DIVISION SEMINAR ON
TEACHING READING FOR
TEACHERS IN GRADE THREE
Governor Generoso North and South Districts
July 12-13, 2018
FOSTERING EMERGENT LITERACY AND
BEGINNING READING
• Children gain knowledge about print from
literacy experiences prior to entering school
• Beginning readers often have vague or limited
concepts about the purpose and nature of reading.
• Students frequently exhibit confusion
regarding the terms teachers use in instruction.
• Teachers often assume that students understand basic
instructional term. When this assumption is made,
students may be at a great disadvantage for learning.
• One of the most important areas related to
emergent literacy and later success in reading
is phonological awareness (Gillet & Temple,
1990)
•What is Phonological awareness?
• Phonological awareness refers to being able to
manipulate phonemes (sounds); this skill enables the
students to use letter- sound relationships in reading
and in writing.
CONCEPT ABOUT THE NATURE AND
PURPOSE OF READING
• Behavior Observed: The student is unaware of the basic
function of print
• Anticipated Outcome : The student will understand that print
conveys meaning
• Strategies
• Introduce a picture book by reading it to an individual or a group of
students more than once.
• Have the students join in with the reading as they become familiar
with the story
• Give the book to a student and encourage “ reading” of the book.
• Provide all students opportunities for storybook reading on a daily
basis.
• Strategies
• Place a big book on a chart stand.
• Read a familiar story and have the students read along.
• Point out features of print; where the text begins on a page, the left-
to-right progression of reading, the return sweep, the white spaces
between words, and punctuation.
• Strategies
• Help students create their own books, using their
chosen vocabulary.
• Use familiar poems, songs, and text that have been
committed to memory.
• Show the printed form, line by line.
• Read aloud, pointing to each word.
* Students then read aloud, pointing to each
word, modeling the teacher’s behavior.
* When student appears to be familiar with
the short text and points word by word while
reading, the teacher may point to a single
word and ask the student to say it.
KNOWLEDGE OF THE ALPHABET
• Behavior observed : The student does not know the
letters of the alphabet.
• Anticipated Outcome: The student will learn the
alphabet
STRATEGIES
• Try your best to use meaningful activities within the context of your
classroom.
• As students begin to write their names, their attention is being directed
to specific letters.
• Be direct. Tell the students that their names are made up of letters.
• Using students’ names is a powerful way to focus on meaningful
instruction.
• Teach students the names of the letters that comprise their names.
• Make name cards for each student.
STRATEGIES
• Because students learn letters by their distinctive features (
open or closed, curved or slanted, above or below the line)
introduce at least two different letters at a time.
• Talk about letters and what makes them similar and/ or
different.
• Dunn- Rankin (1968) noted the following group of letters to
confuse students.
• b, d, p, and o, g, h
• f, l, t, k, I, and h when combined
• e, a, s, c, o
• n, m., u, and h, and r
• Refer to print on signs and posters in the room, and talk
about the letters that make up the words.
• Invite students to bring in objects such as cereal boxes,
toothpaste boxes, paper bags, and newspapers. Discuss the
words and the letters that make up the words on these items.
• Be sure a model alphabet is displayed in the room so
students can see how the letters are formed
• Use a variety of hands –on activities to help students learn the names of the letters
and to practice how they are written.
• Help students create their personalized alphabet books. Invite students to share them
with one another
• Have students learn and sing the alphabet song and point to
the letters as they sing. After modeling this process, invite a
student to point. Once students are able to sing the song,
invite them to be the “alphabet” as they line up to go
somewhere.
AUDITORY DISCRIMINATION
Behavior Observed: The student has difficulty distinguishing fine differences in the
sounds of spoken words.
Anticipated Outcome: The student will distinguish fine differences in the sounds of
spoken words.
• If the students do not understand the concepts of same and different, begin with the
environmental sounds and move to words that are obviously different (such as big-
truck).
• Begin with word pairs whose initial sounds differ. Include
words that are also the same.
• Ex. pan - man ; man - mat
Beginning Middle Ending
take – make cat- cut cat – cap
car- far sit- sat fan- fat
dark – bark log- leg lad- lap
sod – rod luck - lick mom- mop
dead – bed Tim – Tom lip – lit
rock – sock pet- pat hot- hop
• Have students tell whether word pairs are different in the
beginning, middle, or ending. Be sure the students
understand the concepts of beginning, middle, and ending.
• Encourage students to discuss the meanings of words so that they can begin to
understand that words that sound different usually do not mean the same thing.
Synonyms are the exception.
• Remember that speech sounds vary from dialect to dialect.
For example pin – pen may be pronounced the same by
some speakers.
PHONOLOGICAL AWARENESS
• Behavior observed: The student is unable to segment, manipulate, and match sounds
• Anticipated Outcome: The student will successfully segment, manipulate, and match
sounds
PHONOLOGICAL AWARENESS TASKS
1. Phoneme Deletion
• What would be left if the /h/ sound were taken away from hat?
2. Word- to- Word Matching :
Do pen and paper begin with the same sound?
3. Blending
What word would we have if you put these sounds together: /m/, /a/, /t/ ?
4. Phoneme Segmentation:
What sounds do you hear in the word hot?
5. Phoneme Counting
How many sounds do you hear in the word kite?
6. Odd Word Out
Which word starts with a different sound: bag, nine,
beach, bike ?
7. Deleted Phoneme
What sound do you hear in seat that is missing in eat?
8. Sound to Word Matching
Is there a /k/ in Mike?
TEACHING STRATEGIES ( SYLLABLES)
1. Begin teaching separation of words into components .
2. Use the names of your students for initial activities. Say the first name of one
student; then say the name again and clap the syllables. Clap as you say each
syllable.
3. Say the first names of other students and clap the syllables as you say them the
second time. Encourage students to clap with you.
4. A variation is to show students two words they probably can’t read and
ask, : Who can figure out which of the two words I am holding is canary
and which is cat?
( The goal is to have students recognize that words requiring more claps
probably contain more letters)
ORAL LANGUAGE
• Be open to what students want to talk about. Make
encouraging comments to promote their language use.
Listen carefully to what students say, and try to spend 80% of
your time listening.
• Provide a concrete experience and have students discuss the event. Opportunities for
expression and interaction should be encouraged.
• During the discussion, list some key terms on the chalkboard. Next, write an
experience story incorporating the key terms. Read chorally and take turns so that
each student gets a chance to read alone or with a group.
• Echo reading gives students an opportunity to repeat sentences that use appropriate
syntax.
• Read a line f a story or poem aloud. Students repeat exactly what has been said.
Repeat and allow students to echo read line by line.
• Provide students with pictures and encourage sharing. Ask questions
where appropriate. Invite students to bring in interesting photographs
for discussion.
• Bring in objects and have students discuss what they know
about them.
• Provide care for an animal to help foster a lively interchange
of ideas.
• Read a variety of books to students and discuss them.
• Have students speak into a tape recorder one at a time. For the first experience,
students may say their name, age and something they like to do. Play the tape back
after each student has had an opportunity to speak.
• Later students can tape record a story that they have made up or one to accompany a
wordless picture book.
• Encourage conversation by asking questions that require
more than “yes- no” answer.
LETTER AND WORD REVERSALS
• Behavior Observed: The student reverses letters or words
• Anticipated Outcome: The students will reduce the number of reversals
STRATEGIES
1. Teach students the concepts of left and right by showing
them the difference between their left hand and right hand.
Give oral directions where students must use their left hand or
right hand to touch a book, pick up a pencil, open the door,
and so on. Other body parts may also be used.
• Transfer the concepts of left and right to reading by
demonstrating how names are read from left to right.
• Develop brief stories that can be place on the chalkboard. Choose one student to
point to the words as they are read to the class. Stress that reading goes from left to
right.
• Today is Monday.
• The weather is cold.
• Christmas will soon be here.
• Provide exercise where students draw lines to connect dots horizontally and
obliquely and relate the activity to lines of print.
• Provide exercise to help eliminate common reversals (such as : was and saw, no and
on by providing on paper where the student is directed to trace over a word
whenever it appears
• Provide sentences in which a reversal will result in a sentence that doesn’t make
sense.
• was - saw Confusion there – three Confusion
I saw my Dad. We have three cats.
She was eating an apple. There is his dog.
• Use the word bed to help the student learn b and d.
• Use the word pig to help the student learn p and g
