The training is aimed at teaching how to develop reading concept maps and use them at the elementary level. Such concept maps give students a clearer picture of the text and promote students’ speaking skills. They may be used for development before, during and after reading strategies and for vocabulary development.

1. Scaffolding Reading with
Concept Maps
Maryna Tsehelska
Kryvyi Rih State Pedagogical
University
Educational Centre “Interclass”
Kryvyi Rih

2. Key Points
1.Reading comprehension.
2.What should happen before, while and after reading.
3.Principles of building effective reading maps at
elementary level.
4.Teaching inference through reading maps.

3. Stages of learning to read:
• First Stage Of Reading: Word Attack Skills
• Second Stage Of Reading: Comprehension
• Third Stage Of Reading: Evaluation
• Fourth Stage Of Reading: Application and
Retention
• Fifth Stage Of Reading: Fluency
(Carolyn Caron and Cliff Ponder, Reading Instruction Specialists//
http://www.learn-to-read-prince-george.com/stages-of-reading.html)

4. Stage 1: Word Attack Skills
Words must be decoded in order to understand their
meanings.
Phonic reading:
• Jolly Phonics
• Alphablocks

5. Jolly Phonics
•Children learn all the sounds in the English language.
•Lots of reinforcement so the children enjoys lots of success.
•The links between reading and writing are made very early.
•Children are confident to have a go at writing their own words at an early
stage.
•IT IS FUN and the children enjoy learning the actions, sounds and the
letter formations.

6. 5 Basic Skills that Jolly Phonics
teaches are:
1. Learning the letter sounds
2. Letter formation
3. Blending
4. Identifying sounds in words
5. Tricky words

7. These are the letter sounds and the order that they
are taught in:

8. Word Building
• When the children are confident
with all their sounds they will be
encouraged to use their knowledge
to build words.

9. Reading Tricky Words
These are words that the children need to learn as
they do not fit into the normal phonic pattern but
occur frequently in reading and writing.

10. Alphablocks
Alphablocks is a British CGI-animated children's
educational television programme that tries to teach
children how to spell with the use of animated
blocks representing each letter. It is animated by
Blue-Zoo and produced by Alphablocks Ltd. Once
the Alphablocks discover that whenever they make
a word it comes to life, lots of adventures in
Alphaland can be made. These adventures with
these animated blocks are what make learning how
to read and spell more fun.
//https://en.wikipedia.org/wiki/Alphablocks

11. Stage 2: Comprehension
The entire brain must be involved in learning to
read. Specialized areas of the brain control
different functions. Only after the decoding process
is fully operative can the brain be freed to higher
level comprehension skills.
Conclusion: We need to help the brain to decode.

12. How?
By finding the focuses of the text:
At the initial stages we may guide the
process, later students will learn to do it
themselves
And we may help here by using the
symbols that we have discussed before.

13. What do these symbols state for?

14. Adjective Noun (Who?) Verb Noun (What?) Adverb
An important detail – e.g. a
preposition

15. Another important point:
Students should be able to read the map
vertically (e.g. characters) and horizontally
(e.g. events).

16. Three Little Pigs
Once upon a time there were three little pigs. One pig built a house of straw while the second pig
built his house with sticks. They built their houses very quickly and then sang and danced all day
because they were lazy. The third little pig worked hard all day and built his house with bricks.
A big bad wolf saw the two little pigs while they danced and played and thought, “What juicy tender
meals they will make!” He chased the two pigs and they ran and hid in their houses. The big bad wolf
went to the first house and huffed and puffed and blew the house down in minutes. The frightened
little pig ran to the second pig’s house that was made of sticks. The big bad wolf now came to this
house and huffed and puffed and blew the house down in hardly any time. Now, the two little pigs
were terrified and ran to the third pig’s house that was made of bricks.
The big bad wolf tried to huff and puff and blow the house down, but he could not. He kept trying for
hours but the house was very strong and the little pigs were safe inside. He tried to enter through the
chimney but the third little pig boiled a big pot of water and kept it below the chimney. The wolf fell
into it and died.
The two little pigs now felt sorry for having been so lazy. They too built their houses with bricks and
lived happily ever after.

19. Goldilocks and Three Bears
A little girl named Goldilocks, goes for a walk in the forest and comes upon a house
where she enters and finds to her delight three bowls of porridge. The first one she
tastes is too hot, the next too cold but the third one just right so she eats it all up.
Goldilocks finds the three different size chairs where she tries them out and finds the
first one too hard, the next too soft, and then the little one just right but it breaks when
she sits in it. As she wonders in the home she finds three beds and tries them out. The
first bed is too hard, the next too soft but the third is just right and she curls up and falls
asleep. Meanwhile the owners come home who happen to be three bears, Papa,
Mama and little baby bear. Much to their surprise they discover the outcome of what
Goldilocks has done to their porridge, chairs and finally their beds. Goldilocks wakes
with a fright when she sees and hears the bears; she jumps from the bed and runs
away as fast as she can.

21. Add more symbols if you need:
• There is/ are
• Arrows to show the direction

22. Three Billy Goats Gruff
There lived three Billy goats who decided to climb a mountain to chew grass. But a wooden bridge had to be
crossed to reach the mountain. Underneath it lived a one-eyed troll (giant), who ate up all those who tried to
cross the bridge.
The smallest Billy Goat Gruff, (for that was their name), went first. As he stepped on the bridge, the troll shouted,
“Who goes there across my bridge?”
“I am the smallest Billy Goat Gruff,” came the reply.
“I shall eat you up,” roared the troll.
“Please wait, for a bigger goat is on its way,” said the small Billy Goat Gruff. The greedy troll decided to let him
go.
The second Billy goat also told the troll the something and crossed the bridge. On seeing the third Billy goat, the
troll pounced on him. But the goat was big and he knocked the troll down with his huge horns and killed it.

24. Cinderella
There once was a widower who remarried. His second wife was ill-natured, and she had two daughters
who were just as unpleasant as their mother. The man had a beautiful, gentle daughter of his own, and
she was soon to become the servant of her evil step-mother and step-sisters. They made her do all the
chores around the house, and she was named Cinderella, after the cinders she swept out of the fireplace.
The King needed to find a queen for his prince, so he threw a huge ball. The evil step-mother and step-
sisters were invited, but Cinderella was not allowed to go. After they left, Cinderellaís fairy godmother
appeared and changed her dirty rags into a beautiful gown with glass slippers. Next the fairy godmother
changed a pumpkin into a coach and some mice into footmen. Before Cinderella left, the fairy godmother
warned her to be home before midnight, because the spell would only last till then.
Cinderella was a hit at the ball. The prince fell in love with her and asked her name. Just then the clock
struck midnight, and Cinderella ran away. She was in such a hurry, she lost one of her glass slippers. It
was the only clue the prince had to find his true love. He went to every home in the kingdom and had every
single young girl try on the slipper to see if it fit. The evil step-sisters couldn't fit the slipper, but Cinderella
did. The prince married her and they all lived happily ever after.

26. Bonuses
Reading may become a powerful tool
for vocabulary recycling through the
descriptions and inferences.
We may use characters for the
appearance description and
comparison.

28. Level 3: Around the World in 80
DaysAround the World in 80 Days: Name all continents and oceans.
Setting: _________________
Climate: __________________
Biome:_________________
Setting:_______________
Climate:
__________________
Biome:________________
Setting:_________________
Climate:
__________________
Biome:_________________
Setting: Allahabad/ Calcutta
Climate: __________________
Biome:____________________
Setting: Hong Kong
Climate: __________________
Biome:_____________________
Setting: ______________
Climate: __________________
Biome:_________________
Setting: Yokohama
Climate: __________________
Biome:_____________________
Setting:__________________
Climate: __________________
Biome:_________________
The ____________Ocean
The ____________Ocean
The ____________Ocean
The ____________Ocean
The ____________Ocean

29. Phileas Fogg Passeparto
ut
Aouda Club
Member-
Stuart
Fix, the
Detective
Bank
Director-
Ralph
Life
stage
Height
Build
Hair
Face and
face hair
Personal
care
products
Clothes A gown

30. We may teach emotions and
character traits:

31. Read the fable and tell us more:
A buck (= $ = young deer) lives in cyclonic climate in the
forest near the mountain range. When in spring the leaves start
growing on the trees, the antlers start growing on the buck’s
head.
Every day the buck comes to the water and likes to see the
reflection of his antlers, he is __________ (emotion). However,
he dislikes his thin legs with hooves, he is ____________
(emotion).
Very soon the buck’s antlers grow so big, that be spends all
day looking into the water. He is ___________ (emotion). One
day the wolf wants to catch the buck and starts chasing him.
When the buck sees the wolf, he is ___________ (emotion) and
tries to escape. He is running up the mountain, but his antlers
stick in the trees. The buck is ____________ (emotion), but with
the help of his thin legs and hooves he gets out and escapes. He
is ____________ (emotion).
Animal group: ___________
Body parts:______________
Type of eater: _____________
Place in the food web:
Weather:______________________________
Natural disasters:______________________
_____ ________________________
Mountain
features:
____________
_______
Biome:
__________
Differ from horns
because _______
____________ Water forms
in the forest:
__________
___________
___________
_______
Animal group:
___________
Body parts:
______________
Type of eater:
_____________
Place in the food web:
Moral: ______________________
_________________________________
_________________________________

32. We may use inference activities
1. Chunk of information
2. A picture to infer information
3. Creating inference: the students make up one
interesting fact so other students have to infer
more information about them
4. Target inference: students make up a paragraph
and choose the themes to infer

33. Picture Inference
Look at the picture. Read some information and try to infer
as much information as you can.
Claire has recently moved to
New York with her parents.
She is into sport and reading
interesting books.

34. Ask the students to infer about…
1. Age and type of a family
2. Dwelling
3. Daily actions
4. Sport and Recreation
5. Clothes and style
6. Food
7. Hobbies
8. Urban area

35. How to work with the information:
support your idea
Real
information
Inference
As far as I know … so I can infer that …
As far as I know Claire lives in New York so from the given
information I can infer that she lives in a detached house with two
floors.

36. Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would
have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and
threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him
every morning. On his way in the house, he dropped the garbage bag off at the washing machine
and went straight up the stairs to the shower as he was instructed. He would eat dinner with her
after he was “presentable,” as Alice had often said.
1. What type of job does Paul do?
____________________________________________________
How do you know this?
2. Describe Alice:
___________________________________________________________________
What in the text supports yourdescription?
3. What relationship do Paul and Alice have?
_____________________________________________
Why do you feel this way?

37. What else may we teach?
From Grade 5 it is necessary to teach about genres.

39. Tall Tales

40. We may also teach HOTS
1.Categorizing.
2.Compare and Contrast
3.Analogical reasoning (outer and
inner vocabulary extensions)
4.Cause and Effect

42. References and Sources
• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
• http://www.teachers.ash.org.au/researchskills/dalton.htm
• http://oaks.nvg.org/taxonomy-bloom.html
• http://en.wikipedia.org/wiki/Image:Bloom%27s_Rose.png