The Receptive Macro Skills:

Reading
Group 4
Ice Breaker
 Tongue Twister:
Betty Botter bought some
butter, but she said the
butter's bitter. If I put it in
my batter, it will make my
batter bitter.
 Tongue Twister:
Peter Piper picked a peck of pickled
peppers. A peck of pickled peppers Peter
Piper picked. If Peter Piper picked a peck
of pickled peppers, Where's the peck of
pickled peppers Peter Piper picked?
 Tongue Twister:
I wish to wish the wish you
wish to wish, but if you wish
the wish the witch wishes, I
won't wish the wish you wish
to wish.
 Tongue Twister:
She sells sea shells by the sea
shore. The shells she sells are
surely sea shells. So if she sells
shells on the sea shore, I'm sure
she sells seashore shells.
 Tongue Twister:
If you must cross a course cross
cow across a crowded cow
crossing, cross the cross coarse
cow across the crowded cow
crossing carefully.
Reading
Mia Vertudez
 Receptive Skills
The receptive skills are listening
and reading, because learners do
not need to produce language to do
these, they receive and understand
it. These skills are sometimes
known as passive skills.
 What is Reading?
A dynamic process in which the
reader interacts with the text to
construct meaning. Reading is as
approach in a thinking process - one
in which the students interacts with
the textual material and sorts,
evaluates, and reacts to its
organization and content.
Why do we read?
Interest: relaxation, for fun, and
enjoyment
usefulness: directory and manual
expectation

Reasons
Headline
Keyword
Picture
Topic
Nature and Purposes
of Reading
Mikaella Reyes
Nature of Reading
- Reading, similar to listening, speaking and
writing, is a communication skill.

- Reading, is a process because it has a series of acts

proceeding from one step to the next.

5 Aspects to the process of Reading:

- Phonics, Phonemic awareness, Vocabulary,
Reading comprehension and Fluency.
Purpose of Reading
The purposes of reading are to gain
information, better writing, learn about
relevant news, and scan for quick facts.
One can also read for entertainment or to
learn how to entertain better. Moreover to
the growth of a person.
Reading Comprehension and
Sub-Skills in Reading
Ameil Pangyarihan & Jhermaine Tejor
 Reading Comprehension
The ability to read text, process it and understand its
meaning. It relies on two, interconnected abilities: word
reading (being able to decode the symbols on the page) and
language comprehension (being able to understand the
meaning of the words and sentences).
- When we make sense of a text, we don’t just remember the
exact words and phrases we read.
- Good comprehension is vital
 The reading comprehension process
involves a number of sub-skills, such as:

a. Phonemic awareness
b. Decoding
c. Listening comprehension
d. Efficiency or processing rate of written
symbols.
 Sub-Skills in Reading

1. Scanning: Spratt, et al. (2011) state that scanning refers to

searching for specific information within a text, where a quick
glance is taken to find the relevant information without reading
the whole text.
2. Skimming: Krashen & Terrell (1998) mention that this reading
sub-skill follows scanning in the way it is performed, which
means a quick glance to extract superficial information of a text
without major details, but instead of trying to find specific words
or information if focuses on the general essence of the different
parts or sections of a text.
 Sub-Skills in Reading

3. Extensive Reading: Yamashita (2015) identifies this sub-skill

as that where great quantities of easy and interesting reading
materials are consumed, allowing the reader to enjoy reading
and to read quickly which leads to the high volumes of
consumption.
4. Intensive Reading: Spratt, et al. (2011) describe it as the
opposite of extensive reading, where general comprehension is
not the focus and examining and studying the language takes
center stage, which is also called reading for detail.
Reading Techniques
and Strategies
Allia Senson & Joyce Ramos
Reading Techniques and Strategies
7 Reading Techniques or Styles are the following:

Scanning Reading Technique: Scanning through the text is a

reading strategy that is used for getting some specific points by
looking at the whole text.

Skimming Reading Technique: This reading technique is used

for getting the gist of the whole text lead. We generally use this
technique at the time of reading a newspaper or magazine.

Active Reading Technique: Active reading aims to get an in-

depth understanding of the text. Under this technique, the reader
actively involved with the text while reading it.
Detailed Reading Technique: This technique is used for
extracting information accurately from the whole text. Under
this technique, we read every word for understanding the
meaning of the text.

Speed Reading Technique: Speed-reading is actually a

combination of various reading methods. Some of the strategies
used in speed reading are as follows:

Identifying words without focusing on each letter;

Not to sounding-out all words;
Not sub-vocalizing some phrases;
Spending less time on some phrases than others;
Skimming small sections.
Structure-Proposition-Evaluation Reading Technique: This is
an interesting reading technique suggested by Mortimer Adler in his
book How to Read a Book. This technique suggests reading as per the
three following patterns:
Studying the structure of the work;
Studying the logical propositions made and organized into chains
of inference;
Evaluation of the merits of the arguments and conclusions.

Survey-Question-Read-Recite-Review Reading Techniques:

This method aims to facilitate a clear understanding of the text that
the reader would be able to teach whatever he has learned during the
process of reading. The process involves five different steps, which
are as follows:
Survey
Question
Read
Recite
Review
 Approaches in
Teaching
1 2 3
Bottom-Up Top-Down Interactive
Approach Approach Approach

Jayzel Quita
Approaches in Teaching
Bottom-Up
Approach
The bottom-up approach focuses
on decoding skills and
emphasizes the importance of
understanding individual words
and sounds in order to
comprehend larger meaning.
a. Phonetics
b. Sight words
c. Words recognition
Top-Down
Approach
The top-down approach, on the
other hand, focuses on overall
comprehension and meaning-
making. In this approach,
students use their prior
knowledge and context to make
predictions about what they are
reading.
a. Skimming
b. Contextual clues
c. Predicting outcomes
Interactive
Approach
The interactive approach combines
both bottom-up and top-down
strategies to teach reading. It
emphasizes the importance of both
decoding skills and comprehension
strategies, and encourages students
to actively engage with the text.
a. Socratic seminars
b. Reader's theater
c. Think-pair-share
d. Interactive read-aloud
 Godell’s Reading
Theory Skills Ladder
and Stages of Reading
Mary Ann Pintuan
Godell’s Reading Theory Skills Ladder
and Stages of Reading
Grace Godell is known for her contributions to
education and literacy. She was an American
educator who made significant contributions to
reading instruction and literacy development.

Her research laid the groundwork for reading

theories, including the skills ladder and stages of
reading, which have been influential in literacy
education.
 What is Reading Ladder?
Godell's Reading Theory Skills Ladder is a
model that outlines stages of reading
development, starting from easy and moving to
progressively difficult. Teachers can use this
theory to tailor instruction to meet children's
needs at each specific stage of reading
development.
 The 16 levels of Grace Goodell's Reading Ladder
1. Sight Words: Basic words to be memorized for instant
recognition.
2. Phonetic Analysis: Breaking down larger words into
vowel/consonant groups for pronunciation.
3. Structural Analysis: Understanding word parts to decipher
unknown words.
4.Contextual Clues: Using surrounding words to grasp unfamiliar
ones.
5. Vocabulary Building: Continuously expanding word knowledge
through reading.
6.Finding the Main Idea: Identifying keywords to understand the
story's direction.
 The 16 levels of Grace Goodell's Reading Ladder
7. Finding Supporting Details: Connecting ideas using word webs
after grasping main ideas.
8.Drawing Conclusions: Inferring word meanings from the
context.
9. Classifying and Organizing Facts: Sorting, regrouping, and
organizing information.
10. Using Parts of a Book: Utilizing features like title pages,
indexes, etc., for information.
11. Using a Dictionary: Starting with kids' dictionaries and
advancing as skills grow.
12. Using Reference Books: Exploring encyclopedias for in-depth
information on various subjects.
 The 16 levels of Grace Goodell's Reading Ladder
13. Borrowing Library Books: Using libraries for research or
enjoyment.
14. Building a Private Library: Growing a personal collection with
more challenging books.
15.Exposure to Mass Media Reading: Understanding real-time
matters for a broader worldview.
16. Reading from the Internet: Accessing a wide range of reading
materials, although with varying reliability.
 Reading Program
and the Good Reader
Kristine Vicente
 Reading Program
It is a structured approach or set of activities designed
to help students improve their reading skills including
comprehension, vocabulary, and fluency to ensure that
they are reading on a regular basis.

The objectives of a reading program are:

• Decoding
• Fluency
• Comprehension
Purpose of Reading Program

Reading programs have strategies that are designed to

address the needs of the students. It aims to cultivate and
enhance literacy skills of the learners.

Why is it important?

It is important because it helps in fostering literacy skills

as it provides additional strategies and activities to boost
reading skills in some important areas for students.
 Good Reader
A good reader comprehends the writing,
understands what the author is trying to say, and
absorbs as much knowledge as possible to learn and
grow. A good reader is one who understands the
writer’s intent, gains maximum knowledge from the
text, and retains it in memory.
 Characteristics of a Good Reader

• Evaluate text for important ideas

• Reads fast
• Note structure of text before reading
• Takes notes
• Monitor their understanding as they read
• Process text during and after reading
• Create visual images based on text they have read.
 How to be a Good Reader?

Practice reading regularly, engage deeply

with what you are reading, take notes or
reflect on what you've read, explore different
genres/topics, and stay curious.
 Lesson Design in
Teaching Reading
Abegail Suarez &
 Lesson Design in Teaching Reading
1. Set Clear Objectives
- Define the specific reading skills or goals you want your students
to achieve by the end of the lesson. This could include improving
comprehension, vocabulary, fluency, or critical thinking skills.

2. Know Your Audience

- Consider the age, language proficiency, and interests of your
students. Tailor your lesson to meet their needs and engage their
interests.

3. Choose Appropriate Texts

- Select reading materials that are at an appropriate level for your
students. The texts should be challenging enough to promote
growth but not so difficult that they become frustrated.
 Lesson Design in Teaching Reading
4. Pre-Reading Activities
- Before diving into the text, conduct activities that activate prior
knowledge and build anticipation. This could involve brainstorming,
discussing relevant topics, or previewing vocabulary.

5. Vocabulary Pre-teaching
- Identify and pre-teach any key vocabulary that may be
challenging for students. This helps them better understand the
text and reduces the likelihood of stumbling over unfamiliar words.

6. Reading Strategies
- Teach and model effective reading strategies such as predicting,
questioning, summarizing, and making connections. Encourage
students to actively use these strategies as they read.
 Lesson Design in Teaching Reading
7. During Reading Activities
- Include tasks that require active engagement with the text. This
could involve annotating, highlighting, or responding to
comprehension questions. Consider incorporating cooperative learning
activities, like partner reading or small group discussions.

8. Post-Reading Activities
- Facilitate discussions or activities that reinforce understanding,
such as summarizing the main ideas, analyzing the author's purpose,
or making connections to personal experiences.

9. Assessment
- Evaluate students' understanding through a variety of assessment
methods. This could include quizzes, written responses, or class
discussions. Use assessments to inform your future instruction.
 Lesson Design in Teaching Reading
10. Differentiation
- Recognize and accommodate diverse learning styles and
abilities within your classroom. Provide additional support or
challenges as needed to meet the individual needs of your students.

11. Integration with Other Skills

- Integrate reading with other language skills, such as writing,
speaking, and listening. This helps students see the connections
between different aspects of language.

12. Reflection
- Take time at the end of the lesson for reflection. Discuss with
students what they learned, what strategies were effective, and how
they can apply these skills in future reading tasks.
 Materials and
Resources in
Teaching Reading
Ishi Revano
 Teaching Reading Resources
Reading means different things to different
people, for some it is recognizing written
words, while for others it is an opportunity
to teach pronunciation and practice
speaking. However reading always has a
purpose. It is something that we do
everyday, it is an integral part of our daily
lives, taken very much for granted and
generally assumed to be something that
everyone can do.
Some example of learning resources
that we can use in teaching reading:

•Sight words worksheets, games, and

interactives
•Classroom posters with reading hints and
tips for students
•Vocabulary skill-building activities
•Reading response worksheets and
activities that let students practice
interacting with text, using text evidence,
and learning to summarize
For non-book materials for teaching
reading:

•Transcripts of Famous Movie

Monologues/Dialogues
•Pop Song Lyrics
•Newspaper Articles
•Print Advertisements
Performance and Observation
Based Assessment in Teaching
Reading
Ralph Ternida & Charles Tuazon
 Performance Based Assessment
Performance-based assessment involves measuring
a student's ability to apply their knowledge and
skills in real-world situations. In the context of
reading, this might include tasks such as reading
comprehension exercises, fluency assessments, and
writing assignments related to reading materials.
 Advantages
Provides a more authentic measure of a
student's reading abilities.
Allows for the assessment of various reading
skills, including comprehension, fluency, and
critical thinking.
Can be tailored to assess specific learning
objectives.
 Examples
Reading comprehension quizzes or tests.
Oral reading fluency assessments.
Fluency Measures
Book Reviews and Presentations
 Observation-Based Assessment
Observation-based assessment involves
systematically watching and documenting students'
behavior and performance in the classroom. In
reading instruction, this might involve observing
how students engage with texts, their reading
strategies, and their interactions with peers during
reading activities.
 Advantages
Provides insights into students' reading
behaviors and strategies in a natural context.
Allows for the identification of strengths and
weaknesses that may not be captured through
formal assessments.
Facilitates ongoing, formative assessment for
immediate instructional adjustments.
 Examples
Anecdotal records of students' reading
behaviors.
Running records during guided reading
sessions.
Informal conversations about reading
preferences and challenges.
Integration of Both Approaches
Balanced Assessment: Combining performance-based and
observation-based assessments offers a more comprehensive
understanding of a student's reading abilities.

Continuous Monitoring: Regularly assessing students

through a combination of both methods allows for ongoing
monitoring of progress and provides valuable data for
adapting instruction.
Considerations for Teaching Reading
Differentiation
Feedback
Goal Setting
Feedbacking and
Assessing in Reading
Sheresell Tamba & Arriane Veluz
Feedback
An essential element in assuring
our students growth progress. The
fact is the feedback we give can, in
many ways, make or break the will
to develop lifelong learning skills.
Quote:
Great assessment feedback can
push our students to excel in
way they didn't know they
could.
Effective feedback answers
three key questions:
1. Feed Up - Where am I going?
2. Feed Back - How am I going?
3. Feed Forward - Where to next?
Feedback
• Needs to be clear, purposeful,
meaningful and compatible with
students prior knowledge.

• Needs to provide processing, have

clear goals and be of little threat to
the person at the self level.
Feedback Strategies
• Give time for practice
• Get students to identify where they
have met criteria

• Stress assessments are a learning

process and its all about improvement
so allow time to read comments, to
reflect, and to fix
• Avoid giving grades to students

• Use group and peer work

• If assessment structure is repetitive

encourage students to go back to
previous assessments

• Use peer, self, and spoof assessment

 End of discussion.
Thank you for listening.