PASCUAL ANNIE ROCHELLE

BEED 3-A
Teaching English in the Elementary Grade

MODULE 7 : Teaching of Reading1

Activity 1

1. Totally Disagree- The reader brings his prior knowledge and experience to the text before he
is able to make sense of what he reads.

2. Very much agree

3. Totally Disagree- There are varied techniques once can use to develop vocabulary.

4. Totally Disagree- The purpose of reading that is to be able to reconstruct or reuse schema.

5. Very much agree- It easy to them if they know it better that they can relate naturally.

SAQ 1

Devise sample activities or tasks based on the different levels of phonemic awareness. Have one
activity or task for each level.1

Answer:

Level 1: Rhymes and Alliteration1

Task: Let the learner's read the Rhymes and Alliteration and Identify it's Rhymes and Alliteration

Rhymes: There was an old man

who swallowed a fly.

I don't know why

he swallowed the fly

perhaps he'll die.

Alliteration: Peter Piper picked a peck of pickled peppers

Level 2: Parts of a Word1

Activity: They will identify and work with onsets and rimes in spoken syllables or one-syllable
word.

Pencil- Pen cil

Penny- Pen ny

Candy- Can dy

Candle- Can dle

Level 3: Sequence of Sounds1

Activity: Introducing the sound "R r"

To reinforce their learning and help them to identify the sound "R" (which word begin with r) by
the used of posters and flashcards as visual support to help children recognize the sounds.
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

Level 4: Blending of Sounds2

Task: The learner blends the sounds.

Here are list of simple sentences. Include in each sentence a three or four-letter word you can
ask the learners to blend to form a word.

I gave him my /p/e/n/.

Pen

Sam got on the /b/u/s/.

Bus

The pig ran in the /m/u/d/.

Mud

Suzy took my favorite /h/a/t/.

Hat

Level 5: Phoneme Segmentation

Activity: The learner's will count the sounds they will hear

Ear- /ea/r/ (2)

Hat- /h/a/t (3)

Means- /m/ea/n/z/ (4)

Seam- /s/ea/m (3)

Level 6: Transition into Written Language

What is gone without the /g/ at the beginning — one

What is stopped without the /s/ at the beginning- topped

What is hip with /s/ at the beginning? — ship2

What is ear with /h/ at the beginning? — hear2

SAQ 2

Plan a phonics activity to teach any of the short vowel sounds2

Answer:

Do your students confuse their short vowel sounds? Maybe they substitute e for a? Or i for e?
Or just need more practice in general?

- The short vowel sounds can be so tricky, especially for students who have certain accents. In
the southern United States, where I live, sometimes the e and i sound exactly the same!
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

Activity #1: Short Vowel Craft Stick “Puppets”

In this activity, you say a word with a short vowel sound aloud. Students have to listen, repeat
the word, identify the correct short vowel, and hold up the corresponding puppet. In addition to
holding up the puppet, students should identify the vowel. You can have them say the sound.
Or, even better, have them say the letter name and sound: “A says /a/.”

Here’s an example:

- You say the word “fish.”

Students say: “Fish.” Students hold up the “i” puppet. Students say: “I says /i/.”

It takes a little time to make the puppets, but once they’re done, you can use them over and
over and over again!

Activity #2:: Picture Sorts

This activity is simple but helpful for students who are having trouble differentiating between
the vowel sounds.

Give students a set of picture cards for 2-3 sounds total (i.e., some pictures for a, i, and u). Have
them name each picture out loud. Then, have them sort the pictures. When they’re finished,
they can “read down” the column of pictures, again naming each picture. Once a student
finishes reading down the column, he/she identifies the vowel sound that those pictures all
contain

SAQ 3

Explain each of these strategies that a proficient reader uses:

Answer:

1. Connect

- Proficient readers make connections between new information and that which is known. They
apply personal experience to text, text to the world and text to text connections Which a good
reader is able to draw from background knowledge and personal experiences while reading to
help create meaning from the text.3

2. Question

- Proficient readers ask questions about the text before, during, and after the reading. They
wonder about content, concepts and outcomes, question the author, question the ideas and
information, and design inquiry. And A good reader asks both literal and inferential questions
before, during, and after reading to clarify meaning and deepen understanding.
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

3. Visualize

- Proficient readers create images of the text in their minds. They generate pictures which
include sensory details (sounds, textures, scents, movement, feelings), and imagine as they
read. And A good reader is able to create multi-sensory images in the "mind’s eye" while
reading to help make sense of the text.

4. Infer

- Readers draw inferences from the text before, during and after reading. They predict outcomes
and events, identify messages, draw conclusions, surface and refine underlying themes. And a
good reader knows that not all information is included in a text, and is able to reasonably "fill
in", hypothesize, and predict, based on the evidence on the text. 4

5. Synthesize / transform

- Proficient readers synthesize information to create new meaning before, during and after
reading. They anticipate from textual clues and generate informed hypotheses; take stock of
meaning while reading; use parts to see the whole; read for the ‘gist’; generate emerging
understandings; merge what is known with new information to form a new idea, perspective or
insight, revise and refine thinking. And A good reader is able to break down information and to
draw conclusions based on both the text and his or her thinking.4

SAQ 4

Using any of the story titles given below plan activities to activate prior knowledge and build
background information

Answer:

1. The Monkey and the Turtle

By the used of preview and predict

Ask a question to help students see whether the selection is fiction or nonfiction. Then have
students predict what the selection is all about.

2. The Ant and the Grasshopper

Text Previews—A text preview helps students better comprehend a difficult text. It helps
students understand concepts, vocabulary, and structure of the reading selection so that they
can build higher level understanding. After reading the preview, a discussion about the nature of
friendship would allow the students to share their own experiences to help them understand
the various types of friendship portrayed in the play. Sharing may be done in groups. Students
may also write journal entries about the nature of friendship.

3. The Legend of the Mayon Volcano4

Story Impressions

a. Preview text section or story and select key words which indicate plot, setting, and characters.
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

b. Arrange the words vertically with arrows in the order they are presented in the story.

c. In pairs, have students make predictions and write a collaborative story using all the terms in
the chain.

d. Have students read their assigned story and compare their impressions with the author's
version 5

SCQ 3.5

Try out the different techniques in vocabulary development. Why did you choose a particular
strategy for a given word

Answer:

1. Gasping for air

- The best way to unlock the phrase is through demonstration. An alternative is to used context
clues that would give a situation which gasping for air would be experience.

2. Mermaid

- Show a picture of mermaid. Tell them to describe and explain a mermaid. Ask where a
mermaid lives and it's characteristics.

3. A harrowing experience

- This is best explained by means of context clues. You can also make students recall movies that
have shown such experiences. Another option is to ask them to relate such an experience which
they or persons they know have.

4. Minute Object

- This is best unlocked through real object or a picture. Or two object may be shown from
regular sized object.

5. Peace

- It can be used semantic mapping. Students may be asked to give words that are related to
peace.

SAQ 6

Differentiate between a motivation question and a motive question. Give an example to

illustrate5

Answer:
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

In a traditional classroom setting, motivational questions get the students' interest for the topic
that will be discussed.Meanwhile, motive questions are follow up questions for the students to
speak more on the discussion. Example:

Selection

Two Frogs With The Same Problem By Aakanksha Khanna

Motivation Q: When you accidentally fell into a deep pit, what will you do?

Motive Q: What did the two frogs do in the deep pit?

SAQ 7

Give some fix-up strategies that good readers use during active reading.6

1. Look at the picture for clues

2. Making a prediction or guess about what the word might mean.

3. Reread the sentence and see if it makes sense the second time.

4. If you come to a word you don't know, sound it out, say it slow and "snap" it together, or
make a word substitution that makes sense during on active reading

5. Looking ahead in the text

SAQ 8

Answer:

Deadly winds

1. What weather disturbances are discussed in the selection?

- Tornadoes and hurricanes

2. Why are these weather disturbances called 'deadly winds "?

- Because we cannot do anything to stop them .

3. Differentiate between a tornado and a hurricane?

- Tornadoes are created when warm water and cold air masses collide while Hurricanes is the
most devastating of stroms.

4. How are people warned when a weather disturbance is approaching?

- The weather bureaus usually report and tracked by people may be forewarned about them.

5. What is the importance of tracking weather disturbances?

PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

- The importance of tracking weather disturbances to us to be alert and warned and to know
the reason of weather disturbances as they may cause damage to buildings, roads, power lines
and so on. The forecasting of approaching dangerous weather (storms, cyclones, and floods

6. In what countries do tornadoes frequently occur?

- Northern Hemisphere

7. What are the devastating effects of tornadoes?

- The tropical hurricane is the most devasting of storms. That it may occur in any part of the
world

8. What should people do in case of a tornado? A hurricane?

- Go to the basement or an inside room without windows on the lowest floor (bathroom, closet,
center hallway). If possible, avoid sheltering in a room with windows. For added protection get
under something sturdy (a heavy table or workbench). Cover your body with a blanket, sleeping
bag or mattress. Stay indoors during the hurricane and away from windows and glass doors.
Close all interior doors—secure and brace external doors. Keep curtains and blinds closed. Do
not be fooled if there is a lull; it could be the eye of the storm - winds will pick up again.

9. Why are hurricanes considered the most devastating of storms?

- When a hurricane makes landfall, it often produces a devastating storm surge—ocean water
pushed ashore by wind—that can reach 20 feet (6 meters) high and move several miles inland.
Hurricanes are massive storms with deadly force. A hurricane's high winds are destructive and
may spawn tornadoes. Floods and flying debris from the excessive winds are often the deadly
and destructive results of these weather events. Slow moving hurricanes traveling into
mountainous regions tend to produce especially heavy rain. Excessive rain can trigger landslides
or mudslides and flash flooding.

10. If people can't stop these weather disturbances, is there a possibility to lessen their
destructive impact? How?

- Awareness, education, preparedness, and prediction and warning systems can reduce the
disruptive impacts of a natural disaster on communities. Mitigation measures such as adoption
of zoning, land-use practices, and building codes are needed, however, to prevent or reduce
actual damage from hazards.
PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

SAQ 9

1. D

2. C

3. B

4. A

5. E

SAQ 10

Plan a reading lesson for a student with a reading disability Use material that is of interest to the
student but which is on his or her reading level8

Visualizing or picturing

Component Duration

Decoding Practice 12 minutes

• Sound Introduction

• New Sound Practice: Writing

• Sound Review

• Stretching New Sound

• Blending Practice

• Reading Sight Words

Vocabulary Introduction 3 Minutes

Daily Story Reading and Comprehension 15 Minutes

• Reading a New Book

• Graphic Organizer

• Daily Homework (Optional)

Materials

• Whiteboard or chart paper

• First-grade writing paper

• Pencils

• Markers

• Index cards with new sound and past sounds

• First-grade sight word or high-frequency word list

PASCUAL ANNIE ROCHELLE
BEED 3-A
Teaching English in the Elementary Grade

• Decodable books

• Graphic organizer for story structure