Teaching English in the Elementary

Grades Through Literature

Name: Hezekiah Marie P. Bangate

Year and Block: BEEd-2A

Date: March 13, 2021

UNIT 5: SUMMARY
Developing love for Reading
Dineros, Cianella Rhia Imma

Reading is the means of viewing a range of printed symbols and making meaning from them.
Through it, we're capable to obtain knowledge because it's a receptive skill.

Genuine love for Reading:

 approach that concentrates on evoking an emotional response from the readers.
 intends to engage the children in literature and acquire a passion for reading.
 It concentrates on the idea of allowing students to relish the story selection.

Ways to develop a love for reading

 Read to them or read together.
- Make it a daily routine, reading with them builds confidence because they
have a guide.
 Create a classroom library/area.
- Create an area for reading and make the ambiance fun and light.
 Introduce children to multiple genres of books.
- Stock your library with various books to keep their interest at a high level.
The Roles of Children’s literature in developing a love for Reading:

1. Children’s literature as a Space for Thoughtful discussion.

 Reading aloud offers new varieties of stories and knowledge. This allows students
to share their ideas and learn from others.
2. Children’s Literature as a Catalyst for Building a Community of Readers.
 Teachers involving students in social dialog about important issues. Example:
bullying.
3. Children’s Literature as a Vicarious  Experience.
 This renders a stage for children to feel people, places, and events that they may
not be able to encounter in real life.
4. Children’s Literature for  Developing Curiosity and Imagination.
 Discussion of visualization after a read-aloud session will help them foster
imaginations
5. Children’s Literature as an Example of Language Play.
 whimsical language in read-aloud stories helps students to explore new ways to
study with oral and written language.
6. Children’s Literature for Developing Narrative Competencies.
 Wordless picture books develop a sense of the story and the various ways that
narratives work.
7. Children’s Literature as Mentor Texts for Writing.
 Teachers can inspire their students in their own reading and writing enjoyment.
8. Children’s Literature for Developing a Sense of Being a Reader.
 The challenges of reading can be highlighted to help students deal with the
complexities of the reading process.
9. Children’s Literature as a Way of coming to Know the World.
 Informational text sparks curiosity, encourage further reading, research and
answer many questions.
10. Children’s Literature as a Way of Developing Reading Abilities.
 Teachers can demonstrate proficient reading through think-aloud making their
questioning and meaning-making strategies available during the act of reading. 
k

Ways of sharing stories to young children

Estanes, Nicole

Storytelling is the oldest way to deliver a message – or to explain the world.

7 Storytelling Techniques
Have an Enemy and a Hero Use of protagonist and antagonist improve
Stories need a good guy and a bad guy – also suspense in the story.
called a hero and an enemy
Use Conflict Conflict is how the friction between the
enemy and hero manifests
Omit any Irrelevant Detail Omit any detail that doesn’t move the story
forward or develop the characters. This is
about keeping the readers’ attention
Tell the Story Like You Talk This one’s pretty simple. Corporate-speak
ruins stories. Talk like you would normally
talk
Make It Visual There are a reason children’s storybooks are
mostly pictures, and that so many of the
greatest stories ever told have been made into
movies. Images bring a story to life.
Make It Personal & Easy to Relate To Use images of what actually happened, or
where it happened. Use images of the real
people in the story, not stock photo models.
Add Surprise A story with no surprises is boring. Whether
it’s a good surprise or a bad surprise, every
good story has at least one surprise. This is an
essential to a story as conflict.
Helps of sharing stories to young children
 Help your child get to know sounds, words and language, and develop early
literacy skills
 Help your child learn the difference between ‘real’ and ‘make-believe’
 Spark your child’s imagination and stimulate curiosity
 Learn to value books and stories

Benefits of storytelling
 Cultural understanding
 Curiosity, Imagination, and communication
 Focus and social skills

Development of book and print orientation skills

 Young children start to develop book knowledge and print concepts long before
they can read. 
 Book knowledge is the understanding of how books and print work, like how to
turn the pages of a book.
 Print awareness is the understanding that print is a speech written down
 Print and book handling skills are usually paired together as one of the earliest
reading readiness skills that children develop before they can learn to read
successfully
 Book handling skills” refers to the understanding of how books work.
 Key to helping your child with these skills is to provide a literacy-rich home
environment.
Tips to transform your home into a literacy-rich environment
 Keep Books as Handy as Toys
 Have books widely available and readily accessible
 Make the Most of Time with Books
 Sit next to your child when you are reading, so they can see the pages of the book.
 Make it Fun and “Hands-on”
 Create a writing corner with a wide variety of materials
 Label Your House
 Attach clearly written labels to as many items in the house as you are willing to.

Book Awareness
 Your child has book awareness when he or she knows how to hold a book when
they are reading and the parts of a book

Print Awareness
 Your child has print awareness when he or she understands that the print in the
book is what we read and it has meaning
Before-During-After (BDA) Reading Activities
Penis, Gwyneth

This mental framework is begun before reading even begins, strengthened as students interact
with the text during the reading, and reflected upon after reading as students incorporate what
they have just read into their core knowledge.

B- Before (Pre-Reading) D- During (Reading & A - After (Post Reading)

Rereading)
WORD SPLASH RESPONSE SHEET REFLECTION
Activates prior knowledge Helps connect text to prior Students write about the new
about key vocabulary and knowledge, and provides content or perspectives
concepts. meaningful study guide later; learned, and describe how the
based on Cornell note-taking new learning relates to
method. previous understanding and
future actions.
PREWRITE QUESTIONS STICKY NOTES THINK-PAIR-SHARE
Students survey the text and Students use “post its” to Force’s interaction and
create questions they think the write thoughts/notes and stick uncovers various perspectives
text was designed to answer. to a text on which writing is and comprehension.
This sets a purpose for forbidden
reading.
STORY IMPRESSION TEXT RENDERING WHIP
Prediction of a story; as An alternative to traditional A text rendering activity that
students begin to do the actual highlighting of words or involves full student
reading, they have a schema in concepts that stand out; an participation.
place to which new ideas from interaction between reader
the text can be attached, and text.
corrected, or enhanced.
PICTURES REREADING KWL Chart
`Students look at pictures/text Students look back at the text Students return to the chart
box/sidebars and predict what to find support of an after reading to record what
text is about. answer/opinion/position. was learned through the
reading, and/or to correct any
prior misconceptions
I-SEARCH KWL Chart I-Search
An alternative to a research Students return to the chart An alternative to a research
paper that allows students to they created prior to reading paper that leads students to
write about a topic they are to record what was learned investigate a topic they are
interested in. through the reading, and/or to interested in without the worry
correct any prior of plagiarism and the
misconceptions. overwhelming paper deluge.
Unlocking Unfamiliar Words
Penis, Gwyneth

Reading a text with unfamiliar or challenging vocabulary can be difficult and can affect your
ability to fully understand what you’ve read.

Using Word Parts

 To decode an unfamiliar term is to break the new word down into word parts. 
 Many words have a root or base word to which a prefix, suffix, or both may be
attached

Using word parts to unlock the meaning of strange new words does require a pretty strong
understanding of Greek and Latin roots, prefixes, and suffixes, but knowing some of the more
common ones can go a long way in helping you determine the meaning of unfamiliar words.

Using Context Clues

 When you look at the text surrounding the unknown word, you are using context clues.
 Authors often put these in their writing on purpose because they want the reader to
understand.

Added Words
 An author may use a synonym or antonym in the same sentence as the unfamiliar word,
or in a sentence close by.
  Sometimes just reading a little further along can help you understand what a word
means because the author will reference something with which the reader is
familiar, but knows by a different term (synonym).

 The author may include an antonym or make reference to a word that means the
opposite to show that a word is unlike or different from an unfamiliar word. 

Definitions
 Possibly the easiest clue to look for is an actual definition the author might provide for
the reader within the text.
 One keyword to look out for is or, as that often signals the start of a definition or the
author rewording the term so the reader knows what the author is writing about.
 The term may also be implicitly defined by being explained within the text, even if it’s not
a direct definition
Motivation Motive Question Tandem (KWL charts and other) 
Benavidez, Aprilyn Cris

A motive Question is a query that is left hanging until the last part of the reading proper.

Vocabulay Building
- vocabulary plays a great role in determining if you will succeed in life or not.
- National Institute fro Literacy (2002) states that knowledge of word meanings is the most
important single factor in reading or listening comprehension. 

Two ways of presenting vocabulary items to learners:

1. Contextual analysis- a strategy that readers use to infer or predict a word from the
context in which it appears.
2. Morphemic analysis- a strategy in which the meaning of words can be determined or
inferred by examining their meaning parts (i.e., prefixes, suffixes, roots and etc.)

Vocabulary Building through Context Clues is done by deriving the meaning of a word,
which will later be seen in the selection, through the words that surround the vocabulary
item.

K-W-L Charts
- are graphic organizers that help students organize information before, during, and after
a unit or a lesson. 

Benefits of KWL charts in the classroom

 Easy to use
 Demonstrate the level of knowledge and gaps in understanding
 Motivate and engage students in the learning process 
 Track progress and learning outcomes
 Present a simple method for organizing notetaking
 Offer flexibility and can be adapted to the lesson or student’s needs
15 ways to motivate daily reading practice
 5 tips to motivate as students learn how to read
 5 tips to motivate as students read longer, more complex texts
 5 tips to motivate as students become college- and career-ready readers


Discover the joy of reading Overcome reading challenge

 Read aloud  Keep reading aloud
 Increase text variety  Provide the just-right level of
 Make time for reading challenge
 Dispel the “good reader” myth  Set personalized goals
 Believe every child will read  Give continual feedback
 Make it fun 

Become a lifelong reader

 Never stop reading aloud
 Facilitate book club discussions
 Ask for long-term commitment
 Connect reading with college and career goal
 Involve family and community.
Post Reading Activities
Developing Listening Comprehension, Levels of Comprehension, and other Post Reading
Activities
Renigen, John Francis

Post Reading Activities are ones in which students summarize, reflect or question what they've
just read.

1. Creative Writing
 Ask students to choose 10-15 words from the text. You can provide
categories for the words e.g. the most interesting words / the most
important words. Students then write a text using the words.
2. Areas of Interest
 Ask students to say which part of the text is the most important/interesting
and which part is not interesting or important.
3. Creative Discussions
 Prepare four or five simple questions and ask students to talk about those
questions for 3 minutes and after that ask one member of each pair to go
and talk to another person of the group.
4. Quiz Your Classmates
 This activity can help us determine how much students learn during the
reading. Ask your students to prepare 5 questions about what they read,
once they have them ready, you can tell the students to make groups of 4
and then they can ask those questions to each other
5. Finding Related News
 After students have finished reading, they can browse on the internet for a
new related to something they read
6. Prepare a Survey
 Students can prepare a survey about the information they just read\
7. Parts of the Speech
 Ask students to spot the different parts of the speech from reading, then
they quiz their classmates asking questions such as: why the type of word
is moral? How would you use that word in a sentence?
8. . Questions from Pictures Teachers
 show a collage and ask the student to look at the collage carefully and
how some of the pictures relate to the reading they did.
9. Character Analysis
 If you read a story, there must be one or two characters involved, analyze
those characters, and prepare a set of question that you would like to
make them.
10. A Graphic organizer (also known as a concept map or mind map)
 is usually a one-page form with blank areas for learners to complete with
ideas and information which are connected in some way.
11. Questioning the Author of the Book or story
 Ask learners to prepare a set of questions that they would make to the
author of the book or story
12. The End of the Story
 Another post-reading activity is asking learners to change the end of the
story. Changing the ending of a story to something unpredictable requires
some thinking.
13. Designing a Poster to Advertise the Book
 This activity could easily be linked to the use of technology in the
classroom. Simply ask learners to create a poster using a tool like
Piktochart or Canva
Developing Listening Comprehension

Listening comprehension is the precursor to reading comprehension, so

it’s an important skill to develop.

How Listening Comprehension Develops Listening?

Comprehension begins at a young age as babies interact with people around them. It develops
as they are read to and as they engage in conversation with their parents. The tone of voice
pauses between words, where the emphasis is placed in a sentence, and the rhythm and pattern
of speech all have an impact on the meaning of the words being spoken and the message they are
meant to convey.

Listening comprehension is often deemed among learners as the most challenging skill to
improve. They find that the amount of time they put into developing their skills does not
correspond to their desired result.

 Listening Consistency
o To get familiar with the pronunciation of a language, it is key that you expose
yourself to the spoken language every day. Spend as much time on listening as
you would on practicing other skills like reading, writing, and speaking.

 Listen to the text

o Try to look for a video with subtitles, or more simply, watch a movie and with
subtitles.
  “Write what you hear”
o Find audio with its transcript, keep it short, work on around 20 seconds of it.
Listen to it several times and do your best to write down exactly what you’ve
heard. After that, compare what you’ve written with the actual transcript, figure
out the mistakes you’ve made, and what causes you to miss them.

 Listening repetition
o Stay within a narrow range of topics that cover similar vocabulary. Quality is
always more important than quantity when it comes to learning.

 Speak with native speakers

o These conversations usually take place in an uncontrolled context which means
that you will hear things you don’t expect.

Level of Comprehension

 LITERAL- Stated facts in the text: Data, specifics, dates, traits and settings.
 INFERENTIAL- Build on facts in the text: Predictions, sequence and settings.
 EVALUATIVE- Judgement of text based on: Fact or opinion, validity, appropriateness,
comparison, cause and effect.
 APPLIED-Response to a text based on: Author’s language, values, imagery, style and purpose.