reading supplementary material

7/31/2019 Reading Supplementary Material

1/29


2/29

Page 2 of 29

II. PHONEMIC AWARENESSA. Definition

Phonemic awareness is the comprehension that individual sounds make up words. This alsoentails the capacity to recognize and maneuver sounds of words which can eventuallychange its connotation.

B. Introduce Some Principles of Word StudyPrinciples Suggested Activities

Words can vary in length(long or short)

Write their name on paper and below that write a shorter word (lessnumber of letters than their name). Point out the difference betweenthe two words.

Above their name, write a longer word (more number of letters thantheir name). Point out the difference between the two words.

Words are the same inwriting and reading

Open to the story Sam in the big book Ready, Get Set, Read! Pointout that you use the same letters to write the word Sam as it is read inthe text.

Have the child choose another word in the text, read it to him/her andthen write the same word on paper, pointing out that each lettercorresponds to the letters of the chosen word in the text.

Initial letters can be changed

Open to the story The Big Pig in the big book Ready, Get Set, Read!Read aloud the story to the child or have the child read with you. Pointout the words pig and big. Ask the child what is the same anddifferent between the 2 words.

Write down words whose first letters can be altered thereby forminganother word such as:

cat pighat big Give the meaning of each word as you read this to the child

Final letters can be changed

Open to the story The Big Pig in the big book Ready, Get Set, Read!Read aloud the story to the child or have the child read with you. Pointout the words pet and pen. Ask the child what is the same anddifferent between the 2 words.

Write down words whose last letters can be altered thereby forminganother word such as:

far petfat pen Give the meaning of each word as you read this to the child

Letters can be added to theends of words

Open to the story It is Fun to Jog in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read with

you. Point out the words jog and jogs. Ask the child what is the sameand different between the 2 words.

Write down a word whose meaning changes when letters are added toits ending such as:

jog play jogs plays jogging playground

Give the meaning of each word as you read this to the child


3/29

Page 3 of 29

Words can be abbreviated orshortened

Write down and show how words can be shortened such as:cannot is notcant isnt

Words can be put together tomake a new word

Open to the story The Popcorn in the big book Ready, Get Set, Read!Read aloud the story to the child or have the child read with you. Point

out the word popcorn. Write down the whole word and below this,write pop and corn separately and point out that each is a word thathas its own meaning.

Write down other words which can be segmented into two separatewords that has individual meanings such as:

playground sunriseplay ground sun rise Give the meaning of each word as you read this to the child

Middle letters can bechanged

Open to the story Sam and His Pal in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou. Point out the words bed and saw.

Write down bed and saw. Write below each word new words whenthe middle letters are changed such as:

bed sawbud sewbad sow Give the meaning of each word as you read this to the child

Some words sound the samebut are spelled differently

and have different meanings

Open to the story In the Library in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou. Point out the words to and too.

Write down to and too. Read each word to the child and say that bothsound the same but are spelled differently and do not have the samemeanings. Write down similar examples such as:to ittoo eattwo


Some words look differentlythan they sound

Some words have silentletters

Open to the story Oh,What a Mess! in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou. Point out the word said.

Write down said and read it to the child. Say that not all the letters of the word are pronounced when it is read and spoken. Write downsimilar examples from the same story such as: juice half called


Some words can be brokeninto parts or syllables

Open to the story A Trip to the Zoo! in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou. Point out the words children, animals classmates.

Write down children, animals and classmates, and read theseto thechild. Say that these words can be broken down into parts also knownas syllables. Clap each syllable as you read.chil-dren a-ni-mals class-mates


4/29

Page 4 of 29

C. Phonemic Awareness ActivitiesSkill Activities

Rhyming

Open to the story Jas and Her Pal in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou. Identify rhyming words in the story:

Dan, van, tanfat, cat, Kitkat Give examples of rhyming words and have children identify which

does not rhyme with the rest.pig, big, dig, wig and bed

Say a word and have each child give a rhyming word

Phoneme Segmenting andBlending

Open to the story Ted Gets Help in the big book Ready, Get Set,Read! Read aloud the story to the child or have the child read withyou.

Pick out the following words and segment these with the children:to (t-o) go (g-o)ten (t-en or t-e-n) pal (p-al or p-a-l)hand (h-and or h-a-n-d) help (h-elp or h-e-l-p)

Blend the same words by sounding out each letter with the children Have each child segment and blend his or her name and other words

they can think of Ask each child to choose a word from the story Ted Gets Help to

segment and blend

III. FLUENCYA. Definition

Fluency is the ability to read with ease and speed thereby leading to an efficient process of understanding the text being read.

B. Techniques in Promoting Reading FluencyTechnique Activities

Model what phrased andfluent reading sounds like,making a connection to theway we talk. Have the child

reread the text at least 4times.

Open to the story Sam in the big book Ready, Get Set, Read! Readthe text aloud. You may say: Listen to how I say the words. Imgoing to ask you to read it the same way.

Initially read text that hastwo to five words on a line

Open to the story Sam, Jas and Russ in the big book Ready, Get Set,Read! Read the third paragraph aloud. You may say: Listen to how I

read this group of words together. Russ barks at the blue bus. Russlikes to run after the blue bus. Did you hear how I read the wordstogether? Try reading the text on your own. Read it the way I did.

Teach students how to readpunctuation for emphasis

Open to the story Sam, Jas and Russ in the big book Ready, Get Set,Read! Read the third paragraph aloud. You may say: Listen to how Iread this group of words together. Sam says, No Russ! We cannot run after the bus! Did you hear how I read the words together?There is a punctuation mark at the end of each sentence that tells us


5/29

Page 5 of 29

how we need to change our voice as we read. In these sentences,there is an exclamation point at the end. Listen to the changes in myvoice as I read. Try reading the text on your own. Read it the way Idid.

Read texts that have adialogue so that studentsdevelop a sense of how

reading sounds likeconversation

Open to the story In the Classroom in the big book Ready, Get Set,

Read! Read the story aloud and model reading dialogue to the child.Raise the childs awareness on how to read with expression and forvarious characters of the story.

Use masking cards and stripsto model phrasing.

Create strips using hard paper such as a segment of an index card.Choose an easy text with short words and repetitive text such asThe Big Pig from the big book Ready, Get Set, Read! Cover withmasking strips so key words of the text before reading aloud. Whilereading aloud slide the strip to the right or left to uncover the keyword. Do not stop or talk along the way about why you are readingcertain words together. You may talk about your reading after.

Have the child read the same text as you uncover the masked wordswhile helping with the reading. Welcome mistakes, allowing thechild to get used to reading in a fluent manner.

You may cover individual words at the start then progress to maskingphrases then eventually groups of sentences while keeping track of the pace and smoothness of reading.

Do choral reading

Text should not be too long. It is recommended that the text berepetitive and predictable such as The Big Pig from the big bookReady, Get Set, Read!

Read aloud for modeling purposes first then ask students to join you.Text must be reread 3-5 times over a period of days.

Model expression, volume, intonation and other traits of fluentreading.

Have a child read with apartner

Pair a more fluent reader with a less fluent one. Have the morefluent reader read aloud a part of the text first followed by the lessfluent one. The stronger reader can assist by supporting the readingof various words. Do repetitive reading until both can read fluently.

Pairing students with the same reading ability is also recommended.

C. Tips on Guided Reading1. The child must read every word of the text.2. Point to every word as the child reads.3. Read at the childs pace or slightly faster as a way of guiding the latter.

4. Alter tone or volume to model vocal cues in both challenging and easy parts of the text.5. Say the word correctly when the child misreads then have him/her reread it.6. Dont stop for instruction for doing so would break up fluency. You may talk about the

difficult word at the end and do more word work.7. Dont stop reading in the middle of the text for this breaks the flow. You may discuss

about the meaning of the text at the end of the reading.8. Praise the child in specific terms for fluent reading.


6/29

Page 6 of 29

IV. VOCABULARYA. DefinitionVocabulary is a collection of words a person knows. There are 2 kinds of vocabularies:I. Referential Vocabulary: The comprehension of the meaning of a word

Ex. chair something we sit on

II. Relational Vocabulary: The comprehension of relations among a group of words which fallunder the same concept and function

Ex. envelope and stamp refer to mail materials

B. Activities to Increase VocabularyActivity Description

My Word Meaning

Identify a new word that is in the story about to be read. Write this onpaper. Have the child draw a picture or write words he/she associates withthe new word. After reading the story, have the child draw or write wordsagain he/she associates with the new word. Define the new word andcompare its definition with the childs associations before and afterreading the story.

Word Walls

When teaching each letter of the alphabet, have the child come up with alist of words that starts with each letter. If the child can write, havehim/her write the words. If the child can not write yet, you may write thewords for him/her.

Synonym Word List

Choose a word from the story read and have the child think of words thathave the same meaning. List this down.Ex. After reading the story Ben from the big book Ready, Get Set, Read!,have the child provide words that have same meaning as tall.

Antonym Word List

Choose a word from the story read and have the child think of words thatare its opposites. List this down.

Ex. After reading the story The Big Pig from the big book Ready, Get Set,Read!, have the child provide words that are the opposite of fat.

Examples and Non-examples

Choose a word from the story read and have the child draw and/or givewords or phrases that refer and do not refer to this word.Ex. After reading the story It is Fun to Jog from the big book Ready, GetSet, Read!, have the child provide words that they associate and notassociate with the word cot.

V. COMPREHENSIONA. Definition

Reading comprehension is the ability to make meaning of text that is read.

B. Sources of Information in Text

Source Definition Example MisreadingPrompts to Foster the Use of

theSource of Information

Meaning

What we read has tomake sense with ourexperiences, ourknowledge about the

Actual Text: Sam and Jaslooked at the toy.

Child: Sam and Jas liked

Did that make sense?What do you think it could be?Lets read it again to makesense.


7/29

Page 7 of 29

world and what isoccurring in the story

at the toy.

Language

Structure

The way we talk is thesame as the way weread. The language of the text we read is thesame as the languagepatterns we use whenwe speak.

Actual Text: I go to schoolin a bus.

Child: I goed to school ina bus.

Can we say it that way?Is that like the way we talk?Does that sound right?

Visual/Grapho-phonic

The words we read mustcorrespond to theletter/sounds we see.We check the first,middle or last letter of aword, or a familiar partof a word.

Actual Text: Mouse ranunder the door.

Child: Mouse ran underthe table.

Does it look right?What letter would you expectto see at the beginning? At theend?Read it again. Get your mouthready for the first sound.Say it slowly.

C. Reading Comprehension Strategies

Reading Strategy Description Suggested ActivitiesSuggested Teacher

Prompts

Monitor

Student is aware thatthere is something wrongwith his/her reading andwill try to self-correct.Good readers check theirunderstanding of whatthey have read byreferring to all sources of information (meaning,language structure andvisual/grapho-phonic).

Encourage child to payattention to the innervoice or conversation intheir heads as they read atext.

Ask child about theirthoughts, opinions andquestions about the

story.Ex. What did thecharacter do in the story?What is the story about?

If the child showsdifficulty understandingthe story or text,demonstrate how toactivate their priorknowledge of the subject.

Reread story/text withchild. Read a little slower.

Did that make sense?

Did it match?

What did you notice?

Something is not right.Why did you stop?

Were you right? How didyou know?

How did you know it was _____?

Show me where it wasntcorrect?

Search

When a child is awarethat there is somethingwrong with his/herreading, he/she seeksmore information tocorrect it. An emergentreader might initially useonly one source of information (meaning,

Mirror back to the childthe misread word andencourage him/her touse the different sourcesof information.Ex. You said ________.Does that make sense?(meaning)Does it sound right?

Somethings not right onthis page. Can you findwhats wrong?

What do you know thatmight help?


8/29

Page 8 of 29

language structure andvisual/grapho-phonic)but later on will learn touse all.

(language structure)Does it look right?(visual/grapho-phonic)

Preview the story withthe child before readingaloud. Highlightsignificant features andevents.

Predict

A child is able to foretellwords or events ashe/she reads through astory. Sources of information are activatedas they read and he/shecontinuously predict andalter these as they goalong.

Prior to reading a storyfor the first time,introduce this throughmentioning what theyalready know about thesubject.

Encourage the child totalk about the picturesthey see.

Identify new andunfamiliar words prior toreading the story.

Look at the picture. Whatdo you think the story isabout?

What would you expect tosee? (letter/s, word/s)

Think about what hashappened in the story sofar. What would makesense?

What do you think willhappen next?

Confirm

A child uses one or moresources of information(meaning, languagestructure andvisual/grapho-phonic) toensure that what theyread matches what wasexpected. There aretimes when a childrereads the text to assessits meaning or tounderstand a fullsentence when they havefigured out a part of it.

Reread a story/textseveral times and ondifferent occasions.

Encourage the child to goback to parts of the storyhe/she has difficulty with

and have him/herproblem-solve throughusing one or moresources of information(meaning, languagestructure andvisual/grapho-phonic).

Are you right?

Did you check to makesure youre right?

Did you reread to see if youre right?

Sources:

Gagen, M.R. (2010). Teaching and learning the phonemic code. Retrieved fromhttp://www.righttrackreading.com/teachphonemiccode.html.

Blevins, W. (1998). Phonics from a to z: A practical guide. New York: Scholastic Professional BooksReadingresource.net, LLC. (2009). Vocabulary activities. Retrieved from

http://www.readingresource.net/vocabularyactivities.html.Reading-Strategies-Help.com.(2008). Retrieved from http://www.reading-strategies-help.com/

index.htmlSchulman, M.B. & Payne, C.D. (2000). Guided reading: Making it work. New York: Scholastic Professional

Books.


9/29

Page 9 of 29

STAGES OF READING DEVELOPMENT, ENRICHMENT ACTIVITIES AND EVALUATION TOOLS

I. Stages of Reading Development (from Kindergarten to Grade 2)

Stage Reader Characteristics Text Characteristics Sample Stories

Early LaterEmergent Knows print carriesmeaning

Aware of directionalmovement:

- left to right- top to bottom- return sweep One-to-one word

correspondence of spoken and printed text

Refers to picture clues Can differentiate letter

and word May invent text Starts to use pattern and

repetition of text to read Use oral language/story

structure to make aconnection to print

Use some letter sounds(beginning/ending)

Starts to use known,high-frequency words tomonitor reading

Consistentplacement of print on eachpage

Pictures givehigh support

Naturallanguagestructure

Tells aboutfamiliarexperiences

Includes someknown, highfrequencywords

Has 1-2 lines of print (left toright withreturn sweep)

Predictable,repetitivesentencepattern with word changes

With somepunctuations

Pictures givehigh support

Repeatedsentencepattern everyfew pages

Print invariouspositions onpage

Variedsentencepatterns

Multiple linesof print

Tells aboutfamiliarobjects andexperiences

Simple storyline

Ready, Get Set,Read!:Sam Six Chicks for the Hen

Other Books:The Chick and the Duckling byMirra Ginsburg

Have You SeenMy Duckling byNancy Tafuri

I Went Walking by Sue Williams

Progressing Have good control of early reading strategies(directionality, one-to-one word matching,locating known andunknown words)

Relies more on printthan pictures

Searches the text,checks and self-correctsmore frequently (bothwith and withoutteacher prompting)

Checks and confirms,sometimes usingbeginning, middle, and

Variedplacement of print on page

Naturallanguagestructures

Variety of simple

sentences Multiple lines of

print More

punctuationsmarks

Some repetitivesentence

Variety of sentencepatters andlengths

Variety of punctuationmarks andfonts

Use of directspeech

Longer story(beginning-middle-end)

Picturesprovidemoderate

Ready, Get Set,Read!:The Big Pig My School

Other Books:Billy GoatsGruff

(Ladybird)Five LittleMonkeys

Jumping on theBed by EileenChristelowRosies Walk byPat Hutchins


10/29

Page 10 of 29

ending letters/sounds Reads familiar text with

some phrasing andfluency

Starts to pay attention

to punctuation markswhile reading Starts to build a core of

high-frequency wordsknown automatically

Starts to engage in storydiscussions

patterns Pictures provide

moderate tohigh support

support

Transitional Employs multiplesources of information(meaning, languagestructure, visual/grapho-phonic) and a variety of strategies to problem-solve while reading

Makes predictions andconfirms or revises themwhile reading

Recognizes theimportance of monitoring reading forunderstanding

Problem-solvesunknown words throughusing familiar parts of words (beginning,middle or end)

Reads a large core of high-frequency wordsautomatically

Reads many punctuationmarks correctly

Reads most textsfluently

Starts to read a wide

variety of lengthier andmore complex texts(fiction and non-fiction)

Attends more to storystructure and literarylanguage

Able to talk about whatis read

Conventionalstory

Has variedsentencepatterns

More print onpage

Some literarylanguage

Pictures providesome support

Has a variety of punctuationand fonts

Picturesprovide lowsupport

Has somechallengingwords

Lengthierselections

Has a varietyof text layout

More printon page

Has adevelopedstory line

Font varies insize and type

Uses literarylanguage

Ready, Get Set,Read!:Ted GetsHelp Oh, What aMess

Other Books:The Snowy Day by Ezra JackKeatsThe Very Hungry Caterpillar byEric CarleWhose Mouse

Are You? byRobert Kraus


11/29

Page 11 of 29

II. Features to Consider When Selecting Stories/TextsA. Book Concepts

Relevancy of concepts and experiences tackled to the child Background knowledge required to understand story Sequence of story events and predictability

B. Illustrations Pictures as supporting reference Location of pictures on a page Comprehensibility of pictures: unambiguous or needs interpretation?

C. Language/Structure Repetitiveness, familiarity and similarity to spoken language Presence of high-frequency words that can aid emergent readers Presence of new and unfamiliar words that might be a potential difficulty

D. Text Features/Layout

Lines of print per page Spacing between words Font, size and placement of print Text length appropriateness Presence of uncommon text formats (ex. diagrams, charts, maps) that may needexplanation

III. Enrichment ActivitiesA. Pre-reading: Suggested Book IntroductionsBefore reading a new story, here are some suggestions to spark student interest and aid theircomprehension:

Tell them about the purpose for readingEx. Since school just started, we will read a story about a childs first day of school. Youmaybe have the same first day of school experience like the boy in the story.

Activate and connect their previous knowledge of the topicEx. Our story today is about the zoo. Who has visited a zoo? What do you see in thezoo?

Do a picture walk: draw students attention to the pictures of the story/text onlyEx. Before we read our story, lets do a picture walk to get clues what the story is about.Use your eyes only and look carefully at the pictures.

Talk about the storys plot, setting, charactersEx. This story is about a boy who is going to school for the first time.

Encourage students to predict and anticipate story eventsEx. I wonder what will happen to Jas when she visits the dentist. Who has an idea?


12/29

Page 12 of 29

B. Actual Reading: Consideration to Enrich Student Reading Prompt students to repeat a word or phrase to hold in their heads while reading Highlight concepts about print Identify challenging parts in the text such as new words, language structure,

spelling, concepts Encourage student to predict letter/s or the sound/symbol at the beginning, middle

or end of a word Have students locate 1 or 2 words Encourage students to search, check, predict and confirm in a part of the text Reinforce students understanding of reading strategies and behaviors such as

rereading, checking the first letter, pointing to a word as it is read etc. Highlight unique text features such as format, layout, vocabulary Point out elements of the story such as theme, characters, setting Draw attention to punctuation marks and their meaning Encourage students to explore text to aid their comprehension and thinking When discussing the story, use some language/words from the text itself

C. Post Reading: Activities to Enhance Comprehension, Story Appreciation and Reading Skills1. Songs and Fingerplays- Tunes whose themes are related to the story topic/plot may be sung after reading thestory for the first time. During re-readings, these can be sung before and after the storyis read.- Ex. The song Mr. Sun can be sung for the story Fun Under the Sun from the big bookReady, Get Set, Read!

Mr. Sun lyrics Oh Mr. Sun. Sun. Mr. golden sun. Please shine down on me.Oh Mr. Sun. Sun. Mr. golden sun. Hiding behind a tree.These little children are asking you. To please come out so we can play with you.

Oh Mr. Sun. Sun. Mr. golden sun. Please shine down on me.

2. Dramatization- Children can engage in role-playing to dramatize their understanding or appreciationof the story- Ex. Children can take turns assuming the role of Sam, Jas and Mom (dentist) asnarrated in the story A Visit to the Dentist from the big book Ready, Get Set, Read!

3. Art Projects- Art is a form of self-expression. Children can concretize their appreciation of a storythrough creative pursuits using various materials.- Ex. After reading the story Waste Sorting from the big book Ready, Get Set, Read!,children may be asked to create something out of used and recyclable materials such asempty water bottles, old newspaper etc.

4. Games-Children may play games in teams or as individuals- Ex. In relation to the story Time for Sports from the big book Ready, Get Set, Read!,children may be divided into teams and play games such as the ones in the story (kickthe tin can, pin the pigs nose).


13/29

Page 13 of 29

IV. Assessment ToolsA. Running Records

A running record illustrates a students reading skills while in the act of reading a text. Theteacher/tutor takes note of the words the child says and reading strategies the child performs assources of information regarding his or her current competencies and difficulties.

How To Take a Running Recorda. Sit next to the student so you can see the text as the student reads aloud.b. On a blank sheet of paper, when a child reads a word correctly it is noted by a check mark. Donot record the text.c. Check marks should correspond to how the text is printed on each page, starting a new lineper line of text. Note the page number as well for easy reference.d. Write down what the child says above the line while record what is printed below the linewhen there is a difference between spoken and printed word. For example:

Text Running RecordI see a bee. bed child

bee texte. Following are some behaviors students may exhibit while reading: Substitution: A child reads a word different from the text. This is counted as 1 error if child

does not self-correct or attempts several times. Omission: A child misses to read a word. This is noted with a dash. This counts as an error if

not self-corrected.Ex. child __(omission)

text is Insertion: A child adds a word/s not in the text. The added word/s is/are recorded and each

is counted as an error if not self-corrected. Repetition: A child says again a word or groups of words. Draw an arrow with an R to show

where the repeat begins and ends. If child repeats several times note this as R2, R3 etc.

Repetition is not counted as an error.Ex. Text Running Record

I see a bee.Child: I see, I see a bee. R

Self-correction: A child succeeds in correcting an error. The wrong response is noted and theletters SC are written beside it. This is not counted as an error.

Intervention: Minimize intervening while a child is reading. However, here are the instanceswhen intervention becomes necessary:

1. When a child stops and does not proceed after knowingly committing an error, givehim/her 5-10 seconds to problem-solve and self-correct. If the child is unable torectify, provide the word. Record this as a T on the same line. This counts as anerror.

2. When a child appeals for help record this as A then provide the word thereafternoting it as T. This counts as an error.

3. When a child demonstrates confusion and stops reading, you may say Try thatagain. This is noted as TTA with brackets surrounding the part of the text thatrequired intervention. The above is counted as one error.

4. When a child does not try at all, you may say You try it. This is noted as YTI anddoes not count as an error.


14/29

Page 14 of 29

Initial Sound: A child says the beginning sound of the word then eventually says thecomplete word. Write the initial sound and a check beside it above the correct word. This isnot counted as an error for the child demonstrates he/she is problem-solving using varioussources of information.

Names: A child misreads or mispronounces a name throughout the text. This is counted asan error for the first time only.

Reminders:a) Student responses are written above the line, while the printed text or any intervention iswritten below the line.b) Inform the child that taking running records will help you to better teach them how to read.c) It is alright to ask the child to stop reading especially when he/she is reading fast for you to beable to keep pace.d) You may do immediate teaching after reading a text. Start by underscoring the childs effortsin self-correcting, complimenting him/her for the specific reading skill he/she exhibited.Ex. When you realized ______ did not make sense, you read the sentence again and tried to get some clue on its first letter.

e) When teaching a point, limit this to 1-2 points at a time only.f) For a non or slow reader, running records must be taken every 2 weeks. For a progressing andfluent reader, a record can be taken every 3-4 weeks.

Analyzing the Running Record: Observe the behavior of the child while reading. Assess his/her effort in reading accurately

and attempts in self-correcting. Notice what sources of information (meaning, language structure, visual/grapho-phonic)

he/she was utilizing or disregarding while misreading or self-rectifying Considerations when analyzing running records:

Text familiarity

Ability to control early reading strategies (directionality, word-by-word matching,locating know and unknown words)

Types of errors committed Ability to recognize errors and problem-solve Ways of problem-solving (rereading, picture clues, letters/sounds etc) Ability to self-correct through using sources of information (meaning, language

structure, visual/grapho-phonic) Asking for teacher assistance (frequency and nature of words) Competency in using reading strategies taught Pattern of reading behavior (ex. no self-correction, uses meaning but neglects visual

cues) Fluency (ex. word-by-word, repeated pausing, short or long phrases) Recognition of punctuation marks Intonation and expression while reading Comprehension of text Correspondence between childs reading needs and text selection Text level: easy, instructional, hard? Next instructional steps


15/29

Page 15 of 29

B. Oral Retelling Asking the child to retell the story/text in his/her own words to assess his/her

understanding of it after reading Some of the necessary elements of a retelling:

Main theme or topic

Beginning, middle and end parts

Characters, setting, problem, climax, resolution Significant details Specific vocabulary or literary language

If retelling is lacking, prompting can be done: What else can you say about the story or Tell me more about the story.

C. Anecdotal Notes This tool entails observing the child every 2 weeks, noting down his reading behavior on

paper. When done regularly, this provides substantial information on the childs current

competencies, reading progress and needs analysis.

D. Oral Interview A venue of expression wherein the student talks about his/her reading experiences. This is conducted in an informal manner for the student to feel comfortable expressing

his/her thoughts. Suggested questions:

What book/s are you reading now? What do you like to read? (short books, comics etc) Is reading easy or hard, why? What do you do when you see a hard word? (Compare his/her response to what

you observed when he/she reads)

Source:Schulman, M.B. & Payne, C.D. (2000). Guided reading: Making it work. New York: Scholastic Professional

Books.

BASELINE READING ASSESSMENT GUIDE

Following are the necessary assessment tools to determine each childs baseline reading skills:

1) Alphabet Recognition Sheet (See Attachment A-C) Refer to the Guide to Using the Alphabet Recognition Sheet

2) Dolch Sight Vocabulary Test (See Attachment D-F) Refer to How To Administer Dolch Sight Vocabulary Test

3) Reading Milestones (See Attachment G) Refer to this in determining childs reading competencies in terms of grade level


16/29

Page 16 of 29

EFFECTIVE TEACHING STRATEGIES

1) Age-appropriate Instruction Takes into consideration a childs age, current reading skills and weaknesses. Manner of teaching is adjusted to respond to childs competencies and challenges him/her to

effect reading progress. Ex. Kindergarteners thrive with more sensory-oriented activities such as songs, art projects,

games. Ex. Grade 1-2 students can already do some worksheets but positively respond as well to

sensory-oriented activities.

2) Direct systematic phonics instruction Phonics being the base of a strong reading program should be taught in a methodical manner. Begin with the most basic skill then progress to the more complex. Make sure that concepts/skills are taught one at a time and mastery of each is realized before

moving on to the next level. Allow for practical applications of each learned skill through vast opportunities reading in

context such as literary and environmental texts.

3) Immediate and effective correction Children are naturally resilient hence it is easy for them to acquire and respond to changes in

their routine. Corrections must be clear and appropriate to the targeted skill/behavior.

4) Monitor and adjust It is necessary to constantly observe each child to note his/her progress. Observations also provide a basis for assessing if the teaching methods used continue to be

effective and if modifications can be made to improve these.

5) Scaffolded Instruction Method of instruction wherein at the start of teaching a new skill, full support is given to the

child then is gradually withdrawn until he/she can accomplish the said skill unaided. Scaffolding should occur throughout the reading program such as how much previous

knowledge is provided prior to reading a new story and the way children are encouraged torespond to comprehension questions.

6) Modeling Demonstration of skills/behavior for those who genuinely need it such as non or slow-readers. This can be exemplified through teacher-directed activities such as reading aloud and mini-

lessons.

7) Cooperative Learning Opportunities are provided for interactions with more competent readers who can model

appropriate skills/behaviors.


17/29

Page 17 of 29

8) Giving choices When a child feels empowered, his/her confidence is boosted. Progress is realized when a child is aware of his needs and has an opportunity to support

himself.

9) Modes of Reading Providing different ways of reading (guided, choral, independent) allows for scaffolding and

exposure to varying amounts of teacher support

10) Prior Knowledge Activation Practicing recall of previously acquired concepts and skills helps in understanding new and more

complex ones

11) Responses to Literature Encouraging a child to express his/her understanding of what was read supports the practice of

meaning construction.

Source:Eduplace Houghton Mifflin Company. (1997). Useful instructional strategies for literature-based

instruction. Retrieved from http://www.eduplace.com/rdg/ res/literacy/lit_ins4.html.Gagen, M. R. (2008). Review of key strategies for effective reading instruction. Retrieved from

http://www.righttrackreading.com/keystrategiesinstruction.html.


18/29


19/29

Page 19 of 29

C. Learning Disabilities (Definition of Terms)

1) DyslexiaA neurological disorder that impairs the ability to read, write and at times speak.

2) Aphasia/DysphasiaA speech disorder that impairs the ability to express oneself in various forms and comprehend oral and

printed language. This may also affect ones ability to read and write.

3) Auditory Processing DisorderAn inability to hear well and manage incoming sounds that impairs ones ability to read and write.

4) Visual Processing DisorderAn inability to accurately recognize what is seen by the eye such as print, depth and distance whichimpairs the capacity to read and move with balance and coordination.

5) ADHD (Attention Deficit Hyperactivity Disorder)

A behavioral disorder in young children characterized by impulsivity, elevated energy level and difficultyfocusing on task. This disorder consequently impairs a childs literacy skills.

6) AutismA developmental disorder in young children characterized by impaired social and communication skills.Depending on the severity, children with autism can generally read however, they may have difficulty intheir comprehension skills.

D. Principles of Early Intervention

1) Begin intervention at the most basic level.

Address the cause, not the presenting symptom or problem Ex. If the child has difficulty blending sounds then maybe her phonemic awareness skills are

deficient hence, honing the latter should be focused on. Suggestions for effective intervention:

Teach one skill at a time until it is mastered Pace the teaching of skills, giving time for mastery before tackling the next skill Review and reinforce skills taught Apply skills to reading in context

2) Assess periodically. Running records and observations provide information where the child is at and how he/she can

move along in his/her reading development.


20/29

Page 20 of 29

3) Choose text that the child can read independently and/or be used as an instructional tool. Avoid using text that the child is not that capable of reading fluently and comprehend fully. Be guided by the following levels of reading:

Level DescriptionComprehension

Average Rate

Word Recognition

Average RateIndependent or free

reading

A child can read thetext by himself, not

requiring teacher aid.90% or better 95% or better

Instructional

A child can read butrequires teacher

instruction at a levelwhere he/she realizes

reading progress

75% or better 90% or better

Frustration

A child has difficultyreading by himself and needs a lot of

teacher intervention50% or less less than 90%

4) Maintain consistency Teach one skill at a time and use only one method/approach of instruction until mastery is

realized.

Source:Blevins, W. (1998). Phonics from a to z: A practical guide. New York: Scholastic Professional BooksNational Center for Learning Disabilities (2012). Interactive ld checklist reading. Retrieved from

http://www.ncld.org/checklists-a-more/checklists-worksheets-a-forms/ld-checklist-of-signs-

and-symptoms/checklist/checklist/1.


21/29

Page 21 of 29

ATTACHMENTSA Guide to Using the Alphabet Recognition SheetB Alphabet ChartC Alphabet Recognition SheetD How to Administer Dolch Sight Vocabulary TestE Dolch Basic Sight WordsF Dolch Record Sheet

G Reading Milestones


22/29

Page 22 of 29

Guide to Using the Alphabet Recognition Sheet

1. Give the student the Student Alphabet Chart2. Ask the student: What are these?3. Draw the students attention to each letter across the line and ask: What is this one?

4. Ask one of the following questions if the student does not answer:Do you know its name?What sound does it make?Do you know a word that begins like that?

5. Record student responses on the Alphabet Recognition Sheet.6. Count as correct if the letter name, sound or a word beginning with the letter was given.7. Total the correct uppercase and lowercase letters identified and record in the comments section

any observations during the completion of the task.


23/29

Page 23 of 29

Alphabet Recognition Sheet

Name: _____________________________________ Date _____________________

= correct response for letter name, letter sound or word= incorrect response

letter sound word letter sound wordA aE eX xM mQ qU uG gB b

F f J jT tR r V vN nC cY yK kO oI i

W wD dL lS sP pZ zH h

ag

Total TotalComments:

Source: Adapted from An Observation Survey by Marie ClaySchulman, M.B. and Payne, C. D. (2000). Guided reading: Making it work. New York: ScholasticProfessional Books.


24/29

Page 24 of 29

Student Alphabet Chart

A E X M Q U G

B F J T R V N

C Y K O I W D

L S P Z H

a e x m q u g

b f j t r v n

c y k o i w d

l s p z h a g


25/29

Page 25 of 29

HOW TO ADMINISTER DOLCH SIGHT VOCABULARY TEST

I. WHAT IS THE DOLCH SIGHT VOCABULARY TESTThe Dolch Sight Vocabulary Test is a list of 220 words that appear frequently in written English. By learning thislist, students will gain a good foundation for developing their reading skills (Source: englishbanana.com).

II. MATERIALS NEEDED1. Dolch Inventory of Words2. Dolch Test Record Sheet3. Pencil4. Timer or wrist watch5. Two (2) chairs with arm rests/ desks6. Conducive environment quiet, well lit and well ventilated

III. MECHANICS1. There should be two copies of the DOLCH Sight List per class one for the Tutor and the other copy for the

pupil. The Tutor uses a Class Record Sheet to log the pupils scores (see sample).2. The Tutor who conducts the test should not be the adviser or moderator of the class.3. Test the pupils individually. Dont let the others hear what he is reading.4. Each pupil is told to say the words he knows/recognizes. Move from top to bottom on each column.5. Please note that each pupil can only read from the list for 20 MINUTES. Time starts only after the pupil

affirms that he understands all the instructions of the tutor.6. The Tutor tallies the number of correct responses of each pupil in the Class List. Add comments on the side

whenever possible, such as He makes much of his phonics or He goes very slowly.

IV. CRITERIA1. FOR CREDIT

If the pupil can pronounce the word at sight. If he corrects himself immediately after miscalling in and then pronounces it correctly.

2. FOR NO CREDIT If he miscalls the word then after reading another word correctly, he comes back and reads theprevious word correctly. If he miscalls the word and makes trials before getting the correct one. If it takes him more than 15 seconds to call the word.

V. SCORING1. To get the pupils score, count the number of correct responses and record in the Class List. Find out each

pupils grade level (See Grading Table below).2. To get the class average, add all individual scores then divide by the number of pupils.

Grading the Dolch Sight Vocabulary TestWord Recognition Accuracy Level

0 -75 Pre-primer76 120 Primer

121 170 1 st Reader171 210 2 nd Reader

211 - above 3 rd Reader


26/29

Page 26 of 29

DOLCH BASIC SIGHT VOCABULARY TESTNAME OF STUDENT: ________________________ GRADE: ________________________ NAME OF TUTOR: ____________________________________________________________

a and away big bluecan come down find for funny go help here Iin is it jump littlelook make me my notone play red run saidsee the three to twoup we where yellow you

all am are at atebe black brown but camedid do eat four getgood have he into likemust new no now onour out please pretty ranride saw say she sosoon that there they this

too under want was wellwent what white who willwith yes

after again an any asask by could every flyfrom give giving had hasher him his how justknow let live may of old once open over putround some stop take thankthem then think walk werewhen


27/29

Page 27 of 29

always around because been beforebest both buy call colddoes don't fast first five

found gave goes green itsmade many off or pullread right sing sit sleeptell their these those uponus use very wash whichwhy wish work would writeyour

about better bring carry cleancut done draw drink eightfall far full got growhold hot hurt if keepkind laugh light long muchmyself never only own pickseven shall show six small

start ten today together trywarm

Pp = _____ / 40

P = _____ / 52

1G = _____ / 41

2G = _____ / 46

3G = _____ / 41

Total = _____ / 220


28/29

DOLCH TEST RECORD SHEET

School/ Area/ Institution Grading the Dolch SightGrade Level of Tutees Word Recognition Accuracy

0 -75

Test Conducted By: 76 120 Contact Information: 121 170

Email Address: 171 210 Cell Phone Number: 211 - above

# Name of Tutee Score or No. of Correct Responses Total ReadingLevel Com

Pipay Reyes IIII IIII IIII 14 Pre-primer Reads slowly; P


29/29

Reading Milestones

Skill Kindergarten First Grade Second Grade

Alphabet KnowledgeRecognizes letters15-26 uppercase letters14-26 lowercase letters

Recognizes all letters andcorresponding sounds

Recognizes all letters andcorresponding sounds

Dolch SightVocabulary Test Score

Recognizes up to 120 wordswithout sounding out



Name recognition Identifies own name Can read own name Can read own nameDemonstrates

knowledge of printconventions

Eyes move from left to right,top to bottom when reading

Eyes move from left to right, topto bottom when reading

Eyes move from left to right, topto bottom when reading

Decoding Competency

Aware of rhyming, beginningand ending sounds

Begins to blend sounds to forma word (ex. c- a- t thensays cat)

Reads unfamiliar words throughsounding out, decoding andusing picture clues

Can combine letter sounds tomake a word (ex. cvc words)

Continues to utilize decoding skillsto read new and long words andslightly relies on picture clues

Reading Fluency

Reads words individually in aslow manner

Reads word per word in a slowmanner, not that smooth

Corrects self while reading aloudwhen makes a mistake

Reads more fluently, phrasesinstead of word per word almostresembling conventional speech

Corrects self while reading aloudwhen makes a mistake

Story Comprehension

Make predictions about storyplot (what would happen next)

Demonstrates comprehensionof a story by correctly

answering who, what, when,where and why questions

Can retell story in correctsequence through picture clues

Make predictions about storyplot (what would happen next)

Demonstrates comprehensionof a story by correctly answering

who, what, when, where andwhy questions

Can retell story in correctsequence through picture clues

Remember information fromtext (ex. characters, setting)

Make predictions about story plot(what would happen next)

Demonstrates comprehension of astory by correctly answering who,

what, when, where and whyquestions

Can retell story in correctsequence slightly relying onpicture clues

Remember information from text(ex. characters, setting)

Shares related information whilereading

Sources:Babycenter LLC. (2012). Learning milestones: Reading and writing skills (first grade). Retrieved from

http://www.babycenter.com/0_learning-milestones-reading-and-writing-skills-first-grade_72403.bcEducation.com, Inc. (2012). Literacy milestones from birth to age six. Retrieved from

http://www.education.com/reference/article/ref_literacy_milestones/.PBS.org.(2012). First grader reading milestones. Retrieved from http://www.pbs.org/parents/education/

reading-language/reading-milestones/first-grader-language-development-milestones/first-grader-reading/Scholastic Inc. (2012). Breaking the code: Primary grade reading skills. Retrieved from

http://www.scholastic.com/resources/article/breaking-the-code-primary-grade-reading-skills/.The Nemours Foundation. (2012). Retrieved from http://kidshealth.org/parent/positive/

all_reading/milestones.html.

reading supplementary material

Documents