The document outlines a training workshop for educators in the Philippines focused on retooling reading and literacy instruction for Grade 2 learners. It includes session objectives, an overview of reading fundamentals, and various strategies for teaching reading, including phonemic awareness, vocabulary development, and comprehension skills. The workshop emphasizes creating a literacy-rich environment and engaging students through interactive activities to foster a love for reading.
The document outlines a training workshop for educators in the Philippines focused on retooling reading and literacy instruction for Grade 2 learners. It includes session objectives, an overview of reading fundamentals, and various strategies for teaching reading, including phonemic awareness, vocabulary development, and comprehension skills. The workshop emphasizes creating a literacy-rich environment and engaging students through interactive activities to foster a love for reading.
The document outlines a training workshop for educators in the Philippines focused on retooling reading and literacy instruction for Grade 2 learners. It includes session objectives, an overview of reading fundamentals, and various strategies for teaching reading, including phonemic awareness, vocabulary development, and comprehension skills. The workshop emphasizes creating a literacy-rich environment and engaging students through interactive activities to foster a love for reading.
The document outlines a training workshop for educators in the Philippines focused on retooling reading and literacy instruction for Grade 2 learners. It includes session objectives, an overview of reading fundamentals, and various strategies for teaching reading, including phonemic awareness, vocabulary development, and comprehension skills. The workshop emphasizes creating a literacy-rich environment and engaging students through interactive activities to foster a love for reading.
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Republic of the Philippines
DEPARTMENT OF EDUCATION Region I SCHOOLS DIVISION OFFICE I PANGASINAN
DIVISION TRAINING-WORKSHOP ON RETOOLING ON BEGINNING READING AND LITERACY INSTRUCTION RESOURCE SPEAKER JENNYLYN M. BIBAL MASTER TEACHER II
ENGLISH MALASIQUI NATIONAL HIGH SCHOOL
TOPIC: INTEGRATION STRATEGIES IN TEACHING READING KEY STAGE 1 (GRADE 2) BUDDHA ANNEX CLUB, LINGAYEN, PANGASINAN SESSION OBJECTIVES • At the end of the session, the participants are expected to:
1.Discuss the nature and process of reading;
2.Facilitate reading activities that build communicative competence through different integration strategies which are appropriate for Grade 2 learners 3.Use Direct Oral Fluency Instruction in teaching reading for beginners FUNDAMENTALS OF READING AND LITERACY
This Photo by Unknown Author is licensed under CC BY-SA
SESSION OVERVIEW ⮚ Developing Love for Reading ⮚ Pre-Literacy Skills ⮚ 5 Big Ideas: Literacy Skills ⮚ Phonemic Awareness ⮚ Phonics ⮚ Vocabulary Development ⮚ Fluency ⮚ Comprehension Skills Q& A: How do we teach reading to young children?
This Photo by Unknown Author is licensed under CC BY-SA-NC
Do you know your learners well in terms of language learning? CHARACTERISTICS OF LANGUAGE LEARNING IN YOUNG CHILDREN ❖ Language is a product of active, repetitive, and complex learning.
❖ Children learn how to speak when we talk to them and when we teach
them explicitly.
❖ Children learn language through association of sounds and what they
symbolize.
❖ They need concrete representation to form the concepts.
❖ The parts of the brain responsible for language are very malleable.
Given opportunities to hear, talk and have conversations, they can
IMPLICATION TO TEACHING
❖ Create opportunities for children to talk. Speak with them. Don’t
tell them, show and ask them.
❖ Engage children in listening exercises. We often forget that
language is both receptive ands expressive.
❖ Do exercises, drills, dialogues, simulations. They need to practice
speaking.
❖ Expose them to a multilingual environment, they are very
receptive. WHAT READING ACTIVITIES FOR GRADE 2? 1. ORAL LANGUAGE DEVELOPMENT
B. Expressive Language Skills
• Give 1-2 step directions • Ask/Answer Simple Questions • Talk and share • Recite memorized poems, rhymes • Initiate conversation • Participate in role playing/drama/choral recitation This Photo by Unknown Author is licensed under CC BY-SA
10 1. ORAL LANGUAGE DEVELOPMENT
Develop OL thru: • nursery rhymes • nursery songs • read aloud • read-along • digital story-telling This Photo by Unknown Author is licensed under CC BY-SA-NC
11 1. ORAL LANGUAGE DEVELOPMENT
Develop OL thru: • puppetry • finger plays • role playing • choral recitation • dialogues • others This Photo by Unknown Author is licensed under CC BY-SA
12 1. ORAL LANGUAGE DEVELOPMENT
USE OF: • Wordless books • Sensory books • pop-up books • big books
This Photo by Unknown Author is licensed under CC BY-NC-ND
13 4. PHONOLOGICAL AWARENESS • LISTENING • Letter-Sound Relationship • Word Awareness • Sound position • Number of sounds • Segmentation • Rhyming Words This Photo by Unknown Author is licensed under CC BY-NC-ND
14 5. KNOWLEDGE OF PRINT • Parts of a Book
• Position of the Book
• Leafing the Book
• L-R, T-B, return sweep eye-hand
movement This Photo by Unknown Author is licensed under CC BY-SA-NC
15 6. VOCABULARY AND COMPREHENSION
• Picture-Word Clues
• Total Physical Response
• Same Meaning/Opposites
16 6. VOCABULARY AND COMPREHENSION
• Picture-Word Clues (word level) • Identify and match. a red ball a pink ball
• Read and check.
bat 17 6. VOCABULARY AND COMPREHENSION
TOTAL PHYSICAL RESPONSE
18 PHONEMIC AWARENESS • Isolating Sound
What is the first/initial sound that
you hear in the word mat?
What is the second/middle sound?
What is the third/final sound?
/m/ /a/ /t/ 19
PHONEMIC AWARENESS
• Segmenting Sound
How many sounds do you
hear when you say /m/a/t/?
Onset and Rime: m at
ma t
20 PHONEMIC AWARENESS
• Substituting/Adding Sound r b Write the words here:
1. at m
p c
21 PHONEMIC AWARENESS
• Deleting Sound When I say f-a-s-t, how many sounds do you hear? Let us write it ________. If I delete s, what word is left? /f/a/t/
22 PHONEMIC AWARENESS
• Blending Sound
What is this? What sounds do you hear When you say the word? How many sounds do you hear? first? second? third? …
23 PHONICS: HOW DO WE SEQUENCE THE LETTERS/SOUNDS? REMEMBER: • SEQUENCED ALPHABETICALLY 1. INTRODUCE CONSONANT • SEQUENCED BASED ON ORTOGRAPHY/ PLACE OF SOUNDS FIRST ARTICULATION 2. NEXT , SHORT VOWELS • BILABIAL CONSONANTS - m p b w /A/ /O/ /U/ • LABIODENTAL -F V 3. NEXT SET OF CONSONANT • ALVEOLAR - T D N S Z N L SOUNDS • PALATAL RY J 4. SHORT VOWELS /E/, /I/ • VELAR K, C G NG QU X 5. NEXT SET OF • GLOTTAL H CONSONANTS • SHORT VOWEL SOUNDS 6. CA, KE, KI, CO, CU • CVC WORDS 7. Q GOES WITH U = QU
24 COMPREHENSION Noting Details 1. Sentence level
Pam sat on the mat.
Who sat on the mat? Where did Pam sit? What did Pam do on the mat?
25 COMPREHENSION Noting Details 1. Story Level Pam and Nat Pam is a cat. Pam is a fat cat. Nat is a lad. Pam is Nat’s fat cat. Pam sat on Nat’s lap. Pam is glad. Nat is glad.
This Photo by Unknown Author is licensed under CC BY
26 COMPREHENSION Noting Details: STORY ELEMENTS – WH Questions 1. Story Level • What is the title of the story? • Who is Pam? • How is Pam described in the story? • Who is Nat? • Where does Pam sit? • What do Nat and Pam feel? This Photo by Unknown Author is licensed under CC BY-NC-ND
27 COMPREHENSION
Sequencing Events: PLOT
1. Story Mapping You can ask the children to draw events of the story and put numbers on them. 2. Timeline/Graphic Organizer 3. Retell the story This Photo by Unknown Author is licensed under CC BY
28 COMPREHENSION Cause-Effect: Why is the cat fat? * The cat is fat because___.
What will happen to the cat if it
is well-fed? * If the cat is well-fed, ____________________ This Photo by Unknown Author is licensed under CC BY
29 COMPREHENSION Inferring Ideas:
Why is the cat fat?
Why do you think is Pam
glad?
Why is Nat glad?
30 COMPREHENSION Predicting Outcomes: (EFFECT)
Nat stops feeding Pam.
What will happen to Pam?
What do you think would Pam feel
about Nat?
Process: Cues & Schema This Photo by Unknown Author is licensed under CC BY-ND
31 COMPREHENSION
SUMMARIZING IDEAS
32 Therefore, what do we combine with reading? INTEGRATION STRATEGIES IN TEACHING BEGINNING READING
⮚ Reading + _____________ ⮚ Reading + _____________ ⮚ Reading + _____________ ⮚ Reading + _____________ DEVELOPING LOVE FOR READING
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CC BY
CREATE AND PROVIDE LITERACY-RICH
ENVIRONMENT
36 DEVELOPING LOVE FOR READING
MODEL TO THEM HOW TO READ
37 DEVELOPING LOVE FOR READING
This Photo by Unknown Author is licensed under
CC BY-SA-NC
LET THEM TALK ABOUT THEIR OWN
STORY. 38 WORKSHOP 1 Craft a 1 paragraph story containing a set of words that you will receive per table. Make sure to integrate in your story other aspects that Grade 2 learners can easily relate to.
