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confident enjoys sharing favorite books enjoys challenges selects reading during free time summarizes main events of a story
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knows that the text goes from left to right can distinguish between lower case and upper case letters can blend phonemes (letter sounds) uses pictures for clues retells a simple story which is read to them recalls some details knows names of letters identifies consonant sounds at beginning and end of words understands the difference between letters and words notices and read environmental print reads one word at a time - choppy selects simple repetitious books reads favorite books over and over silent sustained reading 5 - 10 minutes has the desire to be a fluent reader enjoys retelling stories makes predictions and tells why
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sequences events in story tells main idea makes predictions identifies main characters identifies setting differentiates between fact and fiction identifies high frequency words some awareness of medial vowel sounds uses context clues begins to self correct understands the meaning of . ? ! pauses and uses appropriate inflection for punctuation reads phrases selects a variety of books silent sustained reading 10 - 15 minutes begins to feel confident when reading silently or orally
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recognizes plot of story recognizes problem and solution in a story evaluates character's actions or behaviors uses a variety of clues to decode unfamiliar words identifies blends, digraphs, dipthongs applies vowel rules to sound out words understands prefixes and suffixes uses punctuation correctly reads with expression reads smoothly selects a wide variety of books may select chapter books silent sustained reading at least 20 minutes
Choral Reading/Speaking – Encabo. Study Skills and Library Skills – Sabillo. Reading a Textbook – Albos. Literary Appreciation Skills – Alicer. Reading Phrases. Regine B. Marissa T. Arranging Events in a Story – Mancao. Noting Details – Gentica. Verses for Children – Motoy. Gleeny Jane C. Sharon Rose M. Richen T. Fraenkel’s Taxonomy of Questions – Adilang. & Watin. Maria Jessa M. Reading Reference Materials – Asuque. Johana A. TEACHING LITERARY APPRECIATION SKILLS Teaching Literature to Children – Isidto. Prince Ker A. Debbie S. :Rdg 1 Course Description: Developmental Reading Course Outline MIDTERM Unit I – THE READING PROCESS Reading Defined Theoretical Models of Reading The Perceptual Nature of Reading Process Factors That Affect Reading Reading as a Developmental Task Unit II. Left-Right Progression – Tejero. Marvin S. Arnold Jr. Jesibel B. Daresha G. Johanna Marie S. Course Outline for BEED 1 Developmental Reading June 19. T.Reading Comprehension Defined – Rudalo. Marilene N. Drama in the Classroom – Sagomis. Laiza A. Answering “Wh” Questions – Baba. Fables – Labis. Sounds and Letter Names – Cabeje. Harry T. Aiphie Mar B. Charmie A. Liezyl Z. Teaching the Service Words – Canonio. Do’s in Asking Questions – Abboc. Rozil C. Theories on Readiness – Asa. Lailany D. Comprehension Skills of the Emergent Reader – Guiroy. May Jean Teaching Comprehension Skills of the Beginning Reader – Guiao. Elbert G. Visual Discrimination – Celestial. Bebs A. Unit V. Virginia C. Skills of the Emergent Reader – Asa. TEACHING BEGINNING READING Teaching the Alphabet – Dela Cruz. Apple Grace J. Mae Hope P. Purposes of Questions – Calo. Gevie D. Unit IV. Adelbert G. Poetry for Children – Olita. Jesilo G. Storytelling – Pogado. Kimberly S. Margie P. Sequencing Ideas – Balaguil. Questioning and the Levels of thinking – Merida. Unit VI. 2011 BEED I Course No. Porshe A. Freshtie Jane L. Jerry S. Bloom’s Taxonomy Applied to Questioning Levels – Hipe. Jovelyn S. The Questioning Technique to Develop Comprehension – Cortez. Shara Christine Sample Exercises for Developing Comprehension Skills – Satingasin. Deandi O. & Sapaat. Predicting Outcomes – Pepito. Teaching Word Recognition – Basalo. Barret’s Taxonomy of Reading Comprehension – Dipalan. The Encyclopedia – Canonigo. Fatima D. Unit III. Auditory Discrimination – Escalona. Ruby Jane D. Ma. TEACHING RATE AND STUDY SKILLS Rate and Comprehension in Reading – Torno. Joylaine Z. Samra D. and Sentences – Enderes. Loramae M. TEACHING BASIC COMPREHENSION SKILLS . Characteristics of Questions – Canonigo. Anacel S. Legends – Pamatian.TEACHING EMERGENT LITERACY Reading Readiness – Tindac. Reading Readiness and Emergent Literacy – Dialud.
Achievement Testing – Olita. Ma. The Gradual Psychological Unfolding Approach – Enderes. Virginia C. Marissa T. & Adilang. Assessing Reading as a Language Arts – Pamatian. 2008 Teaching Vocabulary – Escalona.Thesaurus – Juanillo. Jovelyn S. Jeoffrey M. Kimberly S. & Juanillo. Johanna Marie S. Phono-Visual-RAP – Gentica. Language Experience Approach – Hipe. Jonalyn G. 2006 Developmental Reading. al. ASSESSMENT IN READING Assessing the Three Domains of Learning – Alicer. Marvin S. Jeoffrey M. Apple Grace J. & Merida. & Dela Cruz. & Pogado. Semantic Webbing – Basalo. & Dipalan. Aiphie Mar B. Charmie A. Shara Christine & Satingasin. Almanacs – Dialud. & Pepito. Mae Hope P. Ruby Jane D. Loramae M. DIAGNOSIS AND REMEDIATION Diagnosis in Reading – Mancao. Rene C. & Balaguil. Porshe A. Jonalyn G. et. Gerry C. & Canonio. Jesilo G. Simulations and Games – Albos. & Labis. Unit IX. Treasure Hunt Classifying Games References: Teaching Reading in Elementary Grades. The Dictionary – Tejero. Dialogical Thinking Reading Lesson (DRTL) – Calo. Aracei M. Biographical References – Pepito. Fatima D. S. & Celestial. TEACHING READING METHODOLOGIES Developmental Reading. A. & Canonigo. & Sabillo. R. Word Games – Pepito. READING GAMES The Gaming Method – Torno. Jesibel B. Richen T. Anacel S. Johana A. & Motoy. Unit X. Romero. Regine B. Daresha G. Sustained Silent Reading – Cortez. Jerry S. & Delos Santos. T. & Cabeje. The Fan Technique – Abboc. Directed Reading Thinking Activity (DRTA) – Rudalo. & Guiao. Deandi O. Angelita D. Remediation in Reading – Baba. Joylaine Z. Arnold Jr. Gleeny Jane C. Maria Jessa M. Samra D. & Asa. Bebs A. 1994 The Dimensional Approaches – Guiroy. Villanueva. Unit VIII. Marilene N. & Isidto. Prince Ker A. & Asuque. Rozil C. Innovative Strategies in Communication Arts. Freshtie Jane L. E. Debbie S. Elbert G. & Catchillar. 2006 Unit VII. Adelbert G.& Asa. & Romero. Tejero. Margie P. Harry T. . Hints on How to Use Games – Canonigo. Atlases – Tindac. Liezyl Z. Sharon Rose M. & Sagomis. Lailany D. Gevie D. Villamin. The Cloze Test – Encabo.
Instead. the child has finally grasped the difference between storytelling and book language. as described by reading specialists E. you should stop and seek a solution to the problem. 4. Jr. They may signal a failure to understand a word or a sentence. and as long as the message is consistent." Some students don't know when they don't know. your predictions are confirmed or denied. They continue to read even though they are not comprehending. A phrase of a situation may remind you of a personal experience or something that you read or saw in a film. events. As you read. Predict: Make educated guesses. they do not perceive themselves as failures. of your child’s reading ability. 3. Hopefully. Do not accept gaps in your reading comprehension. Seek solutions. Stages of the Reading Process #3: Transitional Picture Reading The child at this reading stage is still only able to tell stories based on pictures but is: • Able to understand how the pictures connect to the story • Beginning to mix storyteller language with book language The Stages Of The Reading Process Stages of the Reading Process #4: Advanced Picture Reading If you have taken an assessment. which means "knowing about knowing. If they prove invalid. a child who is in elementary school has already progressed beyond the first of the stages of the reading process. Good readers make predictions about thoughts. Stop and resolve the problem. however. the child has started to learn more about story structure and can move beyond just describing the pictures she sees. Cooter. In this reading stage the child is: • Able to describe an oral story based on pictures on several pages in a book • Only able to use childlike.These strategies. you are embellishing the material and making it part of your framework of ideas.”) 5. You must monitor and supervise you own comprehension. Poor readers focus on facts. are as follows: Understanding the Reading Process Good readers understand the processes involved in reading and consciously control them. certain information seems confusing or erroneous. Monitor your ongoing comprehension to test your understanding of the material. you make new predictions. Relate: Draw comparisons. Five Thinking Strategies of Good Readers Stages of the Reading Process #1: Making Early Connections – Describing Pictures In the first of the stages of the reading process. Sutton Flynt and Robert B. such as a reading inventory. and conclusions. Understanding these stages of the reading process. they do not keep reading when they are confused. But. Good readers seek to resolve difficulties when they occur. If. the definition may emerge through further reading. whereas good readers try to assimilate details into a larger cognitive pattern. Your summary will build with each new detail. This may mean rereading a sentence or looking back at a previous page for clarification. When good readers experience gaps in comprehension. Images are like movies in your head. he is at the stage where he can describe pictures. If an unknown word is causing confusion. This constant process helps you become involved with the author's thinking and helps you learn. This is particularly true of special needs children. Poor readers tolerate such confusion because they either don't realize that it exists or don't know what to do about it. This awareness and control of the reading processes is called metacognition. 2. For good readers. you have taken the first step toward helping your child become a better reader. and they increase your understanding of what you read. A child in this reading stage is: • Able to describe an oral story based on pictures on several pages in a book • Able to tell a story using book language. capable reader. Keep an internal summary or synthesis of the information as it is presented and how it relates to the overall message. the words and the ideas on the page trigger mental images that relate directly or indirectly to the material. The characteristics of a child in the first of the stages of the reading process include: • Able to describe pictures in books • Sense of story is limited •Able to follow verbal directions • Oral vocabulary is appropriate for grade level or age • Attention span is appropriate for grade level or age • Responds appropriately to questions • Able to make connections between pictures 1. The next step is to determine which of the stages of the reading process your child is in. and the characteristics of each. Picture: Form images. you will continue to form ideas. the child is unable to read stories. . When you relate your existing knowledge to the new information in the text. At the fourth of the stages of the reading process. there are some children who have not moved beyond this stage by the time they are in elementary school. Stages of the Reading Process #2: Forming a Story by Connecting Pictures By the second of the stages of the reading process. outcomes. rather than book language (such as using phrases like “once upon a time. not confusion. or “storyteller. Monitor: Check understanding. Correct gaps in understanding.” language to tell the story. they reanalyze the task to achieve better understanding. instead. will give you a greater insight into how to help your child progress through the stages of the reading process and become a strong. Such related experiences help you digest the new material. but is unable to make much of a story by looking at the pictures.
Characteristics include: • Able to tell a story using pictures • Understands that print moves from left to right and from top to bottom • Can use book language to make up part of the story. however. If your child makes miscues. but might make several miscues when reading material that is otherwise appropriate for his grade level. but recognizes his own mistakes and corrects them. At this stage the child is reading appropriately for her grade level. • Recognizes beginning sounds in words and is able to use them to guess at unknown words • Tries sounding out words • Recognizes word parts. your child makes. it is time to move him on to more difficult reading material. who has developed typically. should be in stage 7 by age 7 and beyond. he is capable of reading. then he is in reading stage 6. Children at this stage will: • Use context clues and word parts to decode unknown words • Self correct when making miscues • Be able to retell the story • Show an understanding of vowel sounds If you have taken a reading inventory. but is able to read a few words Stages of the Reading Process #6: Early Strategic Reading If your child has progressed through the first six stages of the reading process. If your child is at this stage. such as root words and affixes Stages of the Reading Process #7: Moderate Strategic Reading A child who has reached the last of the stages of reading. but the words don’t make sense. If a child is developing typically. then he is in reading stage 7. If. if any.Characteristics of a child at this stage include: • Uses context clues to guess at unknown words and the guesses make sense. or if your child skips words altogether. he is likely still in reading stage 5. Understanding which of the stages of the reading process your child is at is key to helping him become a better reader and advance to the next reading stage.Stages of the Reading Process #5: Early Print Reading A child at this level of the stages of the reading process is beginning to understand the purpose of print and is beginning to read it. he should be in stage 6 by age 5 or 6. your child makes guesses at words and the guessed word starts with the same letter as the missed word and the guessed word makes sense within the context. as discussed in Testing First Grade Reading Skills. If your child makes guess at words. . then you should have an idea of the type of miscues.
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