English TMP LE & ECLPE

• Stanzas

• Lines or verses

b. Meaning and intent

• Sound effect (alliteration, assonances etc.)

• Imagery

• Metaphor

c. Tone, mood, etc.

5.3.2.2. Features of prose

• Written in paragraphs

• Tells a story rather than describes an image or metaphor

• Generally, has characters and a plot

5.4. Phonological awareness and phonics

5.4.a. Learning activity

Picture observation and interpretation Show objects which begin with the sound “b”

 After observing the picture and instructions given, answer the following question:

a. Explain the skill that this activity can help the pupils to develop.

b. In which level do you think the exercise above can be given?

Notes:

The first component of reading is phonological awareness. This is the ability to hear, identify, and differentiate sounds.

We start with phonological awareness because it builds the foundation for phonics and word reading and writing. Phonological awareness is a critical step towards literacy. The better children are at phonological awareness activities, the easier it will be for them to match specific sounds to specific letters. When we read, we connect sounds to make words. When we write, we break down words into sounds and write the letters that go with those sounds. Being able to hear individual sounds in words will help pupils to read and write. Phonological awareness is completely oral there is no print used. Learning print letters comes after learning the sounds.

An important phonological awareness skill is to listen for sounds in words and be able to identify the sound. Words are made up of a series of sounds. Sometimes it can be hard to hear the different sounds because we blend them together when we say a word. Pupils need to practice hearing these sounds.

It is important for children to be able to tell the difference between sounds in words because that is what they do when they are reading or writing. Hearing different sounds that make up a word is particularly important for writing because it will allow the child to hear the word and spell it correctly.

Studies have found that children who can hear different sounds of words have an easier time learning to read. They also become better readers in later grades.

5.4.2. Phonics

5.4.2.a. Learning activity

After reading the below text about phonics, answer the following questions:

The second component of reading is phonics. It’s ability to connect sounds to letters. This is the most important skill for pupils to have to be able to read and understand what they read. Reading is turning printed letters and words into sounds. Likewise, writing is turning sounds into printed letters and words. Phonics is key to beginning reading and writing. With practice, reading and writing become automatic and children can thereafter focus on meaning. We need to explicitly teach children which letters go with which sounds.

Once children have learned letters, the best way to practice them is through reading and writing. When we practice blending syllables to read words, children gain a firm grasp on the sound-letter correspondence. They use this knowledge and the practice they have had hearing the sounds in wordsN when they write words. Studies have found that phonics instruction improves reading ability. For children in the early grades of school, it also improves comprehension and spelling.

At the end of phonics activities, children should be able to connect sounds to letters and syllables so that they can read and write, even when words are unfamiliar. The first phonics skill is learning which letter goes with each sound. Words are made up of a series of sounds that are represented by letters. It is important for children to know the letters that go with each sound because that is what allows them to read and write. This knowledge is especially important for reading and writing words they have never seen before. In some reading instruction programs, children memorize whole words, but this does not help them to read words they have not seen before, and they cannot memorize every word in the language. they have learned the letters that go with different sounds, they can begin to blend those letters together as they read words. When children write, they identify the sounds and then write down the letters that make those sounds. They should be helped practicing reading phonics.

a. Define phonics.

b. What is the role of phonics in teaching young children to read?

• Make sure children can see the letter. Use large letters on the board. If you are showing a letter card, make it large and move around the classroom so everyone can see it.

5.5. How to teach vocabulary

5.5.a. Learning activity

Read the following paragraphs and answer the questions that follow

A tragnex jiid is a jiid that can make plivyns while bryzpn around a wide synz lismad. Unlike a bronty jiid, tragnexes do not need to be huwrens to jiid grimnjic to work. Tragnexes today are very bruffown and rantle, but this was not submub so. The first tragnex, scinpemed in 1973, flormed one themx!

A mobile phone is a portable electronic device that can make calls on a range of geographic area. Unlike landline telephones, mobile phones do not need connection to telephonic wires to work. Mobile phones today are very small and light, but this was not always the case. The first mobile phones which were introduced in 1973, weighed one kilogram!

a. Was it easy to read the first paragraph? Explain why?

b. Identify the reason that can cause a pupil to be able to read or not read the above paragraphs.

5.5.1. Introduction

Vocabulary is the term used to describe the collection of words in a given language used and understood in Speaking, Listening, Reading and Writing. It is important for children to develop knowledge of word meanings from an early age and to this end, they need to be actively engaged in vocabulary development. Vocabulary for academic learning is linked to the teaching of concepts. When a concept is completely unfamiliar to the students, they need to develop an understanding of the concept first and then vocabulary can be introduced. If the concept is familiar to the children new vocabulary is introduced in order to connect new words to an already familiar or understood concept. As children develop, they need to be able to draw on different sets of vocabulary and as such teachers need to be mindful of these different sets when selecting words for instruction.

Beck, McKeown, & Kucan (2002) have proposed three tiers of vocabulary that need to the explicitly taught to children.

When teaching vocabulary, we need to plan for:

 For children to understand what they read and communicate effectively, they need to build their vocabulary. Teachers can teach them new words through a story. For example, the teacher can read a text to them aloud or give them story books to read from the classroom library, or children can read a story from their textbooks.

5.5.2. Steps of teaching vocabulary

1. First, the teacher asks pupils to choose a word they have learnt, provide the meaning and use it in a sentence.

2. After pupils have given their answers, the teacher supplements or correct their answers and use the words in sentences. It is important that the teacher uses the simplest meaning of the word as much as possible to ensure that children understand words. It can be very helpful when the teacher dramatizes the meaning; or brings concrete or semi concrete materials that represent the words. Etc.

3. The teacher may ask 1 or 2 pupils to make sentences and correct the sentences if necessary. However, praise the children for their efforts.

4. The teacher should move around helping children with their sentences.

5.6. Automaticity and Fluency

5.6.a. learning activity

What is your understanding of automaticity and Fluency Reading? 

What do you to develop reading automaticity and Fluency?

5.6.1. Introduction

Fluency is derived from the Latin word ‘fluens’ which means ‘to flow’. Fluent reading is then defined as “the ability to read expressively and meaningfully, as well as accurately and with appropriate speed” (Padak and Rasinski, 2008, p. 3)

Automaticity refers to the ability to quickly identify letter names and letter sounds. Children who struggle to identify letter names and will have great difficulty reading English words and sentences.

It is also the ‘ability to recognise words rapidly and effortlessly, saving mental energy for comprehension’. (Focus On Fluency, 2012, p. 3).

5.6.2. Strategies to improve reading fluency

1. Read aloud to children to provide a model of fluent reading.

It is common for primary teachers to read aloud to their students. But as students get older, the treasured Read Aloud becomes something we do “if we have time.”

A regular read aloud period is a must in any elementary classroom. No matter their age or ability, children need a frequent model of fluent reading.

2. Practice sight words using playful activities.

When children know many words by sight, they’re less likely to be awkward, choppy readers. I prefer games over flash cards. This can be done through games. Especially BUZZ game (Competing to read words either on flashcard or blackboard quickly without mistakes).

3. Do paired reading.

Some teachers have made paired reading (also called “buddy reading”) a daily practice within their literacy block. This may be conducted by asking one pupil to read to his partner a sentence and the other one takes over reading the next sentence until the text is over.

To do paired reading, put students in pairs and have them read to each other. Pair more fluent readers with less fluent readers, but be careful not to make the ability gap too great. Children can take turns reading by sentence, paragraph, or page.

6. Try echo reading.

 With echo reading, the teacher displays an enlarged text so that students can follow along. The teachers often point to words as he/she reads a sentence or short paragraph. Then she points to the words again as students echo her reading.

7. Do choral reading.

With choral reading the teacher reads an enlarged text several times until students are familiar with it. Then the class joins her as they read the text together. Nursery rhymes, songs, and funny poems are fantastic for choral reading.

8. Do repeated reading.

Echo reading and choral reading are both forms of repeated reading. Repeated reading is also something that students can do individually. Choose a short passage of 100-200 words. Students can read the same passage multiple times. Have them time their reading and graph their results to see a visual record of improvement. A variation is to set a timer for 1-2 minutes and have students record how many words they read during each reading. Again, use a graph to chart progress.

9. Have your students do a lot of reading at a level they can read independently.

The more we practice, the better at something we get. Make sure your readers are reading at their independent reading level and give them some minutes each school day to read on their own.

Conclusion

Fluency Instruction: Practice with phonetically controlled, decodable word lists, sentence and passage. Use Guided Practice with decodable texts and at the initial stage of reading development, it is important that text is limited to word structure that has been taught.

• Provide text that is limited to the letter sound relationships, syllable patterns and words that have been mastered for accurate decoding or recognition on sight

• As students’ progress they also need to have substantial guided practice transferring emerging skills to authentic text

• Provide significant opportunity to apply skills with interest-driven, non-controlled text as pupils acquire decoding skills (Fink, 1998)

Teacher Modelling: If pupils are to become fluent readers, they must have an idea of what is meant by fluency. The best way to experience fluency is to hear it produced by another more fluent reader. This means that we need to read aloud to our pupils, using our voice to reflect and add to the meaning of the passage. Modelling can help pupils to understand that meaning is not just carried in the words in the passage but also in the way that the words are expressed. When pupils have an opportunity to hear you (or another skilled reader) model fluent reading, they get a sense of what they should sound like when reading. This is especially important for pupils whose reading is choppy and lacking in expression. (Doherty, p.8)

5.7. Comprehension

5.7.1. Introduction

Comprehension is among the most important components of reading. Indeed, the goal of reading is to understand what you read. Comprehension is understanding text. When children have comprehension of text, it means they understand what they have read. Children need to practice noticing information in text when they are reading or listening. There are strategies that children can learn to help them understand texts better. Comprehend a script is the reason we read.

5.7.a. Learning activity:

After reading the above text, answer the following comprehension questions:

a. What is the main purpose of reading?

b. How can you make sure that pupils comprehend what they read?

Notes:

Comprehending what you read happens before reading (initial prediction, vocabulary), during reading (stopping time to time to recall the vocabulary) and after reading (comprehension questions). After reading the teacher asks close or open questions for example: who are told in the text, what happened? Which character did you like and why? Summarizing. Etc. 

The teacher should facilitate the learners in the process of answering comprehension questions by modelling how the answer is found in the text (reading the text and stopping the time you get to the answer)

5.8 Activities for developing generic competences and integration of cross-cutting issues in the lessons related to reading

5.8.a. Learning activity

Read the poem below and answer questions that follow

My son will talk about me

Grandfather talks a lot about great grandfather,

In the presence of my father.

My father too talks a lot about my grandfathers.

He says that they preserved our family.

Now I am talking about my father,

He gave me life.

My son will,

Talk about me.

Find out the number of people mentioned in the poem and draw a family tree for the poem.

 Display your work and share with the class.

Give names to each person in the family tree.

 After reading the above activity, answer the following question:

Identify different generic competences developed and cross-cutting issues addressed from the above activities.

Notes

Generic competences developed and Cross-cutting issues addressed during the unit of reading

 Generic competences developed 

Critical thinking: through reading and analysing the text, story, poem, pupils will judge and develop imaginations on the situation to answer comprehension questions. For example, the teacher can ask pupils to summarize, illustrate, predict and relate it to another text, story or poem read before. Therefore, pupils will need to use critical thinking to carry out those tasks.

Communication: through reading the text, story, poem and answering comprehension questions, pupils will develop communication since there is also interpretation in order to understand the key message. Then as a result, pupils will develop communication as a competence.

 Research and problem-solving: through searching relevant information from different sources to answer comprehension questions on texts, stories, poems, etc. pupils will develop problem-solving skills and research, hence research and problem-solving as competence. In addition, different texts, stories and poems pupils read are based on real situations such conflict management, people’s behaviours, family relationship which help pupils to develop their problem-solving skills. 

Cooperation, interpersonal management and life skills: through analysing the texts, stories, poems and sharing the findings to comprehension questions, pupils will need to work as a team, respecting everyone’s idea during presentation, learn the relationship. Again, choral reading, reading something groups, pair reading, and other techniques used by the teacher will help pupils to cooperate, trust and put themselves in the shoes of their classmates, cooperation, interpersonal management and life skills will be developed as a competence.

Life- long learning: through reading the poems, texts, stories, etc. that are contextualised from real life situation, pupils will develop the curiosity to learn more even beyond classroom, hence life-long learning as a competence will be developed. For example, pupils may ask their parents or guardians about the proverb, story, Island, the great King read in the classroom,

Cross-cutting issues

Peace and value education: because most of our reading materials such as texts, stories, poems, etc. are based on people’s living styles. It can also be addressed from the teacher’s technique when for example using choral  reading, pair reading, echo-reading technique. With those techniques, pupils will be required to actively listen to their classmates reading a loud, respecting each other’s idea when answering comprehension questions in groups. Therefore, such environment full of respect, active listening, and valuing ideas will address the issue of peace and value education.

Inclusive education: through reading activities, the teacher should address the issue of inclusive education by providing special help to pupils with special need education. For example, to print or write everything on chalk board in big character to those with visual impairment, to seat pupils with long and short sightedness far/near the chalk board and providing remedial activities.

Gender education: through reading and answering comprehension questions, the issue of gender will only be addressed when both girls and boys will be treated equally. Again, it can also be addressed from the teacher’s techniques such as choral reading, pair reading, echo-reading. With those techniques, girls and boys may be given equal chance to participate. In addition, some texts, poems, stories may sometimes have gender issues.

For example, reading a story of parents who never wanted to take their daughter to school, the teacher need to help pupils understand that such parents are not good since every person has a right to education.

5.9. How to write a lesson plan

5.9.a. Learning objective

Read carefully the lesson plan below and answer the following questions.

School Name: x                                                                                                                                                    Teacher’s name: x

Lesson plan analysis

a. Discuss the main steps described in the lesson observed.

Summary: steps involved in teaching a reading lesson

Pre-reading: The teacher opens the lesson by showing illustrations to pupils and asks them what they think the story will be about. Afterwards, the teacher helped pupils explain the new words that can be a barrier to understand the text

During reading: the teacher reads aloud the story to pupils and asks them to read in pairs one taking over the other until the text is ended. The teacher reads with the whole class and called individuals to read to the class fluently and while giving turns to many other pupils.

After reading: the teacher asks pupils whether their initial prediction came true.

The teacher also asks some comprehension questions.