INSET 3-DAY TRAINING

Effective33
Literacy
Instruction
Geri Ann O. Codilla
Speaker
Effective Literacy Instruction
Introduction to Read - Alouds

1.Understanding what makes a good reader and what are

they able to do simultaneously as they read.

2.Getting to know about READ-ALOUDS.

3.The importance of READ-ALOUDS to pupils and how READ-

ALOUDS can be used to build reading skills.
 Literacy
 is the ability to read, write, speak
and listen in a way that lets us
communicate effectively and make
sense of the world.
What is instruction in teaching?
Instruction is frequently associated with the term
'curriculum' and generally refers to the teaching
methods and learning activities that a teacher uses to
deliver the curriculum in the classroom.
 Effective literacy instruction

means we set aside what feels good, looks good, and

our personal beliefs to ensure student achievement
results are guiding us. All students can learn to read
at proficient and advanced levels when provided with
that just-right instruction to meet their academic
needs.
 Think about this
When you are reading something -- let’s say, a story or a
newspaper article, can you describe what goes on in your
head?
• How do you figure out unknown words?
• Do you form pictures of what you are reading in your
head?
• Do you relate what you are reading with what you
already know?
• Do you try to think of what will happen next ?
Connect text read with
what one already knows
So, how do we teach pupils the strategies they need to
become good readers?

We teach pupils the strategies they need to become good readers by:
• reading stories aloud to them to model or to show them what good
readers do (such as sounding out the letters, thinking aloud, asking
questions as the story progresses, figuring out unknown words by looking at
pictures, etc.);
• directly teaching them specific reading and writing skills such as naming
alphabet letters and sounds, phonics, word recognition, spelling, grammar
structure, process of writing, comprehension strategies such as identifying
main idea, characters, etc.; and,
• creating opportunities for them to read on their own and try out the
strategies they have been taught.
 Reading Stories Aloud
Teacher read-alouds are planned oral readings of children’s books, listening stories or
texts. Read-alouds play an important role in children’s social and academic
development. Reading high-quality books, listening stories, and texts increases
children’s overall language competence and comprehension skills, expands their
vocabulary, and exposes them to proper pronunciation and intonation. The process of
reading, listening, questioning, and responding to a story or a text provides a
foundation for reflective and critical thinking (Pressley, 2006).

Teachers can use read-alouds to develop children’s background knowledge,

stimulate their interest in high-quality literature, increase their comprehension
skills, and foster critical thinking. While reading, teachers model strategies that
children can use during their own independent reading. Children emulate their
teachers, and they are eager to read the books their teachers read (Cunningham,
2005).
 Reading Stories Aloud
Every read-aloud should include high-quality children’s literature, but not every
read-aloud has to feature a critical literacy text.
It is the conversations that take place around the texts that are more critical.
Teachers initiate critical conversations through the questions they pose.

Across all models of instruction, the strongest predictor of increased reading

comprehension was teachers’ use of higher-level questioning and discussion
about the meaning of text (Bitter, O’Day, Gubbins, & Socias, 2009).

Important note: For this course, we refer to any text or stories that teachers
read-aloud to pupils as “Read-Alouds.”

Read-Alouds can be in the form of a big book or a simple text such as the
Listening Stories in Grade 3 ,4 etc Teacher Guides
 Think about this
Whenever you read a story or a text about a topic that you may or may not be familiar
with, do you find yourself connecting the story or text to what you already know or may
have had experienced?

As adult readers, you probably make connections instinctively all the time whenever
you read. As teachers, that is something we need to help develop in our pupils by
asking them questions to access their prior knowledge.

“When students make connections to the text they are reading, their comprehension
increases. Good readers constantly try to make sense out of what they read by seeing
how it fits with what they already know. When we help pupils make those connections
before, during, and after they read, we are teaching them a critical comprehension
strategy that the best readers use almost unconsciously.” (from TeacherVision website)
 Introduction to reading aloud
As you watch the video, think about the following questions, and note down
your responses:

1. What activities did the teacher perform: a) before reading; b) during

reading; and c) after reading?

2. What domain/s did the teacher touch on during the lesson sections:
before , during reading, and after reading?

3. How will I apply similar strategies in my own classroom?

Answer the questions below on the video Introduction to Read-Alouds. Please
answer in complete sentences, and provide thorough answers with specific
examples. When answering these questions . Email me with your answers to
geriann.codilla029@deped.gov.ph or print hard copy of your answers.

1.In the video,discuss what activities did the teacher do before reading? What activities did the
teacher do during reading? What activities did the teacher do after reading?
2.What domain/s did the teacher address during the lesson sections: before reading,
during reading, and after reading?
3.What three things did you learn from watching this video that you could apply in
your own classroom? Explain why you would use them.
THANK YOU