
• Diagnose students’ reading level

• Learn about each student’s background

• Know individual student’s interest

“When students don’t learn the way
we teach, let’s teach them the way
they learn” – Ignacio “Nacho”
Estrada
Strategies in Teaching Reading
The Use of Frayer Model
Target: vocabulary
• a graphic organizer with four sections use for
vocabulary building
• involves definition of target vocabulary and
application of knowledge by generating
examples and non-examples, using in a
sentence, providing translation (ESL), citing
connections, giving characteristics, and/or
drawing a picture to illustrate the meaning of
the word.
When to use:
• develop understanding of key concepts and
vocabulary
• draw on prior knowledge to make
connections among concepts
• compare attributes and examples
• think critically to find relationships between
concepts and to develop deeper
understanding of word meanings
• make visual connections and personal
associations
How to Use
1. Select key vocabulary
2. Provide graphic organizer
3. Model the process
4. Divide the class into student pairs
5. Let students share their ideas
6. Create study helps
buhawi
Question of Teachers
How do I begin to focus on English
language arts and reading
instruction when I have so many
subjects to teach?
Partner Reading
Target: reading fluency

• It involves peer mediated instruction

wherein higher level reader provides
assistance to a partner with lower
reading level.
Delivery
• Three times a week for at least 20
minutes per session
• Train peer tutors in giving feedback
• Establish a routine
• Plan seating arrangement and
placement of reading materials
• Categorize reading selections where
students can choose reading materials
Teacher Preparation
• Determine students reading levels
• List students from highest to lowest
based from their reading abilities
• Divide the list in half
• Place the first student on the first list
with the first student on the second list
• Continue until all students have been
partnered
 Example of Partner Reading Pairs
High Low
Performing Performing Pairs
Readers (HP) Readers (LP)
1st HP 1st LP A
2nd HP 2nd LP B
3rd HP 3rd LP C
4th HP 4th LP D
• The reader from the first list (HP) will
be called Partner 1 while that from the
second list (LP) will be called Partner
2.
• Prepare correction cards
• Partner 1 always begins the reading,
while Partner 2 follows along
 Directions for Implementation:
1. Partner 1 (HP), reads the first paragraph. Partner
2 (LP) follows along.
2. Partner 2 (LP) reads the same paragraph.
3. After both partners read one paragraph, Partner
2 (LP) retells sequentially what happened in that
paragraph.
4. Partner 1 (HP) should praise Partner 2 when s/he
retells sequentially what happened in that
paragraph.
5. The pairs will repeat steps 1-4 until the passage
is complete.
6. Partners should refer to the correction card
when mistake is made.
6.1. If a student reads a word incorrectly, skips a word, or
does not say a word within 4 seconds, his/her partner
says, “Check it!”
6.2. Then his/her partner will point to the word and say,
“Yes, that word is_____. What word?” The student
repeats the word. Then the partner says, “Please
reread the sentence.”
6.3. Alternatively, if the student does not know the word,
the partner says, “That word is _____. What word?”
The student says the word. Then the partner says,
“Please reread the sentence.”
6.4. The student is always asked to repeat the word and
reread the sentence.
7. Partner 1 and Partner 2 can also make
flashcards of all words that Partner 2
does not know. If after reading there
are a few extra minutes available,
Partner 1 can take five of the cards
and review them with Partner 2.
Boom! Strategy
Target: Reading fluency and vocabulary

• It is an engaging and playful strategy

which is fun and fast-paced game.
The object of the game is for the
student to read as many sight words
on the cards/sticks as s/he can.
Delivery
• Implementation should be three times a
week for at least 20 minutes per session.
• Conducted by dividing the class into small
groups of students while the teacher act
as a facilitator who first show the students
how to play the game and provides
corrective feedback as needed. The
groupings should be based on the reading
levels of the students.
• A routine which includes the following
should be developed:
• identifying sight words list
• writing sight words on wooden sticks or printing
them on cards
• choosing storage containers for the sticks or
cards
• establishing a routine for students to adopt so
that they know the step by step requirements
for engaging in Boom!
• planning the seating arrangement and where
the materials will be located.
• The teacher may also periodically
replace some of the Boom! sticks or
cards with rewards
• For independent readers the game
may also be connected to writing.
Teacher Preparation
• Write high frequency (sight) words on
wooden craft sticks or print them on
cards (one word per stick/card)
• On some sticks/cards write the word
“BOOM!”
• Tie each group of sticks/cards and
place them in a container.
Directions for Implementation:
The teacher should provide these
directions for students:
1. Students sit in a circle.
2. One student shuffles the sticks/cards.
3. Students take turns picking a
stick/card and reading the word
fluently.
4. If the student reads the word
correctly s/he keeps the stick/card.
5. If the student reads the word incorrectly
s/he returns the stick/card in the
stack/deck and the stack of sticks/ deck of
cards is shuffled.
6. When a student chooses a Boom!
stick/card s/he must say, “Boom!” and put
all of his/her word sticks/cards back into
the stack/deck.
7. After all the sight words are read or after
the given time the player with the most
sticks/cards wins.
Incremental Rehearsal
Target: Reading fluency and vocabulary

• It is a drill ratio procedure of combining

unknown (10 words the student cannot read) and
known (9 words the student mastered) words and
word meanings (Petersen-Brown & Burns,
2011). This strategy may be used with
sight or vocabulary words, simple math
facts, letter names and sounds, and
meanings of suffixes/prefixes.
Delivery
• Three times a week for at least 20 minutes
per session
• Individualized, 1 teacher : 1 student ratio. A
teacher provides feedback as the student
progresses through the stack of words
and/concepts.
• Ensure the student knows the steps in
engaging in incremental rehearsal.
• Determine list of words and/concepts to
include.
Teacher Preparation
• Choose known and unknown words
and/concepts to include
• Write/print the nine known words and
ten unknown words on the flash cards
Directions for Implementation:
1. Take nine cards from the “known”
stack and one from the “unknown”
stack.
2. Present the first known item and have
the student read the card aloud.
3. Present the unknown card and read
the item aloud, then have the student
repeat the word.
4. Tell the student the definition of the
unknown word, then have the student
repeat the word and its definition.
5. Present the next known card, followed by
the unknown. If the student commits an
error on any card or hesitates for longer
than 2 seconds, the teacher reads the card
aloud, then prompts the student to read it.
The rotation between a new known card
and the unknown card continues until the
student answers all cards without error.
6. If the first unknown is now known,
it now replaces a previous known,
which is then removed from the
stack. Begin the procedure again at
Step 4 using a different unknown.
7. Repeat until all unknown cards
become known items.
Supported Cloze Procedure
Target: Reading accuracy (decoding) and
comprehension
• SCP (Burns, Riley-Tillman, &
VanDerHeyden, 2012) specifically
targets reading accuracy by modeling
correct reading of words in the passage.
It is advisable to use for students who
have adequate phonetic skills but
struggles applying those to reading text.
Delivery
• Implementation should be three times a
week for at least 20 minutes per session.
• It is individualized 1 teacher to one
student ratio.
• Ensure the students know the steps in
engaging in SCP.
• The teacher provides feedback as the
student reads a passage
Teacher Preparation
• Identify text to be used
-student reading level
- background
- interest
- age
- length
 Directions for Implementation:
1. Ask the student to orally read the passage while
the teacher follows along.
2. Any word that the student does not read
correctly within 5 seconds is verbally provided
by the teacher, saying, “That word is ______.
What word is that?”
a. If the student responds correctly, the teacher
says, “Yes, that word is _____.”
b. If the student responds incorrectly, the
teacher begins the error correction procedure
all over again.
3. After the student reads the passage, the
teacher says, “This time we are going to
read the passage together. Start back at
the beginning. You will read the first
word. I will read the second, and then we
will switch back and forth until we read
the whole thing. Any questions?”
4. The student then reads the first word, the
teacher the second, and so on until the
passage is complete. The teacher models
fluent reading and avoids sounding
robotic/monotonous.
5. Any error by the student is corrected
using the error procedure described
in Step 2.
6. After completing the passage, the
pair reads again. This time, the
teacher starts the first word, the
student reads the second, and so on.
This way, every word on the page is
modeled by the teacher and read by
the student.
 Shrink it!
Target: Reading comprehension

• It is a peer assisted strategy where

students must state the main idea in 10
words or less, encouraging them to
display and monitor comprehension
while taking turns reading one
paragraph at a time.
 Delivery
• Implementation should be three times a
week for at least 20 minutes per session.
• Train peer tutors how to give feedback
• Establish a routine for students
• Plan seating arrangement and placement of
reading materials
• Identify appropriate reading selections. The
reading selection should reflect the reading
level of the lower-reader.
Teacher Preparation
• Are exactly the same as Partner
Reading where students are listed
according to their reading levels. The
list is divided in half and students
from the first list are partnered to
those in the second list.
Directions for Implementation:
1. Each student reads a paragraph aloud.
2. After each paragraph, Partner 2 should stop
reading. Partner 1 should then ask Partner 2 to
summarize the following information
a. The main who or what of the paragraph.
i. Partner 1 should suggest that the main
who or what will always be a person,
place thing, or animal.
ii. If partner 2 says too many whos or whats,
Partner 1 should say, “Remember to
choose the most important who or what.”
b. The most important thing about
who or what.
i. Partner 1 can provide a hint if
needed.
ii. If Partner 2 ever gives an
incorrect answer, Partner 1 should
ask him or her to skim the
paragraph again and answer the
question.
c. The main ideas in 10 words or less.
i. Partner 1 asks Partner 2 to state
the main idea in 10 words or
less.
ii. If Partner 2 uses more than 10
words, Partner 1 says, “Shrink
it!”
3. Partners should refer to the Correction Card
as needed when a mistake is made.
a. If partner 2 gives an incorrect answer,
Partner 1 will say, “Try again!”
b. If partner 2 gives another incorrect
answer, Partner 1 will say, Here’s a hint”
c. If partner 2 still cannot answer correctly,
Partner 1 will say, “The answer is _____.”
d. Alternatively, if Partner 2 uses more than
10 words for the main idea, Partner 1
says, “Shrink it!”
Collaborative Strategic Reading (CSR)
Target: Reading comprehension

• It is a research-based instructional practice

in teaching reading comprehension to
students to enhance content area learning.
CSR consists of four reading
comprehension strategies that are applied
before, during, and after reading. CSR
strategies are: (1) preview the text, (2)
click and clunk, (3) get the gist, and (4)
wrap up (Abuhasnah, 2015).
Delivery
• Three times a week for at least 20 minutes
per session
• Makes use of small groups
• The teacher introduces the reading
selection using a preview strategy, and
then the group works together to develop
their understanding of the selection
through the remaining three strategies.
• Each group sits together forming a circle.
• The routine that should be develop should
comprise of the following:
o ensuring that students know the steps
in engaging in CSR.
o placing laminated cue card on specific
seats that will be occupied by each
group. This can help students to know
which place to take and can use cue
cards as reference when needed.
Directions for Implementation:
Before reading:
1. Preview the text
During this step, students look at headings, key
words, pictures, and charts in a short period of
time. The teacher asks students some
questions to engage them in a classroom
discussion about what they learned from the
previews. Also, the teacher encourages
students to predict what they think they will
learn from reading.
Teacher Preparation
• Identify the reading passages that students will
use while working in CSR groups.
• Rank students according to their reading
abilities. Divide the list into five parts, the first
part are students who have the highest reading
abilities in class they will be given the role of
Clunk Experts, the second Leaders, followed by
the Gist Expert, Announcer, Encourager, and
Reporter.
• Plan the mix groupings of students (4-5 per
group).
• Leader: Leads and directs the group during the
implementation of CSR with the teacher’s
assistance, if needed, and keeps the group’s
members on task. S/he decides what to read
next and what strategy to apply.
• Clunk expert: Uses clunk cards to show the
group the fix-up strategies when they try to
figure out a clunk.
• Gist Expert: Guides the group to identify the
most important ideas of the passage they are
reading.
• Encourager: Encourages the group members
participate in the group’s discussion and gives
the feedback or praise.
• Announcer: Calls on the group members to read
or share ideas during the activity.
• Reporter: Share the group’s ideas,
answers, and questions during a whole
class discussion.
During reading:
2. Click and clunk (I get it - I do not get it)

• When students read a passage with

understanding, they proceed smoothly
through the text it is a click. When
students find a word, concept, or idea
hard to understand, it is a clunk.
Fix-up strategies
• Vocabulary fix-up skills: (a) context clues
and (b) word analysis.
• Read-Pause-Reflect: To help students
monitor their understanding during
reading, allow them to decide to pause at
any point to recall the main ideas for each
part. If a student does not understand the
topic, s/he rereads the section.
• Retell: One student assigned the role of
“re-teller” (Gist Expert) and the others
assigned the role of “listeners”. The
reteller talks about the main idea(s),
concepts, and points of the reading while
the other student listens, comments, and
ask questions. Then, the teacher randomly
calls one of the listeners to share
information told by the reteller.
3. Get the gist
• Students learn to identify the most
important idea(s) in the text during
reading. This strategy teaches students to
use their own words to explain the main
ideas of every paragraph or two using a
few words to check for understanding.
After reading:
4. Wrapping up
• Students identify the most important
ideas from the entire section they
have read.
• They generate questions and answers
about the information in the text.
Follow-up Activities
• Verbal and Visual-Word Association: Students write
clunks on a Post-it note and adhere it to the page
in which the clunks were found. Then, they draw a
rectangle divided into four sections for each word.
Students complete the boxes by providing the
definition and a visual representation of the word,
and their personal association to the word.
• Cubing: Students compose a descriptive paragraph
using a cube. On each side of the cube the
following will be written: (a) describe it, (b)
compare it, (c) associate it, (d) analyze it, (e)
apply it, (f) and argue for or against it.
• Graphic Organizers: Students organize the
information they have learned from reading in
charts, diagrams, or maps. For example, one
group uses a Venn - diagram to compare and
contrast ideas. Another group uses semantic
mapping to show the relationship among ideas.
• Fishbowl: Each group writes one question or
two about the topic they read. Students leave
the question(s) on their table for other groups
to answer. Under the supervision of the teacher,
students will rotate and answer the questions.
Thank you very much for your
kind attention.