REA DING

-an Family
“The more that you read, the
more things you will know.
The more that you learn, the
more places you’ll go” - Dr.
Seuss
Making every child a competent reader
and a functional learner is the ultimate
goal of teaching children learn to read.
To become a competent reader, one
should be able to construct meaning
from print using appropriate active
strategies to relate what he reads with
his background knowledge and
experience.
Through continuous practice,
fluency and skill are enhanced
and the child’s motivation to read
increases. Naturally his constant
engagement with different texts
exposes him to varied learnings
and insights which enable him to
cope better with life situations.
Five Areas of
Reading
Instruction
According to the National
Reading Panel of America, there
are five critical areas that serve
as foundation of reading
development. They include the
following:
1. Phonemic Awareness

This is the ability to notice,

think about, and work with the
individual sounds in spoken
words.
 There are six levels of phonemic awareness:

Level 1: Rhymes and Alliteration

Children develop “ear” language as they identify and

make oral rhymes.
Examples:
• Rhymes: I once saw a cat sitting next to a dog.
I once saw a bat sitting next to a frog.
• Alliteration: Six snakes sell sodas and snacks.
• Assonance: The leaf, the bean, the peach _ all were
within reach.
Level 2: Parts of a Word
Children listen to sounds within words.
They identify and work with onsets and
rhymes in spoken syllables or one-syllable
words.
Example: The first part of kite is k.
The last part of mice is –ice.
Level 3: Sequence of Sounds
Children direct attention to specific
positions of sounds within a word. They
identify and work with syllables in spoken
words.
Example: I can clap the parts in my name:
Ti-na.
Level 4: Blending of Sounds
Children at this level have acquired a good
sense of phonemic awareness and are ready to
divide words into separate sounds or
phonemes or blend them to form recognizable
sound.
Example: What word is /h/ /ae/ /t/? – hat
What word is /s/ /k/ /u/ /l/? – school
Level 5: Phoneme Segmentation

Children manipulate sounds within words by

adding, exchanging, deleting, or transporting
phonemes to form new words.
Example: How many sounds / phonemes do
you hear in bell?
three (3): /b/ /e/ /l/
How many sounds do you hear in
write?
three (3): /r/ /ay/ /t/
Level 6: Transition into Written
Language
Children manipulate sounds within words by
matching sounds to letters, syllable splitting,
phoneme blending, phoneme substitution,
phoneme isolation, and phoneme deletion.
Examples: What is smile without the /s/? – mile
What is pot with /s/ at the beginning? – spot
2. Phonics and Decoding

Phonics instruction enables beginning

readers to understand the relationship
between letters (graphemes) of written
language and the sounds (phonemes) of
spoken language. It teaches them to use
these relationships to read and write words.
Systematic and explicit phonics
instruction is most effective when it
starts in kindergarten or first grade,
thus enabling children to develop solid
word attack skills from the beginning of
their introduction to reading.
Phonics instruction is not an entire reading
program for beginning readers. Along with
phonics instruction, young children should be
solidifying their knowledge of the alphabet,
engaging phonemic awareness tasks, and
listening to stories and informational texts
read aloud to them. They should also be
reading texts (both aloud and silently), and
writing letters, words, messages and stories.
3. Vocabulary Instruction

Vocabulary is the meaning and

pronunciation of words that we
use to communicate effectively. It
is simply the number of words
that we understand or can
actively use to listen, speak, read,
or write.
It plays a vital role in every
aspect of reading from
understanding the plot or gist of
a simple text to interpreting and
appreciating the most complex
text.
Direct instruction in word meanings is
effective, can make a significant
difference in a student’s overall
vocabulary, and is critical for those
students who do not read extensively
(Beck, McKeon, & Kucan, 2002). This
includes providing students with specific
word instruction and teaching them
word-learning strategies.
4. Fluency
-an Family
This is the ability to read a text accurately,
smoothly, quickly, and with expression. To be
termed “fluent reader” with a particular text,
an individual must be able to read
effortlessly, use expression, and read and
recognize words quickly. He must have
developed automaticity (Samuel, 1994) and
must understand how to group words quickly
to gain meaning from the text.
When a student possesses
automaticity, he does not have to
attend to the task of decoding and can
focus his energy on comprehension. A
fluent reader has a good knowledge of
vocabulary and good word
identification skills.
A fluent reader can make connections
between the text and his own
background knowledge.
Fluency instruction may be the missing
element in reading instruction for most
teachers because most of us learn to
teach reading with a focus on accuracy
and comprehension, while few of us
were taught to read quickly and
automatically.
Though some students will learn to
read fluently, with little direct
instruction from teachers, many will
require practice and support from
peers and teachers to improve their
fluency and make reading a more valid
activity.
5. Comprehension
“Reading demands a two-
pronged attack. It involves
cracking the alphabetic code to
determine the words and
thinking about those words to
construct meaning.”
Decoding
Phonemic awareness
Spelling
Vocabulary
Thinking
Comprehension
Constructing meaning
Metacognition
Fluency
The decoding skills are separate
aspect of reading that requires the
same amount of direct instruction
and teaching time as the decoding.
skills.

The thinking skills are those skills

essential to mastering the code
and are considered the basics of
beginning reading instruction.
The notion of “something happening” while
we read is the essence of comprehension.
The “something happening” is the
interactive construction of meaning inside
our heads, which creates understanding.
Sadly, the “something happening” does not
naturally occur inside all readers and so
there is a felt need to teach them how to
use their experience and their knowledge
to make sense of what they are reading.
 NATURE OF READING
• Reading , similar to listening and
writing, is a communication skills.

• Reading is a process because it

has series of acts proceeding from
one step to the next .
 STEPS INVOLVE IN READING

•PERCEPTION
- Is the step involve in reading by which
the reader perceived the written symbols
on the text through the use of his external
senses.

• COMPREHENSION
- Is the step involve in reading by which
the reader understand the text.
 REACTION
- Is the step involves in
reading wherein the
reader evaluate the
text which is being
read
 TYPES OF READING MATERIALS
Development
- Scientifically prepared
materials which are aimed at
developing reading skills
Remedial
- Specifically prepared to help
learners overcome reading
difficulties
 Recreatory
- Provide for the
development of appreciation
and enjoyment of reading
materials
Functional
- Provide for the
development of
comprehension and utilization
of skills in areas of study
 SIGNIFICANCE OF READING

•Reading is important because it

develops your mind and gives you
excessive knowledge and lesson Of
life.it helps you understand the word
around you better.
 •Reading improves your vocabulary
and develops your communication
skills.

• One of the significant ways reading

effects the brain is through perspective
taking.When you read and find yourself
thinking about characters in the book
as if they are real people.
 FIVE BENEFITS OF READING
1.Reading helps to build and
maintain memory

- when you read your brain actively

encodes and stores information,
creating new connection between
neurons.
2.Reading can improve sleep
- In this age where device rule
picking up be book at bedtime
instead of watching TV doing
something on your phone is an
easy way to help your brain power
down and your bday that it's time
for sleep.
3.Reading can help reduce stress for all
ages.

-Reading a book is more effective

at reducing stress them listening
to music or even taking a walk.
 4.Reading also strengthens language
and communication skills.

- In fact reading is one of the

most effective ways of boosting
word recognition and
comprehension and of learnng a
foreign language.
 5.Reading builds sturdier problem
solving skills

-To solve problems in everyday life,

we have to identify the issue
clearly ,analyze the causes and
come up with creative solutions.
The Reading
Process
Unveiling the Steps of
Reading
Urot, Reyna Armie Jade
Comprehension
 "Reading is a
dialogue between
the reader and the
writer."
- Margaret Atwood
 Importance of Reading
 Reading is a vital
skill that empowers us
to navigate the world
around us. It allows us
to learn, grow, and
connect with others
through shared stories
and ideas.
 The Reading
Process:
 StageDecoding is the
1 - Decoding
foundation of
reading, where we
learn to recognize
letters and their
 Phonics:
 Learning the
relationship between
letters and their sounds
(e.g., 'c' makes the 'k'
sound in “cat”, but the
's' sound in “cent”).
 Blending:
 Combining
sounds together
to form words
(e.g., 'c-a-t'
becomes 'cat').
 Sight
 Recognizing
Words:
common words
instantly without
having to sound
them out (e.g., 'the',
'and', 'said')."
 The Reading
Process: Stage 2 -
 Fluency is about reading
Fluency
smoothly and accurately at a
comfortable pace. It's more
than just sounding out words;
it's about understanding the
text as you read.
 The Reading Process:
The Reading
Stage 3
Process: Stage 3 - -
 Comprehension
Comprehension is
Comprehension
the heart of reading.
It's about
understanding the
text at a deeper
level.
Key aspects of
comprehension
 Automaticity
 Reading words
without conscious
effort.
Prosody
 Using expression and
intonation to convey
meaning.
 Identifying the Main
 Understanding the
Idea
central message of the
text. Recognizing
Supporting Details
 Identifying the facts and
examples that support the
main idea.
 Making Inferences
 Drawing conclusions
based on what is implied
in Connecting
the text. to Prior
Knowledge
 Relating the text to what
you already know
 Strategies for
Improving Reading
 Comprehension
Previewing the Text
 Looking at headings,
subheadings, and
images to get an
overview.
 Summarizing
 Retelling the main
points in your own
words.
 Using Graphic
Organizers
 Creating diagrams,
charts, or timelines to
 The Importance of
Practice
Practice Makes
Perfect
"Like any skill, reading
comprehension improves
with practice."
 To become a better
reader, it's essential to:
 Read Regularly
 Choose Engaging
Materials
 Engage in a Variety of
Reading Activities
"Today, we've explored the
fascinating process of
reading comprehension,
uncovering the steps
involved in understanding
what we read."
Strategies, Approaches,
Method
in Teaching Reading
 Teaching reading in elementary grades is a
crucial aspect of language arts education.
This response will explore at least four
examples of strategies, approaches, and
methods used to teach reading in elementary
grades.
Profile of a Proficient
Reader

A good reader is
metacognitive – aware of
and able to use and
articulate the following
strategies in order to interact
with the text and enhanced
meaning.
 Profile of a Proficient
Reader

1. Make connections. A good

reader is able to draw from
background knowledge and
personal experiences while
reading to help create
meaning from the text.
 Profile of a Proficient
Reader

2. Ask questions. A good

reader asks both literal and
inferential questions before,
during, and after reading to
clarify meaning and deepen
understanding.
 Profile of a Proficient
Reader

3. Visualize. A good reader is

able to create multi-sensory
images in the “minds’ eye”
while reading to help make
sense of the text.
Profile of a Proficient
Profile of a Proficient
Reader
Reader
4. Determine importance.
A good reader is able to
sort through information
in the text, select key
ideas, and remember
them.
 Profile of a Proficient
Profile of a Proficient
Reader
Reader
5. Draw inferences. A good
reader knows that not all
information is included in a
text, and is able to reasonably
“fill in”, hypothesize, and
predict, based on the evidence
on the text.
 Profile of a Proficient
Profile of a Proficient
Reader
Reader

6. Analyze and synthesize. A

good reader is able to break
down information and to
draw conclusions based on
both the text and his or her
thinking.
 Profile of a Proficient
Profile of a Proficient
Reader
Reader

7.Monitor comprehension. A
good reader is able to stop,
go back, and reread in
order for understanding to
occur.
 Strategies for
Teaching Reading
in Elementary
Grades
 1. Setting a Purpose for Reading:
Before beginning a text, it's essential to establish a
clear purpose for reading. This can be achieved by
asking questions like, "Why did the author write this
text?" or "What do I want to know after reading this
text?" This strategy helps students focus their
attention and engage actively with the text.
2. Pre-Reading and Vocabulary:

• Activating prior knowledge and pre-

teaching vocabulary are crucial steps in
preparing students for reading.
• Activities like a "2-minute setting sketch"
or a "vocabulary word sort" can help
students connect with the text and
understand unfamiliar words.
 3. During Reading:
• Strategies like "turn and talk" and "thinking
mats" encourage students to engage in active
reading and discuss their understanding with
peers.
• These strategies promote critical thinking and
help students make connections within the
text.
 4. Response to Reading:

• After reading, students should have

opportunities to respond to the text in
various ways.
• This can include quizzes, written or
oral responses using sentence stems,
or discussions focusing on the theme
and evidence.
 Approaches to
Teaching Reading
in Elementary
Grades
 1. Phonics Approach:
• This approach focuses on teaching the
relationship between letters (graphemes)
and their corresponding sounds
(phonemes).
• By learning these relationships, students
can decode new words. The phonics
approach utilizes explicit instruction and
provides practice and review .
 2. Whole Language Approach:

• This approach emphasizes reading for

meaning and emphasizes the importance
of context and real-world applications.
• It encourages students to use their prior
knowledge and strategies like predicting
and questioning to understand text.
 3. Balanced Literacy Approach:

• This approach combines elements of

phonics, whole language, and other
approaches to create a comprehensive
reading program.
• It emphasizes both skills-based instruction
and authentic reading experiences.
4. Language Experience Approach (LEA):
• This approach emphasizes using students'
own language and experiences to create
reading material. Students dictate a story
based on their experiences, which the teacher
then writes down.
• This helps connect reading with personal
experiences and promotes comprehension.
 Methods for
Teaching Reading
in Elementary
Grades
 1. Shared Reading:
• This method involves the teacher and
students reading a text together, often with a
big book.
• The teacher models reading strategies and
encourages students to participate in the
reading process.
 2. Guided Reading:

• This method involves small group

instruction where the teacher guides
students through a text at their
instructional level.
• The teacher provides support and
scaffolding while encouraging students to
use strategies to comprehend the text.
 3. Independent Reading :

• This method encourages students to

read independently at their own pace and
level.
• It provides opportunities for students to
practice reading skills and develop a love
for reading.
 4. Interactive Read-Aloud :

• This method involves the teacher reading

aloud to students, engaging them in
discussions and activities related to the
text.
• This method helps students develop
listening comprehension, vocabulary, and
background knowledge.
Activity 1: It’s Rhyme Time!

Objective: Enhance students phonological

awareness by identifying and generating rhymes.

Aligned with: Phonic Approach, focusing on

rhyme awareness as foundational reading skill.
Activity 1: It’s Rhyme Time!

Directions : Teacher have a different words that will show to

you, and all you have to do is to read that word and will work
on your group mates to brainstorm rhymes for the given word
and list it all down to a bond paper that has been given to your
group. You'll have one minute to come up with as many rhymes
as you can.

Ex. The word is “cat” you might say/write “hat” and/or“bat” .

Activity 2: Story Sequencing with Group Reading!

Objective: To improve comprehension by having

students read, discuss, and sequence the events of the
story in the correct order.

Aligned with: Balanced Literacy Approach fostering

comprehension, teamwork and critical thinking.
Activity 2 : Story Sequencing with Group Reading

Directions: You’ll read the story together with your

group. You can take turns reading out loud so that every
one gets a chance to practice. Once you're done reading,
teacher give each group sentence strips that have
different parts of your story to work together to
sequence them in the right order.
Activity 3:Heads up
Objective: To encourage students to use their prior
knowledge, and improve comprehension, grammar, and
vocabulary.
Approach: Whole language approach
Activity 3 :Heads up

Directions: In a pair, student A will guess the word

written on the paper on his/her forehead. While Student
B will give hints and clues about the given word instead
of saying yes, no, and maybe. For 1 minute the pair who
guesses more words will be the winner.
Activity 4 : Read, write train
Objective: To help students connect their
experiences and to enhance their writing and
comprehension skills.
Approach: Language Experience Approach
(LEA)
Activity 4 :Read, write train
Mechanics:
 On a piece of paper, write your favorite story and
say something about it.
 The music will play, and the students will pass
their paper counterclockwise.
 When the music stops, the students will read the
paper they are holding.
 If they find the story interesting and want to read
it, they can take note of the title.
 Repeat the process
Activity 5 :Find the Synonym

Objectives: To develop students, improve

comprehension, grammar, and vocabulary
Approach: Whole language approach
Activity 5: Find the Synonym

Directions: The students will be given a set

of words, and they will find the synonym of
those words in the story/text.
• Understanding the reading process | Cuesta College | San Luis Obispo, Paso Robles, Arroyo
Grande. (n.d.).
https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/
301_read_process.html?need_sec_link=1&sec_link_scene=im

• GRELL, B. (2023) . Reading Definition, Process & Strategies. Study.com

https://study.com/academy/lesson/what-is-reading-definition-process.html
• reading process. (n.d.). https://www3.dbu.edu/mitchell/reading1.htm?
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• Weber, P. (2023, April 3). Process of Reading: The three Key Processes to Note - INK.
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https://study.com/academy/lesson/what-is-reading-definition-process.html

https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/301_read_process.html?need_sec_link=
1&sec_link_scene=im

https://www3.dbu.edu/mitchell/reading1.htm?need_sec_link=1&sec_link_scene=im

https://www.slo.cuesta.edu/student/resources/ssc/study_guides/reading_comp/301_read_process.html?need_sec_lin
k=1&sec_link_scene=im
THANK
YOU!