Developmental reading 2

1. BRAIN TEASER

2. I have four wings, but cannot fly,
I never laugh and never cry;
On the same spot I'm always found,
toiling away with little sound.
What am I?
A WINDMILL

3. When is a doctor
most annoyed?
When he/she is out of patients.

4. Pick a number from 1-10, multiply it by
2, add ten, divide it by 2, now subtract
the number that you have from the
number you picked. What is it?
Do you have 5?

5. Where does a snowman
keep his money?
In a snow bank.

6. What did Mrs. Claus say to
Santa when she looked up
in the sky?
Looks like rain dear.

7. REFERENCES:
Developmental Reading 2 Sevillano T.Marquel
Jr.,Ph.D Neliza C. Casela MAT.,Bryan Eli Sadorra,MAT
 https://www.teachervision.com/reading/resource/48646.html
 http://www.slideshare.net/teaching/reading.com

8. TEACHING STRATEGIC READING
Use these strategies to improve your students'
reading skills. Included are articles to teach you
about each concept and lesson plans with which
you can implement the strategies. These are
great professional development resources and
are an excellent resource to ensure that you are
improving your professional skill set.

9. WHAT CAN STRATEGIC READERS DO?
Research indicates that effective or
expert readers are strategic,which
implies that they use a variety of
strategies and skills as they construct
meaning.
 “I can read it, but I don’t get it”

10. Good and strategic readers, According to
STEPHAINE HARVEY and ANNE GOUDVIS
1. Become aware of their thinking as they read.
2. Monitor their understanding and keep track of meaning.
3. Listen to the voice in their head to make sense of the text.
4. Notice when they stray from thinking about the text.
5. Notice when meaning breaks down
6. Detect obstacles and confusions that derail understanding.
7. Understanding how a variety of strategies can help then repair meaning when it
breaks down.
8. Know when, why how to app specific strategies to maintain and further
understanding.

11. WHAT ARE TH MOST COMMON COMPREHENSION
STRATEGIES
A strategy is a plan designed by readers to aid them in
comprehending and thinking about texts, and most researchers
and practitioners agree about a core set of comprehension
strategies.
1. Making Connections. Readers create persona links between
the text and their own life(text to self),anoter text (text to
text),and something happening in the world.
Strategy: Book and Me Ask students to make two columns with the
headings Book and Me. Before and during reading, ask them to
write down how the book relates to their lives.
.

12. 2.Predicting-Ask students to use clues
from the graphics and text,and recall
previous experiences to try to predict
what the text or book is about.
Strategy: Before and after chart.
Students write down their predictions
are correct or not.

13. 3.Questioning.Learners ask and answer
questions in order to explore the text more and to
verify understanding of meaning.
Questions can be made by the learner, a classmate
,or the teacher
Strategy: Wonderings. Have students write
questions that surface about the text while they
are reading on sticky notes. Make them remove
these notes once they found answers to their
questions.

14. 4.Monitoring. Students make stops
when found necessary in order to check
comprehension and decide on how to
deal with any difficulty.
Strategy: Coding. As they read,
students mark the text with sticky notes
using the following symbols ; I
understand ,I don't understand ,and I
fixed it up myself.

15. 5.Visualizing.Students make a mental
picture of what they have read or heard. This
will be aid them in understanding the text,
apart from utilizing their imagination to life
to the text .
Strategy: Stretch to stretch. This similar
to visualizing, here however, you may group
students together and have them talk about
their interpretations.

16. 6.Summarizing.Students identify the
most important ideas and restate them in
their own words.
Strategy: Key words Let students use
sticky notes to write words that they think
are essential to their understanding of the
text . after reading ,ask them to arrange
these words to make a proper summary of
the text

17. Why are the following statements
considered important?
---Readers are aware of what they do
understand.
---Readers can identify what they do not
understand.
---Readers can use appropriate strategies to
resolve problems in comprehension

18. ASSESS
• Observe the
students
• Know the students
• Take note of what
students can do
and cannot do
when they read
What are the tents of Strategic Reading Instruction?
Premises:
TEACH
• Choose the appropriate
method/strategy technique
to use in teaching and
reading strategies
• Carefully plan what to do
to develop strategic
readers
• Model how to use the
reading strategies
ASSIST
• Teach reading
strategies explicitly
• Guide the students
particularly those who
are struggling
• Coach students in
their reading

19. Activities for teaching reading strategies
1. SCANNING
 Prepare 9 to 10 objective questions about the details of a text.
 Group the students into pairs with each student having a copy of the
text.
 Write each question on a strip of papers.Make enough copies of the
questions for each pair.
 Give each pair question number one only.
 When you tell students to start, they should race to find the correct
answer to the first question,and then one partner should run their
written answer to your deal to show it to you.
 If the pair is correct,give them question number two,and so on until a
group has answered all of the questions correctly.
 For more advanced students,you can mix up the order of your questions
so that they do not follow the order in the text.

20. 2. SKIMMING
A.Have skimming activities where you copy the
text,blocking our everything but the title,pictures,first
lines of each paragraph,and the last paragraph
B. From this information,get the students to identify
the main idea and why the author is writing this story.
C.Have a discussion about What they already know
about the text and what they think they will learn in
the details.

21. 3. CONTEXT CLUES
. Choose a made-up word (for ex.,prad)and use it in many
different contextual sentences,then ask students to
determine the meaning of this non-word. Keep The same
made-up word for each sentence,but use appropriate word
endings to illustrate the change in part of speech.
 B. Emphasize to the students that it's not always necessary
to get the exact,precise meaning of the word.
C.take time to go over each question as a class so that you
can model for your students how to identify and effectively
use these context clues.

22. 4. INFERENCE
Riddles
A. Start with something simple like," I love my job. I
go to school everyday I make sure that my students
learn. What am I?." Students should easily be able
to identify the description of a teacher .
B. Ask them how they arrive at the answer when you
never explicitly stayed what your job was. As
students progress, give more challenging riddles.

23. Comprehension Check
What are the activities for teaching
reading strategies?
 What are the tenets of strategic
reading Instruction?
As a future teacher ,how can you apply
this strategies in teaching reading?

24. Thank you
for 
Listening