READING

PRESENTED BY: ROZAINI BIN ZULKIFFLE MUHAMMAD ZULAFIQ BIN ZULKAFLI 6 PISMP SN/PJ/PI

SOME INSIGHT ABOUT READING PROCESS AND READING PURPOSES

Reading involve knowledge of certain

writing conventions Real reading involves understanding the meaning or message the words are intended to carry Understanding a text involves understanding the language in which it is written Reading involve utilizing previous knowledge

 Reading is an interactive process

Reading is a life-support system

Reading is not a single skill that we use

all the time in the same way but is a multiple skill that is used differently with different kinds of text Wide reading experience in a particular kind of text is often necessary foe proper understanding of any one instance of that kind of writing

AIMS OF TEACHING READING

Helps student to become independent

readers Develop response to text Help pupils read with adequate understanding Helps pupils read at appropriate speed Helps pupils read silently Activity Ask student to bring their own story book. Tell to their friend about the book they have read and some comment to it. Take out the difficult word from the story book and search

LEARNING TO READ
1. READING READINESS

2. EARLY READING
3. SIGHT WORD SKILL 4. WORD ATTACK SKILL 5. LANGUAGE EXPERIENCE

APPROACHES 6. THE BIG BOOK APPROACH 7. SELECTION OF TEXT FOR EARLY READING PRACTICE

1. READING READINESS
To develop his knowledge of the English

language so that he can understand what he reads Motivation to learn to read in English The ability to discriminate between shapes so that he can recognize letters and words when he begins to learn to read Recognition that print has meaning just as talk has meaning

2. EARLY READING
Basically involves: Motivation Developing language and comprehension skills Learning the print conventions of English Word recognition skills
Sight word skill and word attack skill Language experience approach Big book approach

SIGHT WORD SKILL

The word that a reader can recognize on

sight, or without any need to think about what they could be, are described as his sight word Enable the reader to handle the decoding automatically Among the word generally found are grammar words (articles, prepositions), numbers (one, two), objects (chair, pencil), and common actions (say, know)
Activity Teacher must always provide text or speak

Guidelines for teaching sight word

Give opportunities to use the words they

have learn constantly in labeling pictures Flash the word while saying it aloud Play games like bingo that require repeated use of the word Get pupils to read simple stories which use the word they are trying to learn

WORD ATTACK SKILL

Using configuration clues

Using pictures clues

Using contextual clues Using the dictionary Using structural analysis Using phonemic clues

LANGUAGE EXPERIENCES APPROACHES

The child uses his own words to say

what he himself wants to say and then sees these same words and experiences printed on paper for him to read and copy and to read again Get the pupils to listen a story from children literature Ask one of the children or the class as a whole to talk about the picture they have drawn. Print the story that the child or class

 Provides opportunities for developing

sight word skill by getting your pupils to recognize word in the stories they themselves dictates Put up the story your pupils dictated on the softboard for them to read whenever they want The next day get the pupils to read their story again

THE BIG BOOK APPROACH

All the children in a class gather

together to share a single copy of a book with the teacher The pupils sit on the mat with the big book open in front of them on a stand Get pupils interested in the story by using the pictures to support what the teacher saying Get pupils to take turns to point the words and to turn the pages

 Get the pupils to arrange word using the

flash card to make up the sentences in the story they have heard Get the pupils to arrange word to make up the sentences in sequence Repeat the step above using the whole sentence instead of the flash card Get the pupils work in small groups doing what the class as a whole did initially Recycle the words in the story through activities such as crossword puzzles and bingo

SELECTION OF TEXT FOR EARLY READING PRACTICE

Features early readers should have: Appropriate language Simple but interesting content Illustrations and colour

Features of the books to be read to pupils: Be within the experiential background of the student Simple, repeating story line which allow easy participation of the pupils Be in language that can be easily understood by the pupils

DEVELOPMENTAL READING
What silent reading involves: Recognizing structures, words, etc. Predicting the outcomes, guessing word meanings using contextual clues Applying reading strategy to the text Making connections within the context Thinking while reading such as ask questions and form impression Having an affective reaction to the text

SELECTIONS OF TEXT FOR DEVELOPING SILENT READING SKILLS

Balance

Suitability of language
Concepts in the texts Level of reasoning required Content Pedagogic suitability

Teaching Learning Strategies

Strategies for beginning readers

Student characteristic
Very young children have short attention spans.

Teaching Learning Strategies

Provide a variety of activities Plans a lot of physical activity Keep the children involve all the time

Young children need concept enrichment

Give them many opportunities to understand the meaning of a word: Hear, say a word at the same time Let them see, hear, say a word at the same time Give many opportunities to

Strategies for beginning readers

Student characteristic
Young children curious

Teaching Learning Strategies

Young children not meaningful abstract activities Do not teach words in difficult isolation

them opportunities to satisfy their curiosity about the world through the material you give the to read find Introduce phonic only and after pupils can read

are Provide

Strategies for beginning readers

Student characteristic
Many children do not know any English when they come to school Rural areas have a little environmental support for learning to read in English

Teaching Learning Strategies

Build up your pupils to listen Give a lot of audio-visual Express their understanding through some non verbal way Create an environment that supports learning to read, Label everything in the classroom Keep attractive books Pin up instruction Pin up bulleting about

Devising Activity Types

Teacher needs to be able to monitor his pupils

reading
A readers response to reading cannot be

observe directly
Devise comprehension question

Devising Activity Types

Form of response Verbal Non verbal

Ask/Answer question

Read aloud

Act

Mime

Discuss

Note taking

Draw

Labels

Verbal responses
Reading aloud either single pupil reads or by

turns
Suggestion for reading aloud a. Reading while listening b. Play reading

Choral reading d. Individual reading to teacher e. Audience reading

c.

Verbal techniques for the development of silent reading skills

Open ended questions Pupils formulate their own answers and/or express their own interpretation meaning of text
Pupils aware of the need for personal interaction Pupils learn to use his previous knowledge Teacher should not pay too much attention on

grammatical error
Accept reasonable answer

Verbal techniques for the development of silent reading skills

Multiple choice question (MCQ)
Get pupil to read and tick the first few MCQ Hold a class discussion of the answers Leave pupil to work on the rest, first alone and

then in groups Conduct a class discussion

Purpose
To demonstrate that pupil should work with the

text To prepare them for group discussion Pupils listen to each other strategies

Verbal techniques for the development of silent reading skills

True False question

Purposes: As a quick comprehension check

As a stimulus to encourage

interpretation and discussion of the text

Verbal techniques for the development of silent reading skills

True False question guidelines
1.

Look through the text and pick out elements that people can have different viewpoints about.

2.

Write statement based on the issue you have picked out.

Make sure the discussion that each statement generates Force the pupils back pupil back into the text and not away from the text

3.

4.

Verbal techniques for the development of silent reading skills

Placement of question

Question given before a pupil reads the text Question placed in the margin Question placed at breaks in a continuous

text that has been broken at pedagogically strategic

Question placed after the text

Non - Verbal responses

Channel conversion - when information expressed in one medium is converted into another medium.

Important? To stabilize between receptive skill and productive skill Some information can be more clearly presented Easier to remember

Non - Verbal responses

Guideline for constructing channel conversion activities 1. Collect and file the graphs, diagrams appealing to children 2. Select the suitable graphic (PS make sure that it can help u teach the target skill) 3. Work out your activity 4. Only use visual that pupils already know 5. Do activity yourself 6. Demonstrate 7. Hold a class discussion (PS always get pupils to refer to the text when supporting their answers)

The Reading Lesson

Stages in a reading lesson (Prereading)
To stimulate interest

To introduce language or concepts

To help pupils see the relationship

of ideas

The Reading Lesson

Stages in a reading lesson (while-reading activities)
Activities that a pupil engages in

while actually reading the text Enable pupils to achieve the lesson aims Handling text in different way

The Reading Lesson

Stages in a reading lesson (post reading activities)
To look out of the text to see its

relevance to other activities Either activities is interesting or useful

The Reading Lesson

Guidelines for preparing a reading lesson 1. Find a suitable text. 2. Identify the skills you want to teach. 3. Think of a sequence of activities. 4. Look through the sequence of activities. 5. Work through all the activities yourself 6. Check on the timing of activities.

Ways if Dealing with Mixed Abilities in a Reading Lesson

Give all pupils the same text but

different question
Form mixed ability groups in the

class
Do jigsaw reading reading task

that requires input from several texts

Integrating Reading with Other Skills

Writing

and speaking can be means of expressing understanding Writing or speaking can set the purpose for reading Listening can introduce words aurally Listening while reading can assist the learner and reader to learn how to group words into meaningful chunks

READING ACTIVITIES
Read and do activities

Read the text and mime what you read:

1. His eyes became half-closed, his

left eye twitched and his mouth pulled to the right. Finally, his head lolled forward.

READING ACTIVITIES
Integrate skills for reading activities

Read and answer the question.

Mary loves ice-cream and cake. She likes bananas, chocolate and cream. No wonder she is so plump! 1. What is cream? 2. Why is Mary plump? 3. Draw pictures of each of the following: Ice-cream, chocolate, bananas

READING ACTIVITIES
Post reading activities

Work in small groups. Answer these questions. (Discussion after reading a story)
1. Do you like Hansel and Gretel?

Why? 2. Do you like the ending of this story? If you were the writer, how would you end the story? Why?

LIST OF ACTIVITY
Skill Activity

Using configuration clues Using pictures clues

Show the word and get pupils to sort and match shapes. Then ask pupils to trace words shapes

Teacher provide a few word to each of the pupils. They to find the meaning of the word in the form of the picture. Paste all the word on the board at the class. Using contextual Ask student to find the word that clues have affixes or suffixes. Discuss

Skill

Activity

Using the dictionary

Using structural analysis Using

Ask the pupils before the lesson begin to list out the difficult word from the dictionary as the word of the day. Find out the synonym and the antonym of the words. Ask student to find the word that have affixes or suffixes. Discuss the meaning of the affixes and suffixes. Provide crossword and

REFERENCES
Nesamalar Chitravelu, Saratha Sithamparam, The Soo Choon, (2007), ELT Methodology Principle and Practice 2nd Edition, Oxford Fajar, Selangor Terrie Schultz, How to Use the Language Experience Approach (LEA) to Teach Reading achieve on 7/7/2013 from http://voices.yahoo.com/how-language-experience-approachlea-to-8078580.html Mohana Nambiar, Early Reading Instruction - Big Books in the ESL Classroom achieve on 7/7/2013 from http://www.melta.org.my/ET/1993/main3.html Writing multiple choice questions achieved on 4 July 2013 on http://www.vcu.edu/cte/resources/nfrg/12_03_writing_MCQs.h tm