2. Literacy -is the ability to
read, write, speak and
listen in a way that lets
us communicate
effectively and make
sense of the world.
3. In the twenty-first century, literacy
skills increasingly reflect technology
use and the abilities necessary to
problem-solve, collaborate, and
present information through multi-
media. As technology becomes more
readily available to all students,
concepts of literacy change.
4. Good readers
► Understand the alphabetic system and use it to identify
printed words.
► Have and use background knowledge and strategies to
obtain meaning from print.
5. Good readers develop fundamental
skills early
► Oral language skills and phonological
awareness.
► Motivation to learn and appreciation for
literate forms.
► Print awareness and letter knowledge.
8. Oral language teaches text structures
► The more kids of language a child hears
(stories,pro verb s,rhyme s,metaphorical language,
explanations), the more likely the child is to recognize
and understand various text structure.
► Readers need to learn that different texts are structure
differently. For example, the structure of a story follows
a timeline or chronology whereas an informational text
has topic sentences and supporting points.
9. Oral language builds a base for reading
comprehension
► The more people talk with children, the better
prepared children are reading!
10. Use of oral language
► To express needs
► To tell others what to do.
► To make contact with others/form relationships.
► To express feelings,opinions,individual identity
► To gain knowledge by asking questions about the
environment/ world.
► To tell stories/jokes and to create an imaginary
environment.
► To convey facts and information.
11. Reading teachers USE and build up
children’s oral language
► A child’s oral tradition includes stories from elders,
rhyming games from siblings and/or friends,
poems/lullabies learn at home, proverbs, riddles and
folk song.
► In school, the child will often become part of a new
oral language. ___
12. Oral language subsystem: phonology
► Reading teachers must be experts at counting
phonemes in a word because they must help
children connect letters to phonemes in
phonics and spelling work.
13. Language component of literacy
► Literacy = listening, speaking, reading, writing
► Each components can be categorized as:
► Oral or written language
► Receptive ( receiving) or expressive (producing)
language.
15. What is phonological awareness?
Phonological awareness is an
understanding that oral language can be
broken down into smaller sound parts.
16. How can one break the steady flow of
•/
language into smaller sounds units
► Before young children can learn to read, they
need to know that:
► Oral speech is made up of words
► Words can be broken down further into
syllables.
17. Syllable=onset+rime
► Each syllable can be broken down into a starting sound,
an onset, and a usually longer part that can rhymes with
another word, a rime. For example:
18. Phonological awareness can be
explained according to a continuum of
complexity
I
I
(most
complex)
Awareness of
phonemes
(even more
complex)
Awareness of
^starting sounds
(Slightly more
complex)
Awareness
rhymes
19. Creating phonological awareness
► Start with simplest:
► Teach children to break sentences into words.
► Teach children to break words into syllables.
& f
24. What is fluency?
► Fluency is the ability to read accurately,
quickly, and with smoothness and
expression. __
25. ► Fluency is the bridge that connects word decoding and
comprehension.
Sound boxes
26. Activity Debriefing
•Readers who are fluent •Readers who have not yet
developed fluency
•Recognize words automatically
•Group words quickly to help
them gain meaning from what
they read.
•Read aloud effortlessly and with
expression.
•Sound natural as they read, as if
speaking.
•Read slowly
•May read word by word •Have
choppy phrasing •Focus their
attention on figuring out
(decoding) words •Focus little
attention on comprehension, a
27. Why provide fluency instruction?
► Fluency instruction allows students to achieve accurate
and expressive reading which is needed for
comprehension.
28. The teacher’s role
► Plan opportunities to practice.
► Select appropriate materials.
► Provide feedback.
► Monitor students progress.
29. Modelling fluent reading
► Teachers are importance models of fluent reading.
► Daily teacher readalouds are an important vehicle for
modeling fluent.
► Whole class or small group.
30. Book selection
► Students needs to hear and read books that nurture their
interests as well as books.
► Books with demanding vocabulary and complex
sentences.
► Books that stretch imaginations.
► For a variety of genres.
33. Choral reading
► Read aloud in union with the whole class or a group of
students.
► Choral reading built-in-support for less confident
readers.
► In echo reading, the teacher reads a line and the students
repeat the line.
34. Advantages of choral reading
► Opportunities for less fluent readers to practice
in a supportive environment.
► Model for fluent reading as students listen.
► Improves the ability to read sight words.
35. Guidelines for choral reading
► Choose a text that is not too long and at the reading
level of students.
► Provide each students a copy of text.
► Ask students to follow the text with their finger.
► Read text to students to model fluent reading.
► Reread passages and have students read in union.
37. Vocabulary helps in reading
► Even if children are excellent at phonic
decoding, they will not recognize a word
that is not a part of their oral language.
38. What is vocabulary?
► All the words a person has available to use in
communication with others.
► The word we must know to communicate
effectively.
39. Individual differences
► Level of parental support and encouragement.
► Influences from other language sources.
► Each child’s ease at acquiring words.
40. Fostering vocabulary development
► A great deal of vocabulary is learn
indirectly through conversation and book
reading.
► Some vocabulary must be directly
taught.
41. Continued vocabulary development
► Can categorize words.
► Clarify and explain word meanings.
► Use subject-specific words.
► Note that when students begin to read
independently, they should do also be able to
demonstrate the use of independent word
learning strategies.
42. Instructional consideration: Exposure
matters
► Students need to:
► Hear a word many times before it becomes
their own.
► Make a conscious effort to use varied
vocabulary and repeat that vocabulary.
► Use new words in a variety of situations.
44. More strategies to support vocabulary
learning
► Demonstration meaning.
► Link new words to students experiences.
► Show objects or pictures.
► Give the contrastive meaning.
45. Keeping track of repeated exposures
► Teachers can plan for repeated exposures by:
► Listing words on a wall chart.
► Using words during activities (games) and
conversations.
► Tallying words used during the school day.
► Sharing words with families.
47. What is comprehension?
► Excellent comprehensions overview text and scan it.
They relate their prior knowledge to deals in the text.
They notice when they are confused or need to reread
and do so. They construct images in their mind’s eye
reflecting the content of the text. Good readers
summarize, and they interpret, often with intense
feeling, rejecting or embracing the ideas of an author.
Such reflective reading, actually, can not the goal.
Understanding, appropriating, and thinking about the
ideas in text are.
48. How does comprehension develop?
► Listening comprehension
► Text (reading) comprehension
50. Strategies readers use
► Predict
► Monitor
► Questions
► Images
► Look back, reread, and fix up
► Infer
► Find main ideas, summarize, draw conclusions
► Evaluate
► Synthesize
51. Text types
► Literary (fiction)
a) Characterization
b) Setting
c) Plot
d) Resolution
e) Theme
f) Mood
► Informational (non-fiction)
52. Instructional consideration for
comprehensions instruction (continued)
► An environment rich in vocabulary and concept
development.
► High- quality talk about text.
► Time spent writing for others to comprehend.
53. Comprehension development in
primary classes
► Class 1
► Begin to monitor their own comprehension
► Discuss the meaning of texts they have red
► Begin to write in response to reading
► Class 2
► Understand and use some comprehension strategies
► Engage in discussions about literacy and informational texts
► Continue writing in response to reading
► Class 3
► Participate in teacher- and student-led text-based discussions
55. Self-reflection: you as a reader
► How would you describe the following
experiences?
► Reading text that was easy for you.
► Reading text with a lot of new information but
that was still readable.
► Reading text was very difficult for you.
56. Text difficulty determine the success of
reading instruction
► Effective instruction rests on getting the right
book into the right reader’s hands.
► If a text is too easy or too hard, the instruction
will not be effective.
► Text that is ‘just right’ is what is needed.
57. Independent, instructional, and
frustration level texts
► Independent level text is easy text.
► Instructional level text is ‘just right’ text.
► Frustration level text that is too difficult.
58. What does reading independent level
(easy) text book like?
► The text includes familiar words.
► The reader is able to understand what is
needed.
► The reader is able to read smoothly.
► Teacher support is not needed.
59. What does reading instructional level (
just right) text look like?
► Someone words are unfamiliar.
► The reader understand most of what is
read.
► Reading is smooth in some places and
hesitant in others.
60. What does reading frustration level (too
difficult) text look like?
► Most words are unfamiliar.
► The reader does not understand most of the
text.
► Reading lacks fluency.
