strategies for reading instruction

Strategies For Reading Instruction

Language Experience Approach

Four Pronged Approach

Four Dimensional Approach

K-W-L

Language Experience Approach

The Language Experience Approach

-a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It integrates the four language processes

ADVANTAGES

1. It allows the

child to build their

confidence in the

reading and writing process.

2. It is a child-centered approach.

4. The child understands that text carries meaningIt is enjoyable and allows the child and his or her life to become known.

ADVANTAGES

3. Aids comprehension.

The reader and

composer are one

and the same

person.

It requires a

significant time

input from the

teacher.

It is particularly

suitable as an

approach in a

small group approach.

DISADVANTAGES

It is important that

teachers use

modelling and re-

casting sufficiently to help

a child progress

their language

skills.

The content of the

story is dictated by

the child's experience, and if

this is limited then it

may restrict the material available

to work with.

DISADVANTAGES

How is Language Experience Approach implemented?

1. Discussion • Generate a topic for a story. This story may

be based on experience such as a class trip, a class reading or it may be a seasonal topic. Whatever topic is chosen, it is discussed together.

2. Constructing the story • Children dictate the sentences to the teacher.

All children are encouraged to contribute to the story. The teacher writes the sentences down.

4. Analysis and follow-on activities Children practice reading the story in groups / in pairs / individually.

3. Reading the story The teacher reads the story. The group read the story together. The teacher may call on the child to read his / her own contribution.

Sample story

Max, aged 8, told the following story: "My next door neighbour has cat. My neighbour has moved in short time ago. At the moment is gone on holidays. This morning I got up half seven. I went next door to fed the cat. I played with cat for twenty minute, then went my home and had breakfast. I brush my teeths then go out door to school." • Max has lived in Ireland for almost one year. You can see from his

use of language that he has a degree of fluency, that he can make himself understood and that his story has a logical sequence.

• You can also see from the story that there are opportunities for the teacher to 're-cast' some of his sentences in order to help him with grammatical structures.

Four-Pronged Approach

By Professor Basilisa Manhit

Four- Pronged Approach

1. Genuine love for reading• Aims to immerse the children in the literature and

develop a deep and lasting love for reading.

The following should be looked into by reading teacher.a. The words, phrases, laces, and important details of

the story which may hinder the children’s understanding of the selection should be identified.

b. Unlocking of difficulties maybe made through a variety of ways such as demonstrations, concrete objects, drawings, and other forms of representation, verbal/contextual clues and games.

2. Critical Thinking• The teacher asks motive questions. • It is stressed by Raidis Laudencio, M.A. that the

children are trained to reflect on the story • The children are expected to interpret the story/poem on their own.

Four-Pronged Approach

3. Mastery of the structures of the Filipino/English Language

• Literature is an excellence source of examples of good language. The children will catch this language and use it in their conversation in and out of the school. The story/poem gives the children experiences that they

can talk about. • The children will gain mastery of the structures of the Filipino/English language (GOLD or Grammar and Oral Language Development)

4. Transfer Stage

• In this stage, the children open the book and pretend to read the book. These are indicators that the children are ready for beginning reading instruction.

• Fuller Approach-used as guide for the sequence of teaching phonemes

• Marungko Approach provides the structure

Prong Goals Materials

Genuine love for reading To develop a lifetime love, habit, and enjoyment for reading

StorybooksPoemsTrade booksSongs

Critical Thinking To develop the habit of reflecting on what is read and exercising decision making and valuing

Same story, Post-reading activities

Mastery of the Structures of the Filipino/ English Language (MSF/EL) or Grammar and Oral Language Development (GOLD)

To develop competence in oral language, understanding, and correct use of syntax

Still based on story, objects, pictures, charts

Transfer stage To develop phonemic awareness, decoding, and encoding skills.

WorksheetsWriting tablets, charts

First Dimension- Literal Comprehension• Recognition of facts• Questions asked do not involve reasoning (Who, Where, When, What)• The answers are usually found in the first few paragraphs

of the selection


2nd Dimension- Interpretation/ Reasoning• How and Why questions are often

asked• It has to do with meanings implied

in the selection and it must be inferred by reader.


3rd Dimension- Critical Evaluation/ Critical Reading• The reader injects his own opinion, judgement,

and evaluation of certain characters


4th Dimension- Application and Integration• Involves the ability to link the material read

with the personal experiences of the reader.


The Horse and Red HenThere was a horse that was very tall. He always said, “It is good to be

tall. Oh, how good is to be tall.”“Oh no,” said Red Hen. “It is good to be short. Honestly, it is wonderful

to be short.”“Let us take a walk and see,” the horse answered back.

They came upon a wall. There were trees near the wall. The horse ate and ate the leaves of the trees while Red Hen just looked and looked.

“See, it is good to be tall! I told you so,” the horse said to the Red Hen in between big bites.

“Let us walk farther and see,” said Red Hen. They came upon a very high wall. There was a hole at the bottom of the wall. Red Hen squeezed herself and went into the vegetable garden. There she ate and scratched and ate while the horse waited patiently.

“See, it is good to be short,” Red Hen said when she joined the horse again.

The horse neighed and then remarked, “You know what I think? I think it is the best to be what you are.”

“You are right, my friend,” cackled Red Hen happily.And they become good friends since then.

1. Why did they became good friends?2. What was very tall?3. Do you like the title of the story? Why? If not, what title do you think is the better?4. Why is it good to be short? How was this shown?4. What did they do?5. What did the horse eat? The hen?6. What became of them?7. Do you have a best friend? Tell us how you became good friends? Tell why you stay good friends.8. What is the best thing to be according to the horse?9. Do you agree with the horse that “it is best to be what you are”? If so, give examples.10. Give the advantages and disadvantages of being (1) a tall child; (2) a short child11. Who was short?12. Why is it good to be tall? How was this shown in our story?

KWL ApproachK W L

• K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text.

• It is composed of only three stages that reflect a worksheet of three columns with the three letters.

K W L

KWL

Purpose• Donna Ogle asserts that KWL helps students

become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987).

• KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading.

• In learning, metacognition involves the active monitoring and conscious control and regulation of cognitive processes. (Flavell, 1979).

K stands for Know

• Ask students to brainstorm words, terms, or phrases they associate with a topic. The teacher and students record these associations in the K column of their charts. This is done until students run out of ideas.

W stands for Will or Want

• The second stage is to list a series of questions of what they want to know more of the subject, based upon what they listed in K.

Learner:• List some thoughts on what you want, or

expect to learn, generally or specifically. Think in terms of what you will learn, or what do you want to learn about this.

• Turn all sentences into questions before writing them down.List the questions by importance.

L stands for Learned

• The final stage is to answer the questions, as well as to list what new information they have learned. Either while they’re reading or after they have finished.

Learner:• List out what you learn as you read,

either by section, or after the whole work, whichever is comfortable for you.

• Check it against the W column, what you wanted to learn • Create symbols to indicate main ideas, surprising ideas,

questionable ideas, and those you don’t understand

Topic: Gravity K W L

It keeps us from floating around.

It makes things fall.

There is less gravity on the moon.

Isaac Newton discovered gravity.

What is gravity?

Why is there less gravity on the moon?

How did Newton discover gravity?

What determines how fast something will fall to the ground? (teacher question)

Gravity is the force that pulls objects towards Earth.

The amount of gravity there is depends on the masses of the objects involved. The moon is a lot less massive than the earth, so there is less gravity on the moon than there is on earth.

Air resistance determines how fast something will fall to the ground.

TOPIC: EARTHWORM

strategies for reading instruction

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