1.

whole class working on a shared text (15 mins)

- teacher models effctive reading
read from a big book/project screen.
-Pupils listen and may join in reading by repeating some parts of text.
whole text is read by teacher..
2. Word level or sentence level work (15 mins):
- teacher teach phonic knwledge which children can apply in thier reading/writing/spelling
-grammar work (only 1/2 grammar items at a time
3. independent work and guided reading (20 mins):
- pupils apply literacy skills in meaningfull task in pairs /group
- when pupils are engaged in thier work, teacher will work in small groups on thier reading
-TEXT SHUD BE DE ONE THAT LITTLE DIFFICULT TO READ!!
4. PLENARY (10 MINUTES)
- ALLOW TEACHER N CHILDREN TO REFLECT ON AND ASSESS WHAT HAS BEEN LEARNT & THINK
ABOUT HOW TO DEV WHAT THEY HAVE LEARNT FURTHER.

1. Shared reading :
Pre-reading : teacher talk about the book cover..show the picture inside the book..encourage pupils to participate by asking them to predict what the
story is about, the character included in the story and etc.
While reading: 2 times reading.. At 1
st
, teacher reads alone (modelling (realistic reaction and sound modulation etc), and then stop at any point, ask
pupils to predict what happen next and so on.. 2nt time reading, invite pupils to join in reading the text together.
Post reading : Teacher can ask pupils to summarize the whole story, discussing about the moral values and try to relate with pupils prior
knowledge/life exp.

2. Word/sentence level work:
Types of exercise much based on the text. Example: with one text teacher can ask pupils to find the verb, or find the synonym/antonym of the word,
changing the tense.

3. Guided reading:
Teacher does not reading alone or reading tgther with the pupils. She only assist pupils to make meaning out of print orderly sequence.
These pupils are placed in a homogeneous place- where they share the same needs.
Teacher prompting, questioning the pupils use various strategy to figure out the works.
Strategies:
Cross checking, searching, predicting, skipping word and move on, reread, sound it out, appealing and learning on Magaret.

Grouping small group of pupils with homogenous ability ( pupils who know, use and need to learn the vocabulary, skills and concept)
Membership is not permanent. As the pupils competencies change.
Selection select the book that pupils able to read abt 90-95 percent of the words and able to learn abt 5% unfamiliar/new word from the
text.
The teaching strategies: Teacher jot down individual progress during pupils read
4. Plenary:
Review of days lesson. Pupils reflect on their learning and talk abt what they have kearnt and how they done it.










Teaching
vocab
Techniques:
Word attack
skills
Mime, action &
Gestures
Dictionary
Games

Contextual
clues
Visuals