The document provides information about teaching beginning reading, focusing on key domains of literacy instruction. It discusses oral language development, phonics and word recognition, phonological awareness, and fluency. For each domain, it describes the concepts and strategies for teaching them effectively at different ages and grade levels. It also provides examples of activities and materials that can be used to develop students' skills in these critical areas of literacy.

1. Getting Started in Teaching
Beginning Reading
Session No. 6
LILETTE T. DELA CRUZ
Learning Facilitator
DIVISION TRAINING ON
LITERACY INSTRUCTION

2. Let’s Do the Twist!
1. Read the silly tongue twister:
If a dog chews shoes, whose shoes
does he choose?

3. TERMINAL OBJECTIVE:
At the end of the session, the participants are
expected to design a plan in making an
effective reading instruction developing the
domains to be discussed

4. ENABLING OBJECTIVES:
A.Discuss essential elements in developing the domains
of literacy
B.Develop an instructional material addressing the four
domains of literacy
C.Show appreciation of the importance of the domains
of literacy through active participation

5. Can you read?
I abbing tu malappo, masappo
I talakag, makappag.

6. Goal of Literacy Instruction
CAN read CAN write
WILL read WILL write

7. Reading Development
STAGES OF READING DEVELOPMENT
Chall (1983, cited in Hermosa, 2002)
STAGE AGE/GRADE LEVEL
STAGE 0: Pre-reading Preschool (ages 6 months to
6 years)
STAGE 1: Initial Reading
and Decoding
Grade 1 to Beginning Grade
2
(ages 7 to 8 years)
STAGE 2: Confirmation and
Fluency
Grades 2 and 3 (ages 8 to 9
years)

8. Reading Development
STAGES OF READING DEVELOPMENT
Roskos, et. al. (2010)
STAGE AGE/GRADE LEVEL
STAGE 0: Emergent
Literacy
Birth to Preschool
STAGE 1: Decoding Beginning Grade 1
STAGE 2: Confirmation and
Fluency
End of Grades 1 to 3

9. Reading Development
• Children begin to become literate even before they start
formal schooling
• Literacy behaviors develop from infancy and the preschool
years
• Literacy behaviors differ in each stage and builds upon the
previous stage

10. Reading Development
• Literacy behaviors at this stage do not conform yet to the
conventional definition of reading and writing
• At the emergent literacy stage, children are already
forming reading and writing concepts and skills.

11. What do we FOCUS on?

12. Oral Language
Phonics and Word Recognition
Phonological Awareness and
Phonemic Awareness
Fluency

13. Oral Language
• One’s knowledge and use of the structure, meanings and
uses of the language
• At the most basic level, it means communicating with
other people

14. How do children learn to talk?
Through:
 good speaking and listening models
 an interactive environment
 exposure to books and games
 encouragement to play and make believe
 An introduction to rhymes and songs

15. encouragement to talk in a variety of
situations with a variety of people
repetitive language (eg. rhymes, stories)
a purpose for talking
an expectation to communicate
opportunities to use and practice language
How do children learn to talk?

16. Oral language development across
the curriculum does not mean
teaching children to speak as much as
we mean improving their ability to
talk or communicate more effectively.

17. 3 Criteria for Oral Language Competence:
Holbrook (1983) sets out three criteria for oral
language competence:
clarity sensitivity

18. In what context do we teach Oral Language

19. Relationship of Language and Literacy
 Oral language development provides the foundation for literacy
development
 Literacy acquisition is dependent on oral language abilities and
skills (Maurano)
 Children need to use oral language to develop their powers of
reasoning and observation, prediction, sequencing and other skills
connected with reading.(FS Exploratory Phase 1997)

20. Remember:
“The parameter of success
largely depends
on the investment.”

21. PHONICS
and
WORD
RECOGNITION

22. -relationships between the letters of
written language and the sounds of
spoken language.
-alphabetic principle — the idea that
letters and letter patterns represent the
sounds of spoken language.
PHONICS

23. •Systematic: the letter-sound relationship is
taught in an organized and logical sequence
•Explicit: the instruction provides teachers with
precise directions for teaching letter-sound
relationships
How phonic instruction should be:

24. •Mastery of the alphabet means knowing that
each letter—
has a name
has an upper and a lower case
is written in a certain way (handwriting)
has a distinct sound

25. A beginning reader should be able to do the
following:
Identify the letters of the alphabet.
Name each letter.
Sound each letter (if teaching reading in Filipino)
Sound each consonant (if teaching reading in
English)
Match the upper with the lower case letters.

26. Write all the letters of the alphabet, both the
upper and the lower case.
Give the letter that begins or ends the name of
a given object/picture.
Identify the letters in given words.

27. Some tips on teaching letter sounds:
•Teach letter names and letter sounds
together.
•Teach both upper and lower case.
•Teach letters with visual similarities
separately.
E.g. b and d, p and q

28. • Teach letters with the same point of
articulation separately.
E.g. /g/ and /k/; /t/ and /d/
• Start focusing on letters that appear in the
children’s names.
• Teach letter sounds in groups so children
can practice differentiating them.

29. Word Recognition
refers to the ability to identify, read and analyze
the meaning attached to the word.

30. Strategies in teaching word recognition
Through
• Word families (For example, at, cat, hat,
and fat are a family of words with the "at"
sound and letter combination in common.

31. Strategies in teaching word recognition
Through
• Onsets and rimes(For example, in the
word bat, b- is the onset, and -at is
the rime. In swim, sw- is the onset, and -im
is the rime.

32. Strategies in teaching word recognition
Through
• Structural analysis (Root words, prefixes,
suffixes) For example, let's say you have
the root word agree. Then, you add the
prefix 'dis' (which means not or opposite
of) to the word agree. That gives you the
word disagree, which means to not agree.

33. Strategies in teaching word recognition
Through
• Sight Words(it typically refers to the set of
words that keeps reappearing on almost
any page of text. “Who, the, he, were,
does, their, me, be” are a few examples.

34. Through
• Digraphs(Common vowel digraphs include
ai (rain), ay (day), ea (teach), ea (bread), ea
(break), ee (free), ei (eight), ey (key), ie
(piece), oa (road), oo (book), oo (room),
ow (slow), and ue (true)
Strategies in teaching word recognition

35. Through
• Consonant blends (bl, br, cl, cr, dr, fr, tr, fl,
gl, gr, pl, pr, sl, sm, sp and st.
Strategies in teaching word recognition

36. Phonological Awareness
refers to the understanding of different ways that
oral language can be divided into smaller segments
and manipulated (Cramer, E. in Schumm, J., 2006).
Phonological awareness involves work
with rhymes, syllables, onsets and rimes.

37. • Rhyme awareness
• Recognition of words that sound alike
• Word awareness
• Evident when a child:
is able to count words in a sentence
is able to track separate words in a text as each one is spoken without
necessarily being able to read each word
puts spaces between words when writing even when the words consist
only of random letter strings such as this
Level of Phonological Awareness

38. •Syllable awareness
•Recognition that words are divided into parts, each
part containing a separate vowel sound
•Phonemic awareness

39. Phonemic Awareness
ability to notice, think about, and work with
individual sounds (phonemes) in spoken
words.

40. Five Basic Types of Phonemic Awareness
Tasks
Task 1. The ability to hear rhymes and
alliteration.
A. Rhyme:
Example:
Twinkle, twinkle little star,
How I wonder what you are
Up above the world so high
Like a diamond in the sky

41. B. Alliteration
Example:
Ben bought bananas from the bookstore.
Gina gave a goose to her grandmother.

42. 2.The ability to do oddity tasks
A. Phoneme Identity – recognizing the
common sound in different words.
Which are the same in these words?
bag, bed, box
men, fed, set
hop,map, lip

43. B. Phoneme Categorization
-recognizing the word with the odd sound
in a sequence of three or four words.
Which word does not belong?
mat, men, big, mop

44. C. Phonemic Isolation – requires
recognizing individual sounds in words.
What is the first sound in sun?
What is the last sound in moon?

45. 3. The ability to orally blend words and
split syllables
Ex. Say the first sound of a word and then the
rest of the word. Say the word as a whole.
/s/…at sat
A. Syllables - ta…ble, pen…cil

46. B. Onset- consonants before the
rime
Example:
( c/at/, h/at/ m/at/, s/a/t)

47. C.Rime- predictable ending pattern
(/at/, /eg/, /an/, /ed/)
Example:
beg, leg, keg
man, can, tan
bed, fed, led

48. D. Phoneme blending – listening to a
sequence of separately spoken sounds
and combining them to form a
recognizable word.
What word is /h/ /a/ /t/ ?

49. 4. The ability to orally segment
words(including counting sounds)
Phoneme segmentation – breaking a word
into its sounds by tapping out or counting
the sounds.
How many sounds (phonemes) do you
hear in cat? bell? in sheep? in check?

50. 5.Phoneme manipulation /
Phoneme substitution
a. Stating the word that remains when
a specified phoneme is removed.
What is smile without the s?

51. b. Stating the word that is formed
when a specified phoneme is
added.
What is pot with a d at the
beginning?

53. Fluency Matters
Fluency refers to reading aloud with
appropriate speed, accuracy and
expression.(Allington, 2009)

54. COMPONENTS OF FLUENCY
Speed refers to reading rate, indicates how
fast one can read per minute.
Accuracy is the percentage of words read
correctly in one minute.
Expression refers to how students read using
the proper tone, pause and intonation

55. How students read:
The cat in/ the box fell/ in the well.
Nahulog ba sa/ balon ang/ pusa sa kahon?
May ahas na/ malaki sa/ paa ni lolo!

56. READING BEHAVIORS OF STRUGGLING READERS
a. Lacks recognition of many high-
frequency words at a glance
b. Slowly decodes words, usually letter by
letter
c. Lacks decoding skills appropriate for
the level

57. READING BEHAVIORS OF STRUGGLING READERS
d. Lacks of understanding of words that
are read
e. Ignores punctuations
f. Attempts to read fast but does not focus
on understanding what is read
g. Lacks self-monitoring while reading

58. READING BEHAVIORS OF STRUGGLING READERS
h. Reads fast but lacks understanding of
the text.
i. Reads with fluency if the text is read
silently before it is read aloud.

59. READING BEHAVIORS OF INDEPENDENT READERS
a. Reads with proper phrasing
b. Knowledgeable in using punctuations
marks for phrasing and intonation
c. Can read silently with comprehension

60. DIRECT APPROACH IN DEVELOPING FLUENCY
RECOM SYSTEM
1. Repeated Reading
Students read and reread passages
orally as they receive feedback and
guidance from teacher.

61. DIRECT APPROACH IN DEVELOPING FLUENCY
RECOM SYSTEM
2. Echo Reading
Students echo what the teacher says
from the displayed materials.

62. DIRECT APPROACH IN DEVELOPING FLUENCY
RECOM SYSTEM
3. Choral Reading
Students read in group as the teacher
listens to them.

63. DIRECT APPROACH IN DEVELOPING FLUENCY
RECOM SYSTEM
4. Observable Model
This is attained when the teacher pairs
a struggling reader to a proficient reader or
when a struggling reader sees and listens
to a model through audio or video.

64. MONITORING FLUENCY
1. Conduct a regular one-minute oral
reading of a text to learners quarterly.
2. Record the scores to track the progress
after employing the RECOM System

65. END GOAL SKILLS
1. Appropriate decoding skills and
strategies
2. Wide vocabulary of words that they
understand
3. A set of words they can read with
automaticity

66. END GOAL SKILLS
4. The ability to monitor how they read
5. Appropriate comprehension strategies
as they read
The motivation to read on their own and
with purpose

67. Let us analyze: What can you suggest?
Pedro tends to read fast that he
unconsciously omits reading a word, part
of a word, a phrase or a sentence.

68. Let us analyze: What can you suggest?
Mary oftentimes substitutes the words that
she reads. Example:
The children are playing in the ground.
Mary reads: The children are playing with
group.

69. Let us analyze: What can you suggest?
Lina always anticipates the words that she
reads. Hence she tends to insert words in
the sentences. Example:
The children are in school.
Lina reads: The children are in the school.

70. Drills on Fluency:
a. Write on word cards some words from
the story. Let them read the word.
b. Let them read some sight words from the
story.
c. Write the phrases on phrase cards or on
the board. Let them read these correctly.

71. Let’s do this:
Design a plan on how to make reading
instruction effective developing the domains
of literacy according to the level or grade you
are teaching

72. Let’s do this:
Grade Domains Learning
Material
Ex: Kindergarten Oral Language Wordless picture books
Grade 1 Word Recognition Individualized booklet of word
family

73. Keep in mind:
Fluency develops gradually over time and
through practice.

74. THANK YOU!