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    Decoding and Direct Instruction

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    Marie Mariñas Sera Joseph
    The document discusses methods for teaching decoding and reading instruction, including direct instruction, decoding instruction, phonemic awareness activities, phonics, and the key components of effective reading teaching such as fluency, vocabulary, and comprehension. It also describes the Marungko method which uses rearranged letters to form words, sentences, and short stories for teaching reading.

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    Decoding and Direct Instruction

    Uploaded by

    Marie Mariñas Sera Joseph
    31 views32 pages
    The document discusses methods for teaching decoding and reading instruction, including direct instruction, decoding instruction, phonemic awareness activities, phonics, and the key components of effective reading teaching such as fluency, vocabulary, and comprehension. It also describes the Marungko method which uses rearranged letters to form words, sentences, and short stories for teaching reading.

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    The document discusses methods for teaching decoding and reading instruction, including direct instruction, decoding instruction, phonemic awareness activities, phonics, and the key components of effective reading teaching such as fluency, vocabulary, and comprehension. It also describes the Marungko method which uses rearranged letters to form words, sentences, and short stories for teaching reading.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    31 views32 pages

    Decoding and Direct Instruction

    Uploaded by

    Marie Mariñas Sera Joseph
    The document discusses methods for teaching decoding and reading instruction, including direct instruction, decoding instruction, phonemic awareness activities, phonics, and the key components of effective reading teaching such as fluency, vocabulary, and comprehension. It also describes the Marungko method which uses rearranged letters to form words, sentences, and short stories for teaching reading.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 32

    DECODING

    AND
    DIRECT INSTRUCTION

    Marie M. Sera Joseph


    MAED - SPED
    Direct Instruction
    It is a teaching method developed in the United
    States in the 1960.
    Focused particularly on the needs of children
    with learning difficulties.
    Direct Instruction breaks each learning task
    down into its smallest component and requires
    mastery of simpler skills before proceeding to
    more difficult skills.
    Students are grouped according to their
    achievement, teachers are provided with closely
    scripted lesson plans, students respond to the
    teacher orally and as a group, and the group
    does not move on until everyone understands the
    Decoding Instruction: Aims
     The phase in the reading lesson
    wherein the child learns the rudiments
    of word reading.
     Follows a systematic, multi-sensory
    and sequential approach to word
    reading development.
    Decoding Instruction:
    1. Uses a variety of instructional
    materials with emphasis on more
    manipulative materials as well as
    worksheets for practice and mastery
    exercises.

    2. Exposes the pupils to a wide range of


    ways by through which print is met –
    books, textbooks, workbooks, labels of
    commodities, street signs, etc.
    PRINCIPLE: SCAFFOLDING
    Based on Vygotsky’s “zone
    of proximal development.”
    The teacher teaches,
    guides, providing support
    until the student can do the
    skill on his own.

    5
    KEY COMPONENTS OF
    EFFECTIVE READING TEACHING
    Phonemic awareness
    Phonics
    Fluency
    Vocabulary
    Comprehension
    Phonemic awareness
    is the capacity to break words
    down into sound units
    (phonemes): H/A/T; SH/I/P.
    Some children learn this
    before they go to school from
    book reading with parents and
    from playing rhyming games.
    Activities to develop phonemic awareness
    Poem recitation by the whole class, by
    groups, by individual pupils
    Rhyme detection
    Syllable detection
    Explicit teaching
    Do they rhyme?
    How many syllables?
    What is the beginning sound? the
    ending sound?
    Phonemic Awareness
    ability to notice, think about,
    and work with individual
    sounds (phonemes) in spoken
    words.
    Activities to Develop Phonemic
    Awareness
    Phonemic Isolation – requires
    recognizing individual sounds in
    words.

    What is the first sound in sun?


    What is the last sound in sun?
    Phoneme identity – recognizing
    the common sound in different
    words.

    Which are the same in these words?


    bag, bed, bird, box

    hop, step, map, lip


    Phoneme categorization –
    recognizing the word with the odd
    sound in a sequence of three or four
    words.

    Which word does not belong?


    mat, man, bat, map
    Phoneme blending – listening to a
    sequence of separately spoken
    sounds and combining them to form
    a recognizable word.

    What word is /h/ /a/ /t/ ?


    Phoneme segmentation –
    breaking a word into its sounds by
    tapping out or counting the sounds.

    How many sounds (phonemes) do


    you hear in bell? in sheep/ in
    check?
    Phoneme manipulation /
    Phoneme substitution

    a. Stating the word that remains


    when a specified phoneme is
    removed.
    What is smile without the s?
    b.Stating the word that is formed
    when a specified phoneme is added.
    What is pot with an s at the
    beginning?
    PHONICS
    The ability to recognize, name,
    and sound out all the upper and
    lower case letters of the
    alphabet.
    It allows readers to decode
    new written words by sounding
    out the phonemes rather than
    memorizing whole words.
    A beginning reader should be able to do the
    following:
    1. Identify the letters of the alphabet.
    2. Know the sound of each letter.
    3. Match the upper with the lower case
    letters.
    4. Write all the letters of the alphabet, both
    the upper and the lower case.
    5. Give the letter that begins (ends) the name
    of a given object/picture.
    6. Identify the letters in given words.
    Fluency
    The ability to read orally with
    speed, accuracy and proper
    intonation.
    This is often developed by
    guided oral reading, repeated
    reading aloud with feedback
    and guidance from teachers,
    develops fluency in reading
    from: The / man/ has/ a/ hat.
    to: The man / has a hat. bat
    cat
    recognizes patterns in words pat
    rat
    fat
    hat
    checks for meaning and sense.
    The fog /barks. to The dog / barks.

    knows a stock of
    sight words
    the is are for by from
    which
    Vocabulary
    Knowledge of words and their meanings
    in both oral and print representations.
    Development is essential to skilled
    reading. It can be taught directly, by
    introducing and defining new words, as
    well indirectly by teaching word-
    learning strategies such as word roots,
    dictionary use and context clues.
    The child should understand the words that s/he
    decodes.
    There are
    three eggs in
    the nest.

    FELICITAS E. PADO, PhD


    Identify the English equivalent of words in the Mother Tongue
    or in Filipino
    Classify common words into conceptual categories (e.g.
    animals, foods, toys)
    Recognize root words and their inflections (e.g. look, looks,
    looked, looking).
    Identify some words that comprise contractions (e.g. can’t
    cannot, it’s=it is aren’t= are not)
    Begin to see that some words mean the same (synonyms
    Recognize that some words have opposite meaning
    (antonyms)
    Recognize that some words represent part of a whole
    (meronyms – part of (e.g. finger – part of a hand)
    Determine what words mean based on how they are used in a
    sentence
    Comprehension
    Is the goal of reading teaching.
     It involves making meaning by
    connecting what the reader
    already knows with what has been
    read, using strategies such as
    answering questions, generating
    questions and summarizing.
    Identify connections between text listened to and personal
    experience
    Activate prior knowledge based on new knowledge formed
    Identify story elements (characters, setting, plot, ending) from
    the text listened
    Make predictions about stories based on the cover or title,
    pictures, details in the text
    Use an understanding of characters, incidents and settings to
    make prediction
    Validate ideas made after listening to a story
    Ask and answer simple questions (who, what, where, when, why,
    and how) about text listened to
    Retell and/or reenact events from a story
    Ask and respond to questions about informational texts listened
    to (environment, health, how-to’s, etc.)
    Determine whether a story is realistic or fantasy
    Follow one-step directions
    Marungko Method
    m s a i o b
     Salita :
    baso basa abo iba baba
    mabisa masiba bomba
     Parirala:
    iba ang abo
    ang mga baso
    bomba sa baso
    Marungko Method

     Pangungusap: (m s a i o b)
    Ang mga baso ay basa.
    Babasa si Sam.
    Ang baba ni Sisa ay basa.
    Iba ang aso sa oso.
    Masiba ang mga aso.
    Marungko Method
    m s a i o b e u t k l y n
    Salita :
    noo kuna kain ibon niyog mani
    manok tiyan manika lansones
    Parirala:
    mata ng ibon
    lobo sa mesa
    bola sa ilalim ng kama
    Marungko Method
     Pangungusap:
    (m s a i o b e u t k l y n)
    Ang manok ay kay Ben.
    Kakain ng kakanin si Tina.
    Kulay itim ang tiyan ni Ben.
    Nasa kuna ang manika.
    Takot ako sa leon.
    Pangungusap at Tanong:

    Ang manok ay kay Ben.


    Kanino ang manok? __________
    Kakain ng kakanin si Tina.
    Sino ang kakain ng kakanin? _________
    Kulay itim ang tiyan ni Len.
    Ano ang kulay itim? _________
    Marungko Method
    Pangungusap at Tanong:

    Nasa kuna ang manika.


    Nasaan ang manika? ___________

    Takot ako sa leon.


    Saan ako takot? _____________
    Maikling Kuwento:
    (m s a i o b e u t k l y n)
    May lobo sa loob ng kotse.
    Kay Bambi ang asul na lobo.
    Masaya si Bambi sa lobo niya.
    Kanino ang lobo? ______
    Anong kulay ang lobo? ________
    Sino ang masaya? __________
    Nasaan ang lobo? ___________

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