Teaching-Reading-concepts.pptx

Teaching Reading
in the
Elementary

1.Emergent (pre) Readers (last until the end of
nursery /middle of kindergarten)
Before being aware of printed letters/words
Began to be exposed to nursery rhymes
Notice similarities or differences in sounds
Read pictures by describing and telling what they
see
Pretend to read, retell stories

2. Early Readers (last till end of
kindergarten/mid Grade 1)
Realize that letters represent sound
Notice that combinations of letters produce
different sounds
Memorize orthography (spelling)
Read sight words and phonetically regular words
Still enjoys stories read to them

3. Progressive Readers (last until the end of
Grade 2)
At the beginning stage of becoming fluent
Becoming more efficient at sounding out words
Becoming increasingly automatic at decoding
Learns how to chunk common parts of words
begin to recognize that they are reading for a
purpose

4. Transitional Readers (last until the end of
Grade 3)
They refine and expand their decoding skills
Increased automaticity, rate of reading, vocabulary
knowledge, level of comprehension
Use checking, predicting, confirming, clarifying and
self-correction
Start reading silently

5. Independent Readers (last until the end of
Grade 9)
Comprehending readers
Has shifted from learning how to read to reading to
learn
Access background knowledge to connect with text
Begin to more fully develop their understanding of
implicit meanings
Continue to learn new words that
help with comprehension

6. Advanced Readers
Able to critically analyze the text they read from
different perspectives/viewpoints
Read broad range of styles and topics
Read metaphors and allegories (hidden meanings)
Continue to develop their vocabulary
Use multiple strategies for
comprehension
Read either for knowledge or pleasure
Can synthesize what has been read
(with their own thoughts)

Concepts
Surrounding
Teaching Reading

1. Decoding (word recognition) –
print/text to speech (mental speech)
2. Comprehension – understanding what
has been decoded.
3. Phonics – a method of learning to read,
corresponding a letter to its sound.
4. Phoneme – any of the distinct sounds in
a language (e.g. [b] [z] [v]
Allophones – variants (top VS paper)
5. Grapheme – the smallest unit of writing
(more like spelling)

6. Homophones – the same pronunciation
but different spelling
e.g. hour – our, flour – flower
7. Homographs – the same spelling but
different pronunciation
e.g. row – to row the boat
row – a conflict, territorial row
lead – to lead
lead – a type of metal

8. Blending – combining two or more
sounds together (e.g. b + a + t =bat)
9. Segmenting – breaking a word into its
individual constituent
(e.g. bat = [b] [a] [t]) for sound OR
happen = hap – pen for syllable)

10. Vowels – a, e, i, o, u
11. Consonants - b,d, c, k etc.
12. Initial sound (nap) ant
medial sound (ant) tan
final sound (pan)

13. VC
e.g. up, at, is
14. CVC – consonant-vowel-consonant
e.g. cat, fix, cop
15. CV – consonant – vowel
e.g. cow, foe
16. CVCV
e.g. baby, data

17. Dipthong – two sounds combined to
make one syllable
e.g. [aI] lie, my, oil
18. Tripthong – three sounds combined to
make one syllable
e.g. [auə]our, hour, tower, coward, fire
19. Scwha – lazy vowel
e.g. banana, Linda, motion, doctor
ago, about

20. Digraphs – two letters combined to
make one sound
e.g. ship, chip, them, thin, sing
21. Consonant blends
e.g. black, fly, cream
22. Trigraph – three letters: pure, tire
23. Quadraphs – four letters combined to
make a distinct sound
e.g. glorious, nutritious, pious
cough, bough, through (pronunciation)

24. Monosyllabic Words – words composed
of one syllable
e.g. can, sun, pen
25. Polysyllabic Words
e.g. pencil, wonderful

Source: Wikipedia
Syllabic Structure

26. Monosyllabic Words – words composed
of one syllable
e.g. can, sun, pen
27. Polysyllabic Words
e.g. pencil, wonderful

28. Sight Words– do not entirely follow the
rules of phonics.
e.g. by, should, talk, psychomotor
27. High Frequency Words – frequently
used in texts
e.g. it, can will, to,

Methods of Teaching Phonics
28. Synthetic Phonics – small groups of
letter sounds are introduce to start reading
right away.
/s/ /t/ /o/ /p/
stop, top, pot, sop

29. Analytic Phonics – pupils are taught
letter sound relationships once a word is
identified
/p/
pen, play, put, pig

30. Analogy Phonics – pupils use parts of
written words they already know to
identify new words
tent
rent
sent
bent

Three Key Strategies in Teaching Reading
31. Modelled Teaching – the teacher
assumes major responsibility
e.g. Repeat after me (Presentation)
32. Guided Teaching – allows pupils to
assume more control over what they learn.
33. Independent Teaching – when pupils
need minimal support
e.g. exercises/ formative assessment

Teaching-Reading-concepts.pptx

Teaching-Reading-concepts.pptx

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Teaching-Reading-concepts.pptx