THEORETICAL FRAMEWORK : BEGINNING READING INSTRUCTION

1. THEORETICAL FRAMEWORK : BEGINNING READING INSTRUCTION Jee-Ann O. Borines Division Coordinator Grade II

2. THE CHALLENGE? How does a teacher teach a child to read and develop love for reading?

3. If we are always arriving and departing. It is also true that we are eternally anchored. One's destination is never a place, nut rather a new way of looking at things.

4. If we are always arriving and departing. It is also true that we are eternally anchored. One's destination is never a place, but rather a new way of looking at things.

5. If we are always arriving and departing. It is also true that we are eternally anchored. One's destination is never a place, nut rather a new way of looking at things. If we are always arriving and departing. It is also true that we are eternally anchored. One's destination is never a place, but rather a new way of looking at things.

6. Core Understandings About Learning to Read • Reading is a construction of meaning from written text. It is an active, cognitive and affective process. • Background knowledge and experience are critical to the reading process. • Social interaction is essential in learning to read. • Attitudes, motivation, interests, beliefs, feelings, and values influence children’s decisions to read and write. • Environments rich in literary experiences, resources and models facilitate reading development. Children need the opportunity to read, read and read.

7. Engagement in the reading task is key in successful learning to read. • Successful learners are motivated, strategic, knowledgeable and interactive. • Children develop phonemic awareness and knowledge of phonics through variety of literacy opportunities, models and demonstrations. • Children learn best when teachers employ variety of strategies to model and demonstrate reading knowledge, strategy and skills. • Monitoring the development of reading processes is vital to student success.

8. What Reading Is • ► Reading is a complex, interactive process using basic skills and advanced strategies to make meaning. • ►Reading is not merely a skill ; it is an engagement of the person in a conceptual and social world. Engaged readers are strategic, knowledgeable, motivated and social in their approach to learning and using literacy. • ►Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

9. Imagine what difference it makes if a child loves to read . . .

10. Increases confidence in expressing something Opens doors Develops imagination Widens experience and understanding Improves vocabulary Helps develop interests Improves thinking Enables interactive communication

11. 2C2IA BEGINNING READING INSTRUCTION MODEL Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005 Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

12. 2C2IA BEGINNING READING INSTRUCTION MODEL C COGNITIVE Reading Comprehension I Language Comprehension Decoding INTERACTIVE Lexical Knowledge INTEGRATIVE Linguistic Knowledge Cipher Knowledge Background Knowledge Knowledge of the Alphabetic Principle Letter Knowledge Phonology Phoneme Awareness Syntax Semantics Pragmatics Concepts About Print AFFECTIVE CONSTRUCTIVE

13. C COGNITIVE CONSTRUCTIVE Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005 Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

14. INTERACTIVE I INTEGRATIVE

15. Reading Comprehension Language Comprehension Decoding Lexical Knowledge Linguistic Knowledge Cipher Knowledge Background Knowledge Knowledge of the Alphabetic Principle Letter Knowledge Phonology Phoneme Awareness Syntax Semantics Pragmatics Concepts About Print AFFECTIVE

16. Language Comprehension Linguistic Knowledge Background Knowledge Pragmatics Phonology Semantics Syntax Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005 Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

17. Decoding Lexical Knowledge Cipher Knowledge Knowledge of the Alphabetic Principle Letter Knowledge Phoneme Awareness Concepts About Print

18. Reading Comprehension AFFECTIVE

19. 2C2IA BEGINNING READING INSTRUCTION MODEL C COGNITIVE Reading Comprehension I Language Comprehension Decoding INTERACTIVE Lexical Knowledge INTEGRATIVE Linguistic Knowledge Cipher Knowledge Background Knowledge Knowledge of the Alphabetic Principle Letter Knowledge Phonology Phoneme Awareness Syntax Semantics Pragmatics Concepts About Print AFFECTIVE CONSTRUCTIVE Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005 Adapted from: The Cognitive Foundations of Learning to Read SEDL 2001

20. 2 C 2 I A INSTRUCTIONAL FRAMEWORK • Activating Prior Experience/Knowledge • Building Background Knowledge • Developing/Previewing Vocabulary • Setting the Purpose for Reading Predicting PREREADING • Interacting with the Text • Teacher/student generated Questions • Cognitive, Metacognitive and Affective Strategies • Self-Monitoring and Fix-up Strategies ACTIVE READING *DISCOVERING THE MAGIC OF READING STRATEGIC READING *DEVELOPING ENGLISH LANGUAGE COMPETENCIES *CONSTRUCTING MEANING • Integration • Language Structures / Functions • R-W Link • Content Areas • Multiple Intelligences • Deciphering and Decoding Strategies and Skills • Word Recognition Phonemic Awareness Phonics Morphemic Analysis Word Analysis in Context Sight Words • Reading Sub-skills POST READING FLEXI GROUPS DIFFERENTIATED Giron, Labrador, Visaya, Flojo, Cuanzon and San Antonio, 2005 Shared/Whole Class Small Groups Independent

21. The 2C2IA Instructional Framework I. Objective / s A. Skills B. Strategies C. Value / s II. Subject Matter A. Story B. Comprehension Skills / Strategies C. Language Structure D. Deciphering and Decoding E. Writing F. Reference / s G. Materials III. Learning Activities A. Discovering the Magic of Reading ( DMR ) 1. Pre – Reading 1.1. Motivation and Building Background 1.2. Unlocking of New Words 1.3. Motive Question

22. B. Constructing Meaning ( CM ) 2. Active Reading 2.1. First Reading ( Teacher reading the story showing each page with the illustrations to the pupils ) 2.2. Second Reading ( Give pupils a chance to interact with the text. After reading a page or several pages, ask questions to help pupils predict and monitor their comprehension ) 3. Post Reading 3.1. Answering the motive question 3.2. Group Activity / Discussion C. Developing English Language Competencies ( DELC ) 1. Preparatory Activities 1.1. Drill 1.2. Review 1.3. Motivation

23. 2. Lesson Proper 2.1. Presentation 2.2. Oral Practice 2.3. Generalization 2.4. Guided Practice 2.5. Independent Practice 2.6. Application 2.7. Evaluation D. Deciphering and Decoding : Strategies and Skills ( DDSS ) 1. Presentation of the Beginning and Ending Sound 1.1. Sound Presentation 1.2. Practice Exercises 1.3. Writing Activity 1.4. Generalization 1.5. Application 1.6. Further Practice 1.7. Differentiated Activities for Group Work 1.8. Evaluation

24. READING • Vocabulary • Use pictures, realia, and demonstrations to get the meaning of words. • Comprehension • Answer wh- questions. Sequence events. Interpret feelings of characters. Predict outcomes. • Decoding • Identify and produce beginning and ending sound of Mm. Isolate and blend sounds LANGUAGE Name animals Make animal sounds Use the structure The _____ says _____ WRITING Write capital and small letter Mm GMRC Respect for the rights of others. MIMI and the MOUSE MATHEMATICS Tell the concept of cardinal numbers SCIENCE Identify pets Identify animal sounds Take care of pets MUSIC Sing songs such as: Catch the Mouse and Old McDonald Had a Farm ART EDUCATION Color mugs/bowls Finger paint animals Draw a pet animal PHYSICAL EDUCATION Play the game, Catch the Mouse. Make animal movements

25. Cluster 1 Lesson 1 THE BEGINNING AND ENDING SOUND OF Mm. I. Objectives A. Skills 1. Give the meaning of new words through pictures, actions and realia. 2. Answer wh- questions in the story listened to. 3. Interpret feelings of the characters. 4. Sequence events as they happened in the story. 5. Predict outcomes.

26. 6. Respond to the story through the following engagement activities. Group 1: Draw pictures of the animals in the story. Group 2: Act out portions of the story. Group 3: Illustrate main characters’ feelings Group 4: Sequence events in the story. 7. Identify animal sounds. 8. Identify/ Recognize and produce beginning and ending sound of Mm. 9. Isolate and blend sounds in words. 10. Write big and small letter Mm.

27. B. Strategies • 1. Read aloud 2. Questioning 3. Predicting • 4. Summarizing • 5. Phoneme Isolation and Blending • C. Value/s • Respect for the rights of others.

28. II. Subject Matter A. Story: “Mimi and the Mouse” Author: Perla H. Cuanzon Illustrator: Larry A. Diolola B: Comprehension Skills/ Strategies: Answering wh- questions, predicting, sequencing events, retelling. C. Language Structure: The __________ says __________.

29. D. Deciphering and Decoding: Beginning and ending sound of Mm. E. Writing: Writing big and small Mm F. Reference/s: BEC – PELC Grade I, Listening 1.3, p.7 Speaking G. Materials: Big Book, flipcharts, cut- outs, real objects, pictures, songs, charts.

30. PREREADING III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Prereading 1.1 Motivation and Building Background a. Ask: Do you have pets at home? What is your pet? What does your pet do? Activating Prior knowledge

31. Showing the picture of a boy with a cat, say, “Mico has a pet cat.” Let the pupils describe Mico’s cat. Then have them tell what they think his cat does. Write the words that the pupils give in the word map.

32. b. Introduce the big book. Display the cover. Point to the title explaining that these words are called title and that a title is the name of the story. Say: The title of the story is “Mimi and the Mouse.” Point to and read the author’s and illustrator’s names, explaining to the children that an author is a person who writes the story and an illustrator is one who draws the pictures for the story. Say: This story is written by Perla H. Cuanzon and illustrated by Larry A. Diolola.

33. Talk about the title and ask the pupils to predict what the story might be about. Preview the book’s illustration on page 1 to help children make their predictions. Ask: Would you really want to know what the story is about? I will read to you the story. But there are some words which may be new or which you may not understand.

34. 1.2 Unlocking of New/ Difficult Words a. bowl, fresh milk Using real objects/ pictures, unlock the words bowl and fresh milk. Say: I have here a bowl. Mother puts milk in the bowl. Ask: What is a bowl? Do you use a bowl, too? Do you drink milk? What milk do you drink? Show the picture of a man milking a cow or carabao. Say: The milk from this cow or carabao is fresh milk. You can buy fresh milk in the supermarket.

35. b. trips, hits, spills Present the illustration on page 10 and unlock the words trips, hits, and spills. Ask: What can you say about this? What happens to the milk? (spills) Why? Show how Mimi trips and hits the bowl. Say: Mimi trips and hits the bowl

36. 1.3. Motive Question Present the cover of the big book again showing Mimi and the Mouse. Ask: What questions about the story come to mind when you see this picture? Expected questions: Why is the mouse with the cat? Will they fight with each other? Which of the two animals will drink the milk in the bowl?

37. ACTIVE READING 2. Active Reading 2.1. First Reading Open the book and read the story showing each page with the illustrations to the pupils. 2.2 Second Reading Give pupils a chance to interact with the text. After reading a page or several pages, ask questions to help pupils predict and monitor their comprehension.

38. MIMI AND THE MOUSE Mimi sits on a mat one morning. “Meow! Meow! Meow! says Mimi “There’s fresh milk in the bowl. Mmmmm…….Mmmm…..MMmmmm!” says Mimi. Suddenly, a mouse comes out. “Squeak! Squeak! Squeak!” says the mouse. “Meow! Meow! Meow!” “My milk! My milk! shouts Mimi. Mimi runs after the mouse. The mouse runs around the bowl. “My milk! My milk!” shouts Mimi Mimi trips and hits the bowl. The milk spills on the mat. “Oh my! Oh my! My milk on the mat!” “Meow, meow, meow.” I N T E R A C T I N G W I T H T E X T Why do you think Mimi says meow? What do you think will the mouse do? What do you think will Mimi do? What do you think will happen? What happens to the milk? How does Mimi feel about it?

39. POST READING 3. Postreading3.1. Lead the class to answer the motive questions. 3.2. Divide the class into 4 groups and give each group an activity. The discussion of the story follows and the small group activities are presented as the discussion goes on.

40. Group 3:How does Mimi feel at the beginning of the story? at the end? In circle1, draw Mimi’s face when she sees the bowl of fresh milk. In circle 2, draw Mimi’s face when the milk is spilled.

41. C. Developing English Language Competencies (DELC) 1. Preparatory Activities Say: All around us we hear different sounds. What sounds do you hear now? What sounds do you hear in the morning? In the afternoon? At night?

42. Show pictures of the words in the box. Let the pupils look at the pictures and call on individual pupils to select one. Paste the picture in Circle A if it produces a sound. Paste the picture in Circle B if it doesn’t produce a sound. Select one object from Circle A. (The teacher may modify this activity when needed.) ball bell apple cellphone TV table car alarm clock A B

43. 2. Lesson Proper 2.1. Presentation a. Go back to the story, “Mimi and the Mouse.” Ask: What are the animals in the story? (cat and mouse) Show the picture of Mimi in the big book. Ask: What sound does the cat make? What does the cat say? (The cat says meow, meow, meow.) Show the picture of a mouse. Ask: What does the mouse say? (The mouse says squeak, squeak, squeak.) b. Let the pupils listen to the song, “Old McDonald Had a Farm.” Then ask them what animals are mentioned in the song. Ask the pupils to sing the song while substituting numbers 2, 3 and 4.

44. Old McDonald Had a Farm 1. Old McDonald had a farm, E-I-E-I-O. And on his farm he had a cow, E-I-E-I-O. With a “moo-moo” here and a “moo-moo” there, Here a “moo, there a moo” Everywhere a “moo-moo.” Old McDonald had a farm, E-I-E-I-O. 2. Duck – quack-quack 3. Horse – neigh-neigh 4. Other animals and their sounds.

45. c. Show pictures of the following animals and ask the pupils to give the sounds of the animals in the pictures d. Conduct a question-and-answer exercise. Introduce the function words to be used in the sentence structure. The (animal) says (sound). Ask: What sound does the dog make? The cow? The goat? The __________ says (bow, wow, wow) (moo, moo, moo) (mee, mee, mee)

46. 2.2. Oral Practice a. Show the class pictures of animals in the box below. Call on some pupils to choose the animals that they would like to have as pet. b. Divide the class into the different categories of animals that they chose. Ask: What sound does the dog make? The Dog group says: The dog says, bow wow wow.” Do this until all the groups were asked and have answered using the structure. The (animal) says (sound).

47. 2.3 Generalization Ask: What sound does the dog make? Guide the pupils to say: Animals make different sounds. 2.4 Guided Practice a. Let the pupils sing the following song to the tune of “Incy, Wincy Spider.” The little dog says, “Bow,wow,wow.” The little cat says, “Meow, meow, meow.” The little duck says, “Quack, quack, quack.” And they all sound it loud. Oh listen, oh listen They’re all talking now.

48. b. Ask the pupils to substitute the names of the animals and the sounds that they make. bird- tweet tweet tweet goat – mee, mee, mee monkey – kraa, kraa, kraa

49. c. Divide the class into groups. Then assign an animal for each group. When the teacher calls the name of the animal, the group will make the sound as they perform movements imitating the animals. 2.5 Independent Practice Let the pupils do a dyad. Say: Get a partner. One will give the sound of an animal and the other will say the sentence. The (animal) says (sound).

50. 2.6 Application Have the class play a game of naming sounds produced by animals. Start by throwing a ball to a pupil and asking, “What sound does the __________make?” The pupil who catches the ball answers the question by saying. The __________ says __________. Then he throws the ball to another pupil and asks about the sound another animal makes. Continue playing the game until almost all pupils have answered the question using the given structure.