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TOPIC 4

STAGES OF A READING COMPREHENSIONS LESSON &
STAGES OF A LITERACY HOUR


SYNOPSIS

Topic 4 looks at how a reading comprehension is carried out in the classroom.
The topic begins with outlining the stages of the lesson and the purposes of each
of the stage. This will be followed by a discussion on some possible activities that
can be carried out at each stage. The second segment of this topic looks at the
activities that are carried out during the literacy hour.

FRAMEWORK OF TOPICS


Topic 4a



















STAGES OF A READING
LESSON

pre reading

while reading

post reading
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Topic 4b














Topic 4a : Stages of a Reading Lesson


What is reading?

Reading is a complex metacognitive process where understanding is derived
through the intricate interplay of words and ones prior knowledge. All efficient
readers use various strategies to help them comprehend a text. In the same light,
teachers dispense various strategies to help pupils develop reading
comprehension in the classroom. For the same reason, a reading lesson is
divided into three distinct stages with specific strategies set for each stage to
develop reading comprehension.


Stages of a Reading Lesson

A typical reading lesson comprises three basic phases of pre-reading, while-
reading and post-reading. All these phases have their own aims and thus the
activities in each of these phases or stages vary depending on the purpose or
aim of that phase. We shall deal with each phase in greater detail below.






STAGES OF A LITERACY
HOUR

word/sentence level
work

shared reading
guided
reading/independent
work


plenary

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Pre-reading

This phase usually has one or more of these functions:
to generate interest in the topic
to introduce vocabulary, language or concepts related to the text
to help pupils see the relationship of ideas
to activate previous knowledge related to the text
to relate text to personal lives

Generally, this stage is to prepare learners for the reading passage they will be
reading. It is very important that the learners are provided with a lot of pre-
reading support so that the learners are confident enough to read effectively and
efficiently.

Among the activities that can be carried out at this stage are:

looking at the title/picture to predict or speculate about the content of the
text
the teacher giving background information of the content
providing learners with some relevant material to read about the
content/topic
learners writing questions about the topic they would like to get answers in
text to come
further discussion of the topic
pre-teaching, revising essential linguistic items lexis and syntax.


Before closing this segment, there are some important points to remember about
pre-reading activities. They are most important at lower levels of language
proficiency and at the earlier stages of reading instruction. As pupils become
more proficient at using reading strategies, the teacher will have to reduce the
amount of guided pre-reading and allow pupils to do the activities themselves.



Thats a brief introduction of the pre-reading stage. Now, lets take a look at what
is entailed in the while-reading stage.






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While-reading

This stage chiefly deals with the reading activities learners are expected to do
while reading the text. The aim is to help learners develop the reading sub-skills
necessary to extract message or meaning from the text. However, it must be
noted that the activities carried out at this stage are not meant to be used as a
form of assessment. Instead, they are to help learners to read and develop the
necessary skills which they can apply in any reading situations. Hence, the
activities must be carefully planned to fit their purposes.

Some of the purposes for carrying out this stage of the reading lesson are to:

get the main idea
obtain specific information
understand most or all of the message the writer is trying to convey
enjoy a story.


Lets now look at some of the activities that can be carried out at this stage:

identifying main idea and supporting details
looking for examples to illustrate ideas
identifying different words that refer to the same idea
looking at relationships between sentences in one paragraph
recognizing transition words or a change in ideas
writing main idea for paragraphs
making and check predictions
marking/checking/arranging items in pictures
putting pictures (or other things, e.g. paragraphs, words, events, etc.) in
order
completing/drawing pictures based on descriptions
completing texts (gap filling)
following a route e.g: on a map
completing charts, grids transfer information from text
identifying true/false statements
answering multiple choice questions, or Wh-questions
matching headlines to news articles
matching descriptions to pictures
making decisions based on information from the text.



That concludes the segment on while-reading. Its time to look at the last stage
the post reading stage.

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Post-reading

Before ending the reading lesson, it is good to allow the pupils to reflect upon
what they have read and to make connections to their life experiences, or
knowledge of the world. It is also a time for them to conceptualise what has been
taught or learnt in the text. At this stage, the pupils interest in the text can be
heightened and enriched. For these reasons, the activities planned for this stage
should answer the said goals.


Among the activities that we can engage pupils in are:

asking opinions
making generalizations
discussing moral values of the text
researching on a topic related to the text
doing extension activities like crafts or poster drawing.



























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Topic 4b : Stages of the literacy hour


This topic concerns a special programme launched by the Ministry of Education
in 2002 to develop literacy, specifically, the reading skill among the primary
school pupils. You will be given a brief overview of the English Hour. This will be
followed by a detailed description of the stages of the English hour and the
activities that can be carried out at each stage of the hour.



The Literacy Hour

Before we begin to talk about the stages of a literacy hour, let us take a brief look
at what is meant as the literacy hour and the objectives of this special hour
allocated for developing literacy among our pupils.

The literacy hour or the English Hour as it is called in Malaysia is an adaptation
of the Literacy Hour used in the UK. It is an innovative effort by the Ministry of
Education to improve the teaching and learning of English in Malaysian schools.
It was introduced in 2002 as part of a revised English language programme.
The focus of the English Hour is to develop language through story books. The
purpose is to move away from the traditional whole-class teacher-centred
approach to developing literacy, especially reading, through a more student-
oriented approach. Here, it is hoped that active participation will increase the
pupils interest and motivation to read. Pupils learning is also enhanced when
they are engaged in text-based activities.



Now that we know the aim of the programme, let us look at the stages of the
English Hour and what is carried out at each stage of the hour.














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Stages of the English Hour/Literacy Hour


The English Hour comprises four sections or steps.

The lesson starts with the whole class working on a shared text (15
minutes) where the teacher models effective reading. The teacher will
read from a big book or more preferable a text projected on a screen.
Pupils will listen and may join in the reading by repeating some parts of
the text but the whole text is mostly read by the teacher.


Then comes a short period of word level or sentence level work (15
minutes). The teacher can use this part of the lesson to teach and
consolidate phonic knowledge which the children can then apply in their
reading and writing or on spelling or sentence construction. Grammar
work can also be conducted but only one or two grammar items at a time.


Twenty minutes of the lesson is for independent work and guided
reading where pupils apply their literacy skills in meaningful tasks
individually, in pairs or in groups. While the pupils are engaged in their
work, the teacher will work with pupils in small groups on their reading.
The text should be one that the pupils have little difficulty in reading.


The final 10 minutes of the lesson is the plenary session which allows
teachers and children to reflect on and assess what has been learnt and
to think about how to develop what they have learnt further.


That is an overview of the English Hour. Let us look at the stages in more detail,
the types of activities that can be carried out at each stage and the value of these
stages and actvities.



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i. Shared Reading

Shared reading is an interactive reading session which creates a risk-free
environment for the pupils allowing them to focus on the enjoyment of the
story. It is an integral part of any literacy programme as it provides a high
degree of interaction between the teacher and the pupils. Also, it increases
their awareness on how written texts work.

In a shared reading session, the teacher and pupils sit together around a big
book or a reading source big enough for every child to read clearly. This is
most essential so that all the pupils can join in the reading. During the
session, the teacher does most of the reading and the pupils follow with their
eyes, actively listening and at certain points of the story joining in the
reading.

Through the shared reading session, pupils can see how reading is done in
a positive, supportive and interactive environment. When it is carried out
consistently, its benefits are enormous for both the teacher and the pupils.
The following are some of them.

a) For the teacher

it enables the teacher to model fluent and expressive reading
it provides opportunities for the teacher to use some skills in
context that are meaningful to the pupils
it allows the teacher to demonstrate strategies that make meaning
out of print
it furnishes the teacher with ideas for discussion
it enables the teacher to demonstrate strategies and the use of
cues to work out meanings of unfamilair words.

b) For the pupils

it helps pupils to develop and share their knowledge and the
conventions of a text
it stimulates and inspires children to be actively involved in reading
it stimulates imagination and provides ideas for writing
it stimulates and fosters reflective and critical thinking
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it allows children to work on the text at their own level and enjoy it
it allows children to enjoy reading in a community of readers
it allows children to experience success and satisfaction as they
become more familiar with the text
it can build sight word knowledge and reading fluency.

After looking at the advantages of shared reading, now lets move on to the
activities that can be carried out during the shared reading session. Among the
activities that can be carried out during shared reading are:
predicting (words, actions, events, etc.)
working out tricky words using various strategies and clues
recognising and demonstrating the use of writing conventions like full
stops, capital letters, etc.
looking for words of a particular type in the text, and grouping them
e.g. rhyming words, words ending with a particular sound, etc.
reading and re-reading the text (choral reading)
conducting oral cloze
asking brief questions during the reading process to determine pupils'
comprehension level
relating the story to the pupils' similar experiences
masking key words or specific letters depending on the objective of
the lesson
retelling the story in their own words.

The list above is not exhaustive. So do not restrict yourself to only the ones
mentioned above.
As with every reading lessons, the shared reading session is made up of the
three stages of pre-reading, while reading and post reading. Lets look at what is
carried out at each stage.

Pre-reading
The teacher introduces the story by talking about the title and the cover. By
directing the pupils to the illustration on the cover, the teacher can ask the pupils
to predict the content of the story. While many teachers tend to focus only on the
front cover, the back cover may hold as much picture clue and information to
what will happen in the story as the front. For those reasons, the back cover
should not be sidelined. Conducting a picture walk through the book, stopping at
some significant event or picture, pointing out a character may also give the
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pupils some clues to the story. Asking probing questions may also heighten
curosity and interest in reading the story.
While reading
The first reading is purely for enjoyment. The teacher can run a finger over the
words as she/he reads them aloud while the pupils follow the reading with their
eyes. It is essential to model the reading with realistic reactions with the use of
appropriate voice modulation or tone. The teacher can pause at any point from
time to time to involve the pupils in predicting the next word or phrase or what will
happen next. Let the reading be carried out at a natural pace and probably
slowing down when the teacher wants the pupils to join in the reading. On the
second and subsequent readings, invite the pupils to join in the reading
especially at points when familiar words or phrases and repeated structures
appear.

Post reading
The teacher can check the pupils prediction at this stage. Giving opportunities
for the children to talk about their predictions is very powerful and engages them
in active participation. At this point the teacher can build connections of the story
by activiting the pupils prior knowledge to the events, the actions of the
characters, or the theme or main idea of the story.


That sums up the procedure. Let us now look at the second stage of the literacy
hour, the word/sentence level work.

ii. Word/sentence level work
The types of exercise carried out at this stage are very much dependent on the
text. For example, with one text the teacher may ask the children to find verbs on
a particular page. With another, the teacher may get the children to work on
providing synonyms for some words, for example, small may be replaced by tiny
or little. At another session the teacher can ask the pupils to rewrite sentences
from the text changing its tense from present to past or vice versa. Other
activities might include asking the pupils to pick out all the saying verbs from the
dialogue and replacing them with other said words like shouted, exclaimed,
cried, whispered, yelled, etc.
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The sky is the limit. The varieties of activities that can be created for this stage
of the lesson is certainly sky-high. With a little bit of imagination and a dose of
creativity, any teacher would be able to design interesting and challenging
activities that enhances learning.

Now, lets take a look at what entails in the guided reading segment.

iii. Guided Reading

In guided reading, the teacher does not read nor does he or she reads
with the children. As the phrase implies, the teacher works in small groups
(four to six) to assist the pupil(s) to make meaning out of print following an
orderly sequence of steps. These pupils are placed in homogenous
groups where they share similar instructional needs.

During the guided reading session, through the teachers coaching,
prompting, and questioning the pupils use various strategies to figure out
individual words or work out what a combination of words (a sentence)
means.

Listed below are some strategies children use or learn during the guided
reading session.

cross-checking: using more than one source of information to
confirm a prediction in order to construct meaning
searching: making use of more than one source to derive meaning.
The reader may look at the pictures, look for familiar words, or
sentence patterns
predicting: the reader uses his background knowledge and what is
known in the story to guess what will happen next, what the text
means or determine what the character may say or do next. The
reader may also ultilise the illustrations to anticipate the meaning
skipping a word and moving on: the reader may skip the unfamiliar
word and move on in order to read more into the text to get into the
context and then returns to the unknown word and uses the
extended context to figure out the meaning of the word
rereading: the reader returns to the beginning of the sentence and
rereads it making use of the sense of the sentence up to that point
to figure out its meaning
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sounding it out: the reader uses his knowledge of graphophonics to
sound out the word
appealing: the reader makes no hesitation to ask for help
leaning on Margaret: the reader leans into the child next to him or
her and listens to what the child says.
Adapted from Saunders-Smith, G. (2009) The ultimate guided reading how-to
book. California:Corwin.



Let us now look at group dynamics, the selection of text and the teaching
sequence for this segment.



Grouping
Teachers work with small groups of pupils of homogenous abilitychildren who
know, use and need to learn the same concepts, skills and vocabulary (Saunder-
Smith, 2009). Each group must be small enough to receive intensive support
from the teacher. Since children progress at different rates, membership in a
group is not permanent. The groups will change as the childrens competencies
change.



Text selection
Either fiction or non-fiction books can be used in a guided reading lesson.
Selecting the right text is very crucial. It should be appropriate to the pupils
learning needs, interest and experience. A general rule to follow is selecting a
text at a level where the pupils can read or work through 90-95 percent of the
words and at the same time the text offers opportunities for new learning, or 5-10
percent of unfamiliarity. Each child must have a copy of the text.



The teaching sequence
The teacher begins guided reading by introducing the text briefly. The teacher
can carry out a picture walk, explain or discuss special features or potential
challenges the pupils may need help in such as names of characters or technical
terms. The pupils then read the text. They take responsibility for their own
reading. The teacher monitors each member of the group, prompting and
encouraging them to use the strategies they have learnt. The teacher can move
alongside the pupil to check how they process the text. The teacher only
intervenes when necessary. At this point, the teacher can take down notes of
each individuals progress.
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The next step is returning to the text. The purpose is to teach specific skills and
to do vocabulary work. Here the teacher may also discuss other problem-solving
strategies to assist the children to unravel meanings out of problematic words.
A reminder though that guided reading is best carried out for emergent and early
readers although transitional readers may still need some guidance.




Whats up next? Independent work! Let us walk through the penultimate activity.





iv. Independent work
Various independent work can be designed to get the pupils engaged in an
activity while the teacher attends to small groups of pupils during the guided
reading session. Some examples of independent work include writing a
short poem or paragraph. Writing a description of a person based on a
photograph. Rewrite the story read from a different point of view, compile a
word bank of saying words from the stories they have read, draw simple
cartoons with simple dialogues based on the stories read, etc.
Again, the choice of activities is unlimited.




We have come to the last activity in the list. Lets take a look at what can be
carried out.




v. Plenary
The English hour ends with a review of the days lesson. In this session, the
pupils reflect on their learning and talk about what they have done and how
they have done it. The pupils can also talk about what they enjoy most.




Thats the tutorial on the English Hour. Lets put all that you have learnt into
practice.


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