THEORETICAL THEORETICAL FRAMEWORK : FRAMEWORK :

BEGINNING READING BEGINNING READING INSTRUCTIONINSTRUCTION

Jee-Ann O. BorinesDivision Coordinator Grade II

THE CHALLENGE?THE CHALLENGE?

How does a teacher teach a child to read and develop love for reading?

If we are always arriving If we are always arriving and departing. It is and departing. It is

also true that we are also true that we are eternally anchored. eternally anchored. One's destination is One's destination is never a place, but never a place, but

rather a new way of rather a new way of looking at things.looking at things.

If we are always arriving and If we are always arriving and departing. It is also true that departing. It is also true that we are eternally anchored. we are eternally anchored. One's destination is never a One's destination is never a

place, but rather a new way of place, but rather a new way of looking at things.looking at things.

Core Understandings Core Understandings About Learning to ReadAbout Learning to Read

• Reading is a construction of meaning from written text. It is an active, cognitive and affective process.

• Background knowledge and experience are critical to the reading process.

• Social interaction is essential in learning to read.

• Attitudes, motivation, interests, beliefs, feelings, and values influence children’s decisions to read and write.

• Environments rich in literary experiences, resources and models facilitate reading development. Children need the opportunity to read, read and read.

• Engagement in the reading task is key in successful learning to read.

• Successful learners are motivated, strategic, knowledgeable and interactive.

• Children develop phonemic awareness and knowledge of phonics through variety of literacy opportunities, models and demonstrations.

• Children learn best when teachers employ variety of strategies to model and demonstrate reading knowledge, strategy and skills.

• Monitoring the development of reading processes is vital to student success.

What Reading IsWhat Reading Is• ► Reading is a complex, interactive process using

basic skills and advanced strategies to make meaning.

• ►Reading is not merely a skill ; it is an engagement of the person in a conceptual and social world. Engaged readers are strategic, knowledgeable, motivated and social in their approach to learning and using literacy.

• ►Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

Imagine what difference it makes if a

child loves to read . . .

Opens doors

Widens experience and understanding

Helps develop

interests

Enables interactive communication

Increases confidence in expressing something

Develops imagination

Improves thinking

Improves vocabulary

Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005

Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005

Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005

Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

Activating Prior Experience/KnowledgeBuilding Background KnowledgeDeveloping/Previewing VocabularySetting the Purpose for Reading Predicting

Interacting with the TextTeacher/student generated Questions•Cognitive, Metacognitive and Affective StrategiesSelf-Monitoring and Fix-up Strategies

Integration Language Structures / Functions R-W Link Content Areas Multiple Intelligences

Deciphering and Decoding Strategies and Skills Word Recognition

Phonemic AwarenessPhonicsMorphemic AnalysisWord Analysis in ContextSight Words

Reading Sub-skills

Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005

I. Objective / sA. SkillsB. StrategiesC. Value / s

II. Subject MatterA. StoryB. Comprehension Skills / StrategiesC. Language StructureD. Deciphering and DecodingE. WritingF. Reference / sG. Materials

III. Learning ActivitiesA. Discovering the Magic of Reading ( DMR )

1. Pre – Reading1.1. Motivation and Building Background1.2. Unlocking of New Words1.3. Motive Question

The 2C2IA Instructional Framework

B. Constructing Meaning ( CM )

2. Active Reading2.1. First Reading

( Teacher reading the story showing each page with the illustrations to the pupils )

2.2. Second Reading( Give pupils a chance to interact with

the text. After reading a page or several pages, ask questions to help pupils predict and monitor

their comprehension )3. Post Reading

3.1. Answering the motive question3.2. Group Activity / Discussion

C. Developing English Language Competencies ( DELC ) 1. Preparatory Activities

1.1. Drill1.2. Review1.3. Motivation

2. Lesson Proper2.1. Presentation

2.2. Oral Practice2.3. Generalization2.4. Guided Practice2.5. Independent Practice2.6. Application2.7. Evaluation

D. Deciphering and Decoding : Strategies and Skills ( DDSS )

1. Presentation of the Beginning and Ending Sound1.1. Sound Presentation1.2. Practice Exercises1.3. Writing Activity1.4. Generalization1.5. Application1.6. Further Practice1.7. Differentiated Activities for Group Work1.8. Evaluation

LANGUAGEName animalsMake animal soundsUse the structureThe _____ says _____

WRITINGWrite capital andsmall letter Mm

SCIENCEIdentify petsIdentify animal soundsTake care of pets

ART EDUCATIONColor mugs/bowlsFinger paint animalsDraw a pet animal

PHYSICAL EDUCATIONPlay the game, Catch the Mouse.Make animal movements

GMRCRespect for the

rights of others.

MATHEMATICSTell the

concept of cardinal numbers

MUSICSing songs such as:

Catch the Mouse and Old McDonald Had a Farm

MIMI

and the

MOUSE

READING

VocabularyUse pictures, realia, and demonstrations to get the meaning of words.

ComprehensionAnswer wh- questions. Sequence events. Interpret feelings of characters. Predict outcomes.

DecodingIdentify and produce beginning and ending sound of Mm. Isolate and blend sounds

Cluster 1 Lesson 1THE BEGINNING AND ENDING SOUND OF Mm.

I. ObjectivesA. Skills

1. Give the meaning of new words through pictures, actions and realia.

2. Answer wh- questions in the story listened to.

3. Interpret feelings of the characters.4. Sequence events as they happened in

the story.5. Predict outcomes.

6. Respond to the story through the following engagement activities.

Group 1: Draw pictures of the animals in the story.

Group 2: Act out portions of the story.Group 3: Illustrate main characters’

feelingsGroup 4: Sequence events in the story.

7. Identify animal sounds.8. Identify/ Recognize and produce beginning

and ending sound of Mm.9. Isolate and blend sounds in words.10. Write big and small letter Mm.

B. Strategies1. Read aloud

2. Questioning 3. Predicting

4. Summarizing5. Phoneme Isolation and Blending

C. Value/sRespect for the rights of others.

II. Subject MatterA. Story: “Mimi and the Mouse”

Author: Perla H. CuanzonIllustrator: Larry A. Diolola

B: Comprehension Skills/ Strategies: Answering wh- questions, predicting, sequencing events,

retelling.C. Language Structure: The __________ says __________.

D. Deciphering and Decoding: Beginning and ending sound of Mm.E. Writing: Writing big and small Mm

F. Reference/s: BEC – PELC Grade I, Listening 1.3, p.7 Speaking

G. Materials: Big Book, flipcharts, cut-outs, real objects, pictures, songs, charts.

III. Learning ActivitiesA. Discovering the Magic of Reading (DMR)

1. Prereading1.1 Motivation and Building

Backgrounda. Ask: Do you have pets at

home? What is your pet? What does your pet do?

Activating Prior

knowledge

Showing the picture of a boy with a cat, say, “Mico has a pet cat.” Let the pupils describe Mico’s cat. Then have them tell what they think his cat does. Write thewords that the pupils give in the word map.

b. Introduce the big book. Display the cover. Point to the title explaining that these words are called title and that a title is the name of the story. Say: The title of the story is “Mimi and the Mouse.” Point to and read the author’s and illustrator’s names, explaining to the children that an author is a person who writes the story and an illustrator is one who draws the pictures for the story. Say:

This story is written by Perla H. Cuanzon and illustrated by Larry A. Diolola.

Talk about the title and ask the pupils to predict what the story might be about.

Preview the book’s illustration on page 1 to help children make their predictions.

Ask: Would you really want to know what the story is about? I will read to you the story. But there are some words which may be new or which you may not understand.

1.2 Unlocking of New/ Difficult Words

a. bowl, fresh milk

Using real objects/ pictures, unlock the words bowl and fresh milk. Say: I have here a bowl. Mother puts milk in the bowl. Ask: What is a bowl? Do you use a bowl, too? Do you drink milk? What milk do you drink? Show the picture of a man milking a cow or carabao. Say: The milk from this cow or carabao is fresh milk. You can buy fresh milk in the supermarket.

b. trips, hits, spills

Present the illustration on page 10 and unlock the words trips, hits, and spills. Ask: What can you say about this? What happens to the milk? (spills) Why? Show how Mimi trips and hits the bowl. Say: Mimi trips and hits the bowl

1.3. Motive Question

Present the cover of the big book again showing Mimi and the Mouse.

Ask: What questions about the story come to mind when you see this picture?

Expected questions:Why is the mouse with the cat?Will they fight with each other?Which of the two animals will drink

the milk in the bowl?

2. Active Reading2.1. First Reading

Open the book and read the story showing each page with the illustrations to the pupils.

2.2 Second ReadingGive pupils a chance to interact

with the text. After reading a page or several pages, ask questions to help pupils predict and monitor their comprehension.

Why do you think Mimi says meow?

What do you think will the mouse do?

What do you think will Mimi do?

What do you think will happen?

What happens to the milk?How does Mimi feel about it?

MIMI AND THE MOUSEMimi sits on a mat one morning.“Meow! Meow! Meow! says Mimi“There’s fresh milk in the bowl.Mmmmm…….Mmmm…..MMmmmm!” says

Mimi. Suddenly, a mouse comes out.“Squeak! Squeak! Squeak!” says the

mouse.“Meow! Meow! Meow!”“My milk! My milk! shouts Mimi.Mimi runs after the mouse. The mouse runs around the bowl.“My milk! My milk!” shouts MimiMimi trips and hits the bowl.The milk spills on the mat.“Oh my! Oh my! My milk on the mat!”“Meow, meow, meow.”

INTERACTING

WITH

TEXT

3. Postreading3.1. Lead the class to answer the motive

questions. 3.2. Divide the class into 4 groups and

give each group an activity. The discussion of the

story follows and the small group activities are presented as the

discussion goes on.

ENGAGEMENT 1(Small Group Activities)

ENGAGEMENT 2(Discussion of the Story)

Group 1: Draw the animals in the story following the dots. Color the cat white and the mouse brown.

What is the story about?Who are the characters in the story?Group 1 will present to us their drawing.

Group 2: The mouse comes out and goes near the bowl of milk. Mimi runs after the mouse. She trips and hits the bowl causing the milk to spill.Act out this portion of the story.

What does Mimi have one morning?Does she like the fresh milk?What does she say?Who sees the fresh milk in the bowl?What does the mouse do?What does Mimi do?Let’s watch the presentation of Group 2.

•What happens to the milk in the bowl?How does Mimi feel about it?Group 3 will present to us their work.

Group 4: Mimi is given fresh milk in the bowl. Then the mouse comes. Mimi runs after the mouse. The milk spills. Arrange the pictures in this order.

• Why is Mimi happy at the beginning of the story?

• Why is she sad at the end?

Group 4 will now retell the story.

Group 3:How does Mimi feel at the beginning of the story? at the end? In circle1, draw Mimi’s face when she sees the bowl of fresh milk. In circle 2, draw Mimi’s face when the milk is spilled.

C. Developing English Language Competencies (DELC)

1. Preparatory ActivitiesSay: All around us we hear

different sounds. What sounds do you hear now? What sounds do you hear in the morning? In the afternoon? At night?

Show pictures of the words in the box.Let the pupils look at the pictures and call on individual pupils to select one. Paste the picture in Circle A if it produces a sound. Paste the picture in Circle B if it doesn’t produce a sound. Select one object from Circle A. (The teacher may modify this activity when needed.)

ball bell apple cellphoneTV table car alarm clock

A B

2. Lesson Proper

2.1. Presentation

a. Go back to the story, “Mimi and the Mouse.” Ask: What are the animals in the story? (cat and mouse) Show the picture of Mimi in the big book. Ask: What sound does the cat make? What does the cat say? (The cat says meow, meow, meow.) Show the picture of a mouse. Ask: What does the mouse say? (The mouse says squeak, squeak, squeak.)

b. Let the pupils listen to the song, “Old McDonald Had a Farm.” Then ask them what animals are mentioned in the song. Ask the pupils to sing the song while substituting numbers 2, 3 and 4.

Old McDonald Had a Farm1. Old McDonald had a farm, E-I-E-I-O.

And on his farm he had a cow, E-I-E-I-O.With a “moo-moo” here and a “moo-moo” there,

Here a “moo, there a moo”Everywhere a “moo-moo.”

Old McDonald had a farm, E-I-E-I-O.

2. Duck – quack-quack3. Horse – neigh-neigh4. Other animals and their sounds.

c. Show pictures of the following animals and ask the pupils to give the sounds of the animals in the pictures

Dog Cow Horse

Goat hen

d. Conduct a question-and-answer exercise. Introduce the function words to be used in the sentence structure. The (animal) says (sound).

Ask: What sound does the dog make? The cow? The goat?

The __________ says (bow, wow, wow)

(moo, moo, moo)

(mee, mee, mee)

2.2. Oral Practicea. Show the class pictures of animals in the box below. Call on some pupils to choose the animals that they would like to have as pet. b. Divide the class into the different categories of

animals that they chose.

Ask: What sound does the dog make? The Dog group says: The dog says, bow wow wow.” Do this until all the groups were asked and have answered using the structure. The (animal) says (sound).

2.3 GeneralizationAsk: What sound does the dog make?Guide the pupils to say: Animals make different sounds.

2.4 Guided Practicea. Let the pupils sing the following song to the tune of “Incy, Wincy Spider.”The little dog says, “Bow,wow,wow.”The little cat says, “Meow, meow, meow.”The little duck says, “Quack, quack, quack.”And they all sound it loud.Oh listen, oh listenThey’re all talking now.

b. Ask the pupils to substitute the names of the animals and the sounds that they make.

bird- tweet tweet tweet

goat – mee, mee, mee

monkey – kraa, kraa, kraa

c. Divide the class into groups. Then assign an animal for each group. When the teacher calls the name of the animal, the group will make the sound as they perform movements imitating the animals.

2.5 Independent PracticeLet the pupils do a dyad. Say: Get a

partner. One will give the sound of an animal and the other will say the sentence. The (animal) says (sound).

2.6 ApplicationHave the class play a game of naming

sounds produced by animals. Start by throwing a ball to a pupil and asking, “What sound does the __________make?” The pupil who catches the ball answers the question by saying. The __________ says __________. Then he throws the ball to another pupil and asks about the sound another animal makes. Continue playing the game until almost all pupils have answered the question using the given structure.

2.7 Evaluation

Show pictures of the following animals. Listen as I say each animal sound. On your paper, write A, B, or C to identify the animal that makes the sound.

(Teacher reads the choices and pupils write A, B, or C on their answer sheets.)

1. Quack! Quack!

A B C

2. Meow! Meow!

A B C

duck chicken horse

dog cat snake

3. Moo! Moo!

A B C

4. Squeak! Squeak!

A B C

5. Hiss! Hiss!

A B C

horse cow goat

lizard mouse bird

snake goat carabao

D. Deciphering and Decoding: Strategies and Skills (DDSS)

1. Presentation of the Beginning and Ending Sound of Mm.

1.1 Say: Listen to some words taken from the story.Mimi meow matmilk my mugmouse me morning

1.2 Ask: What sound do you hear at the beginning of the words? /m/ Say: Repeat the words after me. (Read each word to them again as they repeat after you.) This time, I am going to say the first sound and the remaining sound in the word. Repeat after me. If I say /m/ ….at, say mat. Blend these word parts.

/m/….ilk milk /m/…ouse mouse /m/… y my/m/…ug mug /m/…e me /m/…eow meow

Help the children hear how the word parts are blended by extending the first sound such as m-m-m-m-m-m-mat.

1.3 Teach a song to the tune of “London Bridge is Falling Down.” Write the song on a chart. Sing the song and track the print as you sing. Sing the song several times to encourage the children to sing the song.

Teacher’s Version Pupil’s VersionWhat’s the first sound /m/ is the first soundThat you hear (3x)? That we hear (3x).What’s the first sound /m/ is the first soundThat you hear That we hearIn milk, milk, milk? In milk, milk, milk

Tell the pupils to substitute these words: mouse, mat, meow, my, me for milk and I for we when responding individually.

1.4. Say: Listen to the story about monkeys. Look at this picture that shows Mother Monkey and the young monkeys. Write the story on a chart. Find out what happened in the story.

Mother Monkey’s Guessing GameThree monkeys were waiting for someone

at home. Soon, Mother Monkey came with a basket in her hand. So, the monkeys ran to meet her.

Mother Monkey said, “Guess what I have foryou. Listen.”

It begins with /m/.And it ends with /ilk/.Put them together,What is it? (It’s milk.)

1.5 Repeat the chant for mug, mask and match.

1.6 Ask: What did Mother Monkey have for the three monkeys? (mat, milk, mug, mask, match). What is the first sound you hear in each word? /m/.

Mother Monkey made the monkeys guess the other things in the basket. She said:

It begins with /h/. It begins with /j/And it ends with /am/ And it ends with /am/Put them together. Put them together.What is it? (It’s ham.) What is it? (It’s jam.)

1.7 Apply the song “London Bridge is Falling Down” for the words ending in /m/ to answer the question: “What’s the last sound that you hear?”

1.8 Teach a song to the tune of “Happy Birthday.”

Can you say the last sound? (2x)

It’s the last sound in ham.

Can you say the last sound?

Substitute the words jam, drum, broom, cream for ham.

2. Writing Letter Mm2.1 Presentation of the Big and Small Letter

Mm.Ask: What sound did we learn today? /M/. This is a small letter m. It is also sounded as /m/.

2.2 Writing of MmDemonstrate how to write Mm on the blackboard. Guide the writing in the air, on one’s palm, on one’s seat or table or on a classmate’s back.

2.3 Have the pupils trace the dots to form Mm on the blackboard and on their worksheet. Have them show their work to their seatmates and to the class.

3. Further Practice3.1 Show pictures of the words in the box. Name each

picture. If the picture name begins with /m/, write B. If the picture name ends with /m/, write E. Do this exercise on your paper.

Drum Mango Palm Ham Mitten

3.2 Read the directions for the exercise, “Messy Mushroom” in the flip chart. Say: Get your paper and draw a line to divide it into 2 columns. Copy the picture names that begin with Mm on the left side of your paper and the picture names that end with m on the right side of your paper.

4. Enrichment Activity

Show pictures of the ten words below. Ask the class to listen as you name each picture. If the name begins with /m/, write B on your paper. If the name ends with /m/, write E.

1. Mat 6. Jam

2. Drum 7. Room

3. Monkey 8. Man

4. Money 9. Ham

5. Moon 10. map

5. Differentiated Activities for Group Work

GROUP ONE

Oral Work With the Teacher

A. Show pictures of the following. Ask several pupils to name the picture.

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.

man

milk

mitten

mask

mug

moon

magnet

mushroom

mouse

map

mat

mop

GROUP ONE

B. Ask the pupils to give the first sound of the pictures.

1. 5.

2. 6.

3. 7.

4. 8.

C. Provide a worksheet with the following pictures. Color the pictures with names that begin with /m/.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

moon

medal

mug

magnet

mask

map

man

mouse

net man

bag mouse

mask flower

mushroom fan

mop box

GROUP THREE

Seatwork I

A. Encircle the beginning letter.

1. medal

2. monkey

3. man

4. moon

5. mop

B. Complete the names of the pictures.

1. 4.

su__ __ushroo__

3+4 = 7 mushroom

GROUP TWO

Seatwork 1

A. Provide a worksheet with the following pictures. Write B if M is at the beginning and E if it is at the end.

ham moon jam Sam

map milk palm mouse

B. Write the beginning sound or the ending sound.

1. mitten ___ itten

2. sum su __

3. mushroom ___ushroom

4. milk ___ilk

5. jam ja___

GROUP ONE

Seatwork 1

A. Match the /m/ sound with the pictures with names that begin with /m/.

man mask

pan /m/ ribbon

house milk

meat medal

fish

B. Provide a worksheet with the following pictures. Encircle the beginning sound of the pictures.

1. milk m r n2. mask r m n3. Mico M N H4. moon n m l5. mop m h k

Seatwork 2A. Provide a worksheet with the following pictures.1. jam 3. sum

ja __ su __

2. map 4. drumma__ dru __

B. Coloring pictures whose names end with /m/.

1. ham 5. jam2. map 6. palm3. moon 7. Sam4. milk 8. mouse

GROUP TWO

Seatwork 1

A. Match the big letter M with small letter m.

h m r

n m

m M m

r m

m n h

B. Color the big letter and small letter Mm.N M H M W

m r n m h

GROUP TWO

C. Say the names of the pictures. Choose the beginning sound. Encircle it.

1. map n m r

2. mask h n m

3. medal r m h

4. mug m n r

5. mouse m h k

Oral Work with the Teacher

A. Check answers in previous exercises.

GROUP TWO

B. Playing Tic-Tac-Toe

Say: Listen as I say the names of the pictures. Put a pebble on its picture. The first to have a vertical, horizontal or diagonal line wins the game.

Mat Ball Apple

Umbrella Pail Pencil

Net Chair Moon

X X X X

X

X

GROUP THREE

2. 5.

___ oney ha___

3.

___ask

Seatwork 2

A. Provide a worksheet with the following pictures. Color the pictures that end with /m/.

1. sun 6. snake

2. bag 7. jam

3. sum 8. gloves

4. ball 9. bag

5. pencil 10. cup

money ham

mask

GROUP THREE

B. Provide the worksheets with the following pictures. Write the ending sound of the pictures.

1. mushroom mushroo__

2. ham ha __

3. drum dru __

4. broom broo__

5. hat ha__

Oral Work with the Teacher

A. Check the answer of previous exercises.

EVERY KID EVERY KID

A HANDA HAND

GIVE GIVE

GIVE EVERY GIVE EVERY KID A HANDKID A HAND

The first six years of a child’s life are critical, the experts tell us. That’s when their characters are formed. That’s when learning is slowly making a mark.

That’s when caring counts. Someone just to hold them. Unfortunately, for many of the world’s children that’s just what they don’t get..

GIVE EVERY GIVE EVERY KID A HANDKID A HAND

And society suffers as a result. Because a deprived child has a lot less chance of growing up as an adjusted adult - a reader, a thinker, a life-long learner, ready to face the world. Some of us believe we can change things… or at least try… And we need your help

GIVE EVERY GIVE EVERY KID A HANDKID A HAND

Maybe you’ll help one to learn -

to read and write to laugh, to love, to live --

Maybe you’ll just be the hand that holds out a little hope.

GIVE EVERY KID A HAND

To give a kid a hand is to give a gift that lasts forever—

The gift of reading.

GIVE EVERY KID A HAND

THANK YOUTHANK YOU

GOD BLESS ALL YOUR GOD BLESS ALL YOUR EFFORTS !!EFFORTS !!