Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
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.
“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)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
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.
Shared Reading
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
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
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This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
A PPT on the different philosophies that can be used in the teaching of reading. A synthesized version on the discussion made by Marlowe Ediger in 2001.
We teach main idea as if it is a simple skill. Read the book, find the main idea, and now you are done! Main idea is a complex cognitive process requiring readers to use multiple strategies and skills. This presentation breaks the process down step by step.
It is a systematic instruction in readng skills and strategies.
It seeks to generate a positive attitude toward the reading process through the channg of the reaing habits; to change reading weakness into strengths; to let students become aware of learning techniques which can enable any person, student, or otherwise to become mre successful in
real life learnin situations.
Maps according to forms
Angielica Bandillo
MAPS ACCORDING TO FORMS
Chalkboard outline map
Student outline maps
Projected maps
Wall maps (decorative maps)
Atlas
Sand table maps
Pictorial maps
Chalkboard Outline Map
a map that is typically done on a construction paper or on the blackboard with chalk.
Student Outline Map
Projected maps
transformed and represented positions from the earth's three-dimensional curved surface to a two-dimensional (flat) surface.
Wall maps (decorative maps)
Atlas
Sand table map
Pictorial maps
That would be all…
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Developmental Reading Program
1.
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
6.
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.
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
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
21. Guide, observer
monitor, responder,
and questioner
Determining a
student’s
developmental stage
in reading is important
for success.
22.
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.
Hence, this program is carefully crafted to adress the needs of the learners to become better and more efficient readers.
Its is not completed overnight and is a product of concerted effort of the school officials and members of the school community including the parents. Before it is executed, studies have been made that the needs analyses have been conducted