INITAO COLLEGE Course Code: M10 ENG 2

Jampason, Initao, Misamis Oriental Course Title: Teaching English in

1st Semester, S.Y. 2020 - 2021
Instructor:
Kemski P. Lumahang,MAEd
Mobile Number:
Elementary Grades through literature
Unit: 3 (Lecture)
Subject Schedule:
Facebook Group Page:

E-mail address: Messenger Group Chat:

Kemski611@gmail.com
Contact Schedule:
M,T,W,Th and F; 8:00am - 5:00pm
MODULE 5:
Topic: Developing love for reading At the end of the week, the students will be able to:
1. Articulate the domains of literacy ,
2. Translate the competencies to be developed in each
Duration: 3 hrs domain
SPECIFIC INSTRUCTION FOR SUBMISSIONS
Do not forget to write your name in your output.

INTRODUCTION
Every elementary school teacher is a reading teacher and is essential in
helping each child on his or her reading journey. When we provide the
resources to meet the literacy needs of our students beginning as early as
prekindergarten, students and teachers will feel both confident and competent
in teaching and learning to read. 

While helping students learn to read, it is also important to create a love of

reading. Students who read voluntarily report less negativity about reading
than those who are required to read. 

ABSTRACTION

CREATE MOTIVATION
Motivation is the key in promoting a love of literacy in children. One of the best
resources I have found for creating motivation is a shelf filled with books that match
students’ interest level and reading level. They should be surrounded by titles that
reflect the lives of themselves as well as their classmates. When students find titles
with characters that look like them and families that resemble their own or their
neighbors, their interest level increases. Making these connections also increases
student comprehension.

Students should be provided with books that represent all genres so that they can
determine what they most enjoy reading. Unless a child is given the opportunity to
read poetry, mysteries, historical fiction, biographies, autobiographies, and science
fiction, he or she may not know all of the types of stories that are created for readers
of all ages. Student book choice is the first step in getting children hooked on
reading. When students have ownership of their reading, successful, independent
readers begin to bloom. 

Teachers can be the best book matchmakers for their students. While teachers are
building relationships with their students in the beginning of the year, they can also
conduct one-on-one interviews or give interest surveys to each child. This practice
will help teachers learn the strengths, challenges, likes, and dislikes of their students.
This information helps teachers select the best book to spark a child’s interest in
reading. 

Peers can be a great resource for helping students find what books they will love to
read. Encourage classmates to be book matchmakers by creating personalized book
recommendations for their peers. It's easy to create a recommendation template that
can be stacked in the class book nook. When students find a book they think would
match the interests and hobbies of classmates, they can fill out the personalized book
recommendation form and give it to their classmate.  

Literacy diagnostic tools such as running records or anecdotal notes can also be
used to understand the instructional and independent reading levels of students.
During one-on-one or small-group reading instruction, teachers can note the reading
behaviors they observe, including any errors made during reading, students’
responses to comprehension questions, or details about their expression, tone, or
reading rate.
READ TOGETHER
Through daily guided reading, teachers can introduce students to high-interest
instructional text across genres. Daily individualized reading practice gives students
the opportunity to read books of choice on their independent reading level and grow
as readers. Introduce children to multiple genres of books during small-group reading
instruction. When children find a book of interest, they can turn the book into their
choice book for independent reading time.  

Background knowledge about a topic or subject matter can help students engage in
the reading. For example, if a child has never been to a farm, he or she may not
understand how the setting of the barn is crucial to the plot of a story that takes place
on a farm. If a student has no prior knowledge about the roaring twenties, he or she
will not fully comprehend an article about the Great Depression. Making stories and
articles relevant to everyday life and current events is one more way to increase
background knowledge. In order to build background knowledge before reading,
teachers should consider taking students on virtual or live field trips or giving them
access to real objects.

Assume that students have no understanding of the vocabulary words or content of

the text. Allow them to make predictions, make connections, and ask questions
before every reading experience to gauge their knowledge. These three
comprehension strategies inform a teacher of the students’ proficiency about a
particular topic. Encourage readers to use the title and pictures to make a prediction
about what the book is about before reading it. During reading, students confirm their
prediction and make a connection. Ask questions such as, “What does this text
remind you of?” or “What is going to happen next?” to build comprehension.  

Give students daily experiences in instructional guided reading, independent reading,

and choice. Exposure them to culturally relevant and diverse genres, and guide them
with comprehension strategies to enhance a love of reading.
ANALYSIS

These days, many of us are struggling to stay on top of our reading, both personal
and professional. Our workloads are often overwhelming, and precious time with
books and articles is often a casualty.

But educators aren’t the only ones struggling to adapt to new literacy norms—many
kids are, too. Some don’t have a quiet place to read, others are unengaged and
unmotivated, and still others are just plain tired or depressed.

ASSESSMENT
Make a reflective assessment on the causes of the deterioration of reading in the
elementary grades at present.