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Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
Teaching reading
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Teaching reading

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  • Definition according to Diane Henry Liepzig
  • Ask class what they think is the meaning of this
  • According to Graves, Juel and Graves (1998); READ TOGETHER WITH CLASS
  • How can the classroom lay-out help in building positive attitudes and perceptions in reading?
  • BEFORE:Which is more convenient? Teaching in large groups or smaller groups? AFTER: What do you think is the reason why we shouldn’t always group low-achieving students together all the time?
  • What comes in to your mind upon hearing the following terms
  • Transcript

    • 1. Presented by: Pono, Jacqueline Cantoria, Alissa Chua, Charisse Cotiangco, Khamille Bonita, Nikki Cabrillos, Rosemarie
    • 2. Reader Reading Material Reading Situation
    • 3. Word Recognition Comprehension Fluency Motivation Reading
    • 4. Pre reading Stage Initial Reading Stage Stage of Rapid Progress Stage of Extended Reading Experience Stage of Refinement in Reading Abilities, Attitudes and Tastes
    • 5. Bottom-Up Top-down Interactive Approach
    • 6. “Critical literacy requires that readers be able to do something, not merely know something…” - Graves, Juel and Graves (1998)
    • 7. “Critical literacy requires attaining a deep- understanding of what is read, remembering important information, and linking newly-learned information to existing schemata, knowing when and where to use that information , using it appropriately in varied contexts in and out of school, and communicating effectively with others. Critical literacy requires that readers be able to do something, not merely know something…”
    • 8. Knowledge about Print Decoding Vocabulary Comprehending Narratives Comprehending and Learning Exposition Reading and Writing Building Connections
    • 9.  Building positive attitudes and perceptions For learning to occur, students must have positive attitudes about themselves as learners, about their ability to succeed in school, and about the instructional goals, that they, their teachers, and their schools set
    • 10.  Grouping Proficiency groups Deliberate heterogeneous group Formal cooperative group Interest group Literature groups or literature circles Project groups
    • 11.  Traditional Principle  Active teaching and Active learning  Practice and Instruction  Proactive teaching vs. Reactive Teaching  Feedback
    • 12.  Emphasize reading  Teach students the strategies that good readers use  Make assessment ongoing and an integral part component of instruction  Explicit Strategy Instruction  Thinking Aloud Strategy
    • 13.  Provide a balanced instructional framework  local knowledge- phonological awareness, sight word knowledge, word identification strategies, and understanding word meanings  global knowledge- understanding, interpretation, and response to reading; strategies for enabling understanding and response; and awareness of strategic use  affective knowledge- love of reading
    • 14.  Provide consistent instructional structure and use time effectively  Provide text that students can read successfully  Provide time for word study
    • 15.  Encourage independent reading  Include writing as part of the lesson structure  Keep the size of the group as small as possible
    • 16.  Coordinate intervention instruction and classroom instruction  Build rapport by fostering acceptance, security, and success
    • 17.  Graves, M., Juel,C., & Graves,B. (2007). Teaching reading in the 21st Century. (4th Ed.). Boston: Pearson Education Inc.

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