1. Graphophonic cues
2. Semantic cues
3. Syntactic cues
Graphophonic Cues (Visual)
Letter-sound correspondences
Questions to ask:
Questions to ask:
grammatical patterns
Questions to ask:
What word would fit into the structural
pattern here?
Questions to ask:
Why do we teach phonics to our very young
learners?
What should we teach? (knowledge of sounds or
skills)
How can we teach phonics effectively?
Who is the best person to teach phonics in
school? ..
Teaching phonics in our context
4. No feedback or assessment
Planning: phonics & our
curriculum
Integration
Variation
Application
Curriculum Restructuring & Integration
Activities / tasks
Games ..
output
guided writing / free writing / reading aloud /
reading interest / project.
authentic and meaningful use of language
Connecting with the Natural World
Activities : songs & rhymes,
sharing of students work
Big Books:
1.Whats the time ?
Other resources: Textbook 2.Every Monday
teachers diary 3.All through the week
Unit 5: Telling the time, describing with cat and dog
worksheets habitual actions 4.Whats the weather
like today?
sounds (ay, og, Unit 6: Days of the week
5. Weather machine
ice) Unit 7,8: Weather and seasons Small readers:
1. The busy giant
output 2. Winnie and the cat
-- Sight words
What are sight words?
witches, spell,
Snow White, magic, frogs,
Billy Goat Gruff, castle
Biff, Chip
-- Reading Fluency
Fluent oral
reading (with Access to
expression) models of
expressive
reading
(SILENT)
READING
FLUENCY
-- comprehension strategies
. Reading comprehension
has come to be viewed as the
essence of reading
---(National Reading Panel, 2000, p.4-1)
Different approaches
comprehension strategies
Question:
Ask yourself questions as you read
Monitor/clarify:
Ask yourself if what you are reading make sense
If you dont understand something, reread, read aloud, or use the illustrations
Summarize:
Think about the main ideas or the important part of the story
Tell the important things in your own words
Evaluate:
Ask yourself
Do I like what I have read?
Do I agree or disagree with it?
Am I learning what I wanted to know?
How good a job has the author done?
Explicit teaching
Direct explanation (describe what the strategy is and
explain why the strategy should be learned and used)
Modeling (model it and provide examples of the
circumstances under which the strategy should be used)
Guided practice & scaffolding
Feedback
Application
Things to do:
draw in / activate students prior knowledge
personal response
reading-writing connection
Conclusion