The document outlines a systematic reading instruction program aimed at developing students' reading skills and strategies while fostering a positive attitude towards reading. It details various levels of reading proficiency, from basic skills like print awareness and comprehension to advanced skills including critical reading and interpretation. The program emphasizes the role of teachers in guiding, observing, and supporting students as they progress through independent and collaborative writing and reading activities.

2. Is a systematic instruction in
reading skills and strategies.

3.  Generate a positive attitude
towards reading process
through changing reading
habits,
 Change reading weakness
into strengths,
 Let students become aware
of their learning techniques
which can enable any
person, student, or other
wise,
 Become more successful in
real life-learning situations.

4. “A reading program in which students who
are able readers continue to be taught
reading skills in a sequential program of
instruction, designed to reinforce and
extend the skills and appreciations acquired
in the previous years, and develop new
skills as they are needed.”
-Umans(1964)

5. Using Reference Materials
Using a Dictionary
Using Parts of a Book
Following Directions
Inferring Meaning and Drawing Conclusion
Classifying and Organizing Facts
Finding the Supporting Details
Finding the Main Idea
Idioms and Figurative Language
Using Structural Analysis
Using Phonetic Analysis
Basic Sight Words

7. To effectively teach English speaking skills,
it is necessary to determine your specific
areas of pronunciation difficulty.
to summarize the responses and to identify
your particular patterns of speech errors.

9. click

10. Comprehension
Decoding
Phonics
Phonemic Awareness
Vocabulary
Word Identification
Fluency

12. Level
1-2
•Book handling
•Controlling from left to right movement and return sweep
•Noticing and using picture details to support meaning
•Using natural language in relation to the next
•Matching word by word with precise 1 to 1 finger pointing
•Paying close attention to print, noticing some features of
letters and words
•Locating known and unknown words
•Remembering and using language patterns
•Using knowledge of how language works as a source of
information
•Predicting what makes sense
Self- monitoring
Level
3-4
•Using visual information to help predict, check and
confirm
•Controlling word by word matching (1 to 1)
•Using pictures to predict meaning as well as some
words
•Predicting what will happen next using previous events
•Solving some unknown words independently
•Independently controlling behaviors listed in levels 1-2
•Some phrased reading

13. Level 7-
10 •Being aware of punctuation and using it for phrasing and meaning
•Searching for visual information to figure out new words while reading
•Using the syntax reading of written language of reading to predict, then
checking the a of the accuracy of the prediction
•Analyzing and checking new words against what makes sense
•Controlling early behaviors even on novel texts
•Reading with phrasing and fluency with attention to meaning
•Using known words, part of words, and knowledge of letter/ part sound
relationship to understand unknown words.
•Using multiple source of information to self- correct
Levels
11- 14 •Using pictures and print in an integrated way while attending to meaning
•Solving new words by analyzing words, then checking attempts against the
meaning
•Accurately reading longer stretches of texts
•Self- correcting close to the pint of error
•Rereading to check and search
•Discussing ideas from the story in away that indicates understanding
•Discussing characters in a way that indicates understanding and
interpretation of their roles
•Managing a variety of texts connection

14. Level
15-16 •Fluent and phrased reading, specially in rereading.
•Competent problem solving of new words on first reading
•Checking one’s reading against meaning
•Using all sources of information (meaning, language structure, and visual
information) while focusing on the meaning
•Make connections between texts through discussion, art or writing
•Demonstrating in understanding of and empathy of characters through
discussion, and art or writing
•Moving towards easy, fluent reading even of unfamiliar and more difficult
texts, demonstrating problem solving
•Self- correcting at the point of error with fewer return to the beginning of
sentences or phrases
Level
19-20
•Using skills effectively on a variety of texts
•Sustaining interest and fluency through longer texts
•Able to return to a text and sustain meaning if length requires more than
one sitting.
•Solving unfamiliar words “on the run” without losing meaning
•Reading silently most of the time
•Demonstrating an understanding of the story or texts through discussion, art
and writing
•Moving easily from fiction to non-fiction or non-fiction to fiction
•Using ideas from one’s reading in one’s writing
•Summarizing a text

15. Level
20
The behaviors listed for level 19 but
exhibited in connection with:
•Longer stretches of texts
•More difficult vocabulary, less familiar language
structures
•A greater range of genres
Level
21 and
beyond
In addition to previous listed behaviors ,
watch the indicators that the children can:
•Use texts as references
•Search for and find information in texts
•Interpret texts from variety of perspectives
•Read critically
•Can understand subtleties of the plot and
humor
•Can reflect on their personal response in relation
to how others see the text

17. Independent
Writing
Guided
Writing
Shared
Writing
Writing Aloud
Independent
Reading
Guided
Reading
Shared
Reading
Reading
Aloud

18.  The teacher or another
person reads aloud to
the student. The teacher
has the primary
responsibility; the
students are the
attentive observers. The
teacher models fluency
and expression in
reading. The activity
promotes literature
enjoyment.

19.  The teacher will share
the responsibility of
reading with the
students. The teachers
still has the primary
responsibility for
reading, but the
students may have their
own copy. Students
take a more active role

20. The heart of
instructional
reading program.
The bridge
between shared
reading and
independent
reading

21.  Guide, observer
monitor, responder,
and questioner
 Determining a
student’s
developmental stage
in reading is important
for success.

23. Students choose
what they want to
read according to
what their
interests.
The teacher
support, observe,
and respond t
their efforts.

24.  Models his thinking,
planning, questioning,
drafting and revising.
 The teacher literally
writes aloud and the
students observe.
 But should not model
the entire writing.

25. Demonstrated in
collaboration with
the students.

26. Guides the students
towards the creation
of their own writing
through questioning
and clarifying.

27. The students writes
independently and
implement that which
they have observed
and experienced.