Sali Na!

• Ipadyak ang paa

• Hawakan ang tuhod
• Humakbang paharap
• at humakbang palikod
• Humarap sa kaibigan
• Tayo ay magbatian
• Magandang umaga
• Sali na sa kantahan
 Sampung Mga Batang Masaya
• May isa, may dalawa, may tatlong mga bata.
• May apat, may lima, may anim na mga bata.
• May pito, may walo, may siyam na mga bata.
• Sampung mga batang masaya (HA! HA!)
• Halina't makinig, ng awitan.
• Halina't manood, ng sayawan.
• Halina't magsaya, at magdiwang.
• Huwebes, huwebes na! :)
What is reading?
 What is Reading?
• Reading means
approaching something
that is just coming into
being.
Italo Calvino
A History of Reading
(1979)
 WORKSHOP!!!
DIRECTIONS:
Read the following paragraph through
once and only once.
When you've finished, rewrite the story
as
best as you can remember.
READY?
GET SET!
GO!
 WORKSHOP!!!
THE BOAT IN THE BASEMENT
A woman was building a boat in her
basement. When she had finished the
the boot, she discovered that it was too
big to go though the door. So he
had to take the boat a part to get
it out. She should of planned ahead.
 WORKSHOP!!!
THE BOAT IN THE BASEMENT
A woman was building a boat in her
basement. When she had finished the the
boot, she discovered that it was too big to
go though the door. So he had to take the
boat a part to get
it out. She should of planned ahead.
 What is this paragraph about?
“Compared to me, other wonders of the
universe pale into insignificance. I am a three-­‐
pound mushroom, of gray and white
gelatinous consistency. No computer exists
that can duplicate all my myriad of functions.
My component parts are staggering in
number: Some 30 billion neurons and five to
ten times that number of glial cells. And all
this fitted into the crown the size of a hat!”
 Which words fit the paragraph best?
• Mason was a . He had an assistant, an
ever – loyal named Tricia. That morning,
she came to the very early to open
the
______________. After a few minutes, a
came in to ask a question. He
wanted to know if he can order for his son.
It wasn’t long before the handed him
the order form. The man left, a satisfied customer.
 Which words fit the paragraph best?
• Mason was a (doctor , baker). He had an assistant, an
ever – loyal (nurse, secretary) named Tricia. That
morning, she came to the (bakery, hospital) very
early to open the (examination room, kitchen). After
a few minutes, a (buyer, patient) came in to ask a
question. He wanted to know if he can order (a
birthday cake, medicine) for his son. It wasn’t long
before the (secretary, nurse) handed him the order
form. The man left, a satisfied customer.
 A Psycholinguistic Guessing Game
“Reading is a psycholinguistic guessing game.
It involves an interaction between thought and
language. Efficient reading does not result from
precise perception and identification of all
elements, but from skill in selecting the fewest,
most productive cues necessary to produce
guesses which are right the first time.

Kenneth Goodman
Journal of the Reading Specialist
(1967)
WORKSHOP!!!
 Information Processing
ACTIVITY:
• Robbee was hot under the collar. But he
thought, “What a deal!” Still, it was like his
life was in another person’s hands. As he
stared into the man’s eyes, he concluded that
he wasn’t playing with a full deck. So, he
turned to his friend and said, “Let’s bounce!”
 Information Processing
Meaning Sender Information Receiver Meaning
Units

Don’t stay out too Don’t be late

Speakers
again.
thoughts late.

noise Stored in
memory
Writer’s
Thoughts Dear Anne… noise Dear Anne… Dear
Anne…

Stored in
noise memory
 What is Reading?
“Reading is askingquestions of printed
text. And reading with
comprehension becomes a
matter of getting your questions
answered.”
Frank Smith
Reading Without Nonsense
(1997)
 Information Processing
• The most crucial process of language
processing is the REDUCTION OF
UNCERTAINTY.

• NOISE – anything that makes the message

unclear

• REDUNDANCY – meaning is available from

more than one source of information.
 Redundancy
B1: Yes, each top figure has looked about like the
others this year. It has been an odd year.
B2: Well, that young model certainly had the right
figure today.
B1: Yes, that one surprised me all right. The accountant’s
figure couldn’t be compared to hers.
Her final bid left him high and dry.
B2: Right. But the price she paid was a bit lower than the
top figures we’ve gotten at the auctions last year.
Paintings are just not selling like they used to.
Major Resources of Redundancy
1. The graphic correspondences for sounds
and words.
2. The correspondence between speech and
printed signals for word order, tense,
number, gender, emphasis and reference
3. The correspondence between semantic
information provided in print, such as
word concept meanings.
 Graphophonic Information:
pbdgqauo

Theboywenttotown.

Was-­‐saw, stubs-­‐bats, swap-­‐wasps

Flange-­‐ifagne; aks-­‐ask
 Graphophonic Information:
dot-­‐hop-­‐hote-­‐hope-­‐boat-­‐toad

bragged-­‐ragged

read-­‐read

I entered the
contest.
I want to
contest the
 Syntactic Information
I milk.
boy ate nuts.

ball boy the kicked the

the kicked ball the boy

I left him convinced/ he was a fool. I

left him/ convinced he was a fool.
 Syntactic Information

Before Tom washed the dishes, he watched

television.
Tom watched television and later washed the
dishes.
 Syntactic Information

The roggle raznacked the sleefary

because the sleefary had afrenned his
abelaide.
 Semantic Information
The policeman brought a heavy club to the riot.
The policeman is part of the chess club.
The policeman took the club to the baseball
game.

John persuaded the policeman that he

should leave.

He is tied up at a meeting and won’t be able to

attend.
 Semantic Information

They were golden delicious apples. Cider is

made from apples, I like to eat apple pies which
are packed with apples. The men set out. Fish
really can’t swim faster than 75 miles per hour.
 Semantic Information
They were golden Now here is a
delicious apples. picture of what a
Cider is made from hobbit looks like. A
apples, I like to eat short dwarfish
apple pies which are figure, a cherub
packed with apples. face, and hair on the
The men set out. bottom of the feet
Fish really can’t are the key hobbit
swim faster than 75 features.
miles per hour. What brave little
people they were.
 Other examples of Noise
• Legibility of text
• Limited/Dissimilar prior knowledge
• Slow information processing
• English is the second language
– Mispronunciation of a word
– Figurative language used is unfamiliar
 Graphophonic

Meaning
Syntactic Semantic

Schematic
 I love the Sun
• I love the sun
• Because it let's me have fun
• If it's a sunny day,
• I can go out and play
• I wanna and have some w/
you
• Let's have some fun
• Thanks to the sun!
 The Creation of Meaning
• the process of constructing meaning from
written texts.
• a complex but unitary skill
• requires the coordination of a number of
interrelated sources of information
• the integration of old knowledge and new
knowledge that comes from text
WORKSHOP!!!
 What is being described?
• If the balloons popped the sound wouldn’t be
able to carry since everything would be too far
away from the correct floor. A closed window
would also prevent the sound from carrying,
since most buildings tend to be well insulated.
Since the whole operation depends upon a
steady flow of electricity, a break in the middle
of the wire would also cause problems.
 What is being described? (con’t)
Of course, the fellow could shout, but the
human voice is not loud enough to carry that
far. An additional problem is that a string
could break on the instrument. Then there
could be no accompaniment to the message.
It is clear that the best situation would involve
less distance. Then there would be fewer
potential problems. With face to face contact,
the least number of things could go wrong.
Bransford, J. D., & Johnson, M. K.
(1972). Contextual prerequisites
for understanding: Some
investigations of comprehension
and recall. Journal of Verbal
Learning and Verbal Behavior, 11,
717-­‐726.
WORKSHOP!!!
 Information Processing
ACTIVITY:
• Robbee was hot under the collar. But he
thought, “What a deal!” Still, it was like his
life was in another person’s hands. As he
stared into the man’s eyes, he concluded that
he wasn’t playing with a full deck. So, he
turned to his friend and said, “Let’s bounce!”
WORKSHOP!!!
 My Pledge
   
  
   
  

  
 
   

    
  
 Panatang Makabayan
Iniibig ko ang Pilipinas,
Aking lupang sinilangan,
Tahanan ng aking lahi;
Kinukupkop ako at tinutulungan
Maging malakas, masipag at marangal.
Dahil mahal ko ang Pilipinas,
Diringgin ko ang payo ng aking mga
magulang,
 Panatang Makabayan
Susundin ko ang tuntunin ng paaralan,
Tutuparin ko ang tungkulin ng mamamayang
makabayan;
Naglilingkod, nag-­‐aaral, at nagdarasal ng buong
katapatan.
Iaalay ko ang aking buhay, pangarap, pagsisikap
sa bansang Pilipinas.
WORKSHOP!!!
 Who is John?
John was on his way to school.
 Who is John?
John was on his way to school.
He was terribly worried
about the math lesson.
 Who is John?
John was on his way to school.
He was terribly worried
about the math lesson.
He thought he might not
be able to control the
class.
 Who is John?
John was on his way to school.
He was terribly worried about the
math lesson.
He thought he might not be
able to control the
class.
It was not a normal
partof a janitor’s
 Reading is Interactive
• Reading is a dynamic process in which the
reader interacts with the text to construct
meaning. Inherent in constructing meaning is
the reader’s ability to activate prior
knowledge, use reading strategies and adapt to
the reading situation.
What factors interact?
 The Simple View of Reading

R = D X LC
R – Reading D – Decoding LC – Linguistic
Comprehension

 Neither D or LC is sufficient for skilled reading.

 D – acquisition of cipher
 As ones knowledge base increases, it contributes to LC
and later to RC
 How do we read?
“What do we read?
The message is not something given in
advance--or given at all-- but something
created by interaction between writers
and
readers as participants in a particular
communicative situation.”

Roy Harris
Rethinking Writing
(2000)
 What do we need?
• A working understanding of how sounds are
represented alphabetically
• Sufficient practice in reading to achieve fluency with
different kinds of texts
• Sufficient background knowledge and vocabulary to
render texts meaningful and interesting
• Control over procedures for monitoring and
comprehension
• Continued interest and motivation to read for a
variety of purposes
 Three types of knowing

Experiences
Oral Written
Language Language
Assumptions Underlying Chall’s Stages
 Individual people progress through
the reading stages at different rates.
 The age and grade specifications for
the different stages also vary from
culture to culture and group to group
 The characteristics and descriptions given
for the different stages serve as models, not
standards.
 There are many ways to bring about
the same results in reading – major
beginning reading task -­‐ decoding
Assumptions Underlying Chall’s Stages
 Progress through these stages is not a
straight upward path.
 The stages are not static or fixed. They may
function at differing levels at one time.
 Children at a specific grade level may not be
at the same reading level.
 Reaching the most mature stages of reading
is of value to both the individual and society.
 Jeanne Chall’s Stages of Reading

STAGE 0: Pre-reading (Preschool)

 Language appreciation
 Awareness of printed words
 Mastery of alphabet and simple words
 Pseudoreading
 Jeanne Chall’s Stages of Reading
STAGE 1: Initial Reading (1st -2nd Grades)
The essential aspect of Stage One is
learning the arbitrary set of letters and
associating these with the corresponding parts of
spoken words [phonics]…The qualitative
change that occurs at the end of this stage is the
insight gained about the nature of the spelling
system of the particular alphabetic language.
(Chall, 1979)
 Jeanne Chall’s Stages of Reading
STAGE 1: Initial Reading (1st -2nd Grades)
 Sound-symbol associations
 Trial and error decoding
 Oral reading
 Growing attachment to the printed word
 Word-by-word reading
 Jeanne Chall’s Stages of Reading

STAGE 2: Confirmation, Fluency and

Ungluing from Print (2nd and 3rd Grades)
 Reading to confirm existing knowledge
 Growing sight vocabulary
 Increasing speed and efficiency
Linguistic and cognitive content of materials
remain beneath students’ processing ability
 Jeanne Chall’s Stages of Reading
STAGE 3: Reading for Learning the New
(4th Grade into High School)
 Reading to acquire new knowledge
 Use of introductory texts
 Growth of silent reading
 Reading recall, summarization skills
 Appearance of new vocabulary in reading
 Jeanne Chall’s Stages of Reading
STAGE 4: Multiple Viewpoints (High School)

 Reading to discern a perspective

 Reading to compare ideas
 Mastery of multiple strata of meaning
 Greater depth of subject matter
 Jeanne Chall’s Stages of Reading
STAGE 5: Construction & Reconstruction
(College and Beyond)

Detailed analysis, synthesis, and judgment is of what

read
 Variable pace: skimming, scanning, studying
 Creation of one’s own views or philosophy
based upon reading
Examples – Stages of Reading

Selina was given a short story. She read the

second word as dat, then read it again as
bot then read it finally as bat. The teacher
praised her after her third try.
STAGE 1:
Initial Reading or
Decoding
 Examples – Stages of Reading
Patricia just finished reading a book on Global
Warming that contained interviews from scientists,
researchers and environmental advocates. She
decided to list down the different points made by
each group in order to better understand their
varying perspectives on this global issue.

STAGE 4:
Multiple
Viewpoints
 Examples – Stages of Reading
Carlito was asked to answer question #4. To
answer the question, this was what he did: He read
through the expository text silently and underlined the
important information. He also used his
dictionary to unlock the meaning of an unfamiliar
word.

STAGE 3:
Reading for Learning
the
Examples – Stages of Reading

Arlon’s reading performance has improved. He

was able to read friend, tomorrow and
teacher by sight. His continuous practice of
the reading material made his reading sound like
he was reciting it from memory.

STAGE 2: Confirmation,
Fluency & Ungluing
from Print
 Examples – Stages of Reading
Wendy went to the bookshelf, picked a book and sat
beside her mother. Although, Wendy was holding
the book upside down, she started narrating the
story of Snow White and the Seven Dwarves. She
ended her story by saying that dinner was ready
and that Snow White had made them chicken noodle
soup
STAGE 0: Pre-
reading
for dinner.
 Examples – Stages of Reading
Tommy believed that the Philippine system of
government should shift to the parliamentary form. His
friend, Sarah, argued otherwise, and gave him
references to read. Tommy read the books, as he was
eager to compare his ideas with that of the other
authors. He then wrote a position paper stating his
opinion on which form of government is
best.
STAGE 5: Construction and
Reconstruction
Let’s Play!!!
 Item # 1 – Stages of Reading

Nestor Torre just read in the Philippine Star that Pres.

Gloria Macapagal-Aroyo would like Carlo Caparas to be a
national artist. He also just finished reading the biography of
Dolphy. Right there and then he proceeded to make a list of
why he thinks Dolphy is worthy of being a national artist. He
wrote an article explaining his position and sent it to his editor
from the Phil Daily Inquirer.

STAGE 5: Construction
and Reconstruction
 Item # 2 – Stages of Reading
Coming late from Quidditch practice, Harry ran quickly to the
shelf and picked up an old potions book owned by the half-
blood prince. He followed the recipe for making love potions
so well that even though he had never made one before, he
was able to do so exceptionally well. Prof.Slughorn
was pleased.

STAGE 3:
Reading for Learning the
New
 Item # 3 – Stages of Reading
Sabien walked up to his Mommy asking for a story. He showed her a ratty old book
entitled, “Moo, Cow Book.” His mommy read each line and he read the last word
on the page. This is how they read.

Mom: I’m your very own…. Sabien: cow.

Mom: I like to go… Sabien: Moo.

Mom: I will lick you right… Sabien: Now.

When his Mommy dropped the book and said the last line, Sabien joined in. Mom:

It means I love… Sabien: You.

STAGE 0: Pre-Reading
 Item # 4 – Stages of Reading
Jomelle turned on the office computer and logged on to the
websites votewisely.i.ph/blogs/votewisely, phil-election.blogspot.com
and 2010presidentiables.wordpresss.com. On these sites she was
able to read about the different platforms of each candidate. A
number of them have education as their top priority. She plans to
monitor the campaign trail so that she can make an informed
decision come election time.

STAGE 4: Multiple
Viewpoints
 Item # 5 – Stages of Reading
Gigi was sitting with two other friends – Jenny and Jimmy. She
was making a list of names of kids she would invite to her
party. She said, “I’ll put both of you on my list” She wrote the
letters G-I-N-I and said “Jimmy.” Jimmy looked at his name
and said, “That’s all wrong.
You have to start with the letter J.” Jenny goes on to say,
“Yeah, Jimmy’s names starts like mine. With a J.” Gigi then
went to the attendance board and copied the names
STAGE 1: Initial
JENNY and JIMMY. Reading & Decoding
 Item # 6 – Stages of Reading
It has been Po’s dream to be the Ultimate Dragon Warrior. As a
young Panda, he was overjoyed when his father gave him a set of
power cards of the Furious Five. He could remember the time
when his father first asked him, “What
can Tigress, Monkey, Mantis, Viper and Crane do?” He didn’t
know what to say. He had to look through each card to answer his
question. It was all so new to him. So, from then on, he vowed
that he would know everything there is to know about the Furious
Five!
Reading for Learning
the
 Item # 7 – Stages of Reading
Dash incredible was in the grocery store with his mom and Jack-
Jack to finish a social studies project on “supply and demand.” As
they were walking down the aisle, Dash excitedly called out to his
mother. “Mom! Mom! Look at what Jack-Jack can do!” As Dash
lifted a can Coke, Jack-Jack would say, “Coke, Coke!” As soon as
they got home Dash showed him a can 7-Up to show violet that he
can read.
Jack-Jack shouted, “Coke, coke!”

STAGE 0: Pre-
Reading
Item # 8 – Stages of Reading
Amelie gave her student a storybook to read. He read the
book out loud. “The c-ca-cat is on the m-at. The cat s-
sit… sat… on the mat. The ran… rat… sat on the mat.
The cat got angry… mad. He ran again… afraid… after
the rat.”

STAGE 1: Initial Reading

or Decoding
 What do we need?
• A working understanding of how sounds are
represented alphabetically
• Sufficient practice in reading to achieve fluency with
different kinds of texts
• Sufficient background knowledge and vocabulary to
render texts meaningful and interesting
• Control over procedures for monitoring and
comprehension
• Continued interest and motivation to read for a
variety of purposes
“In creating the role of the reader, the writer also
decrees the writer’s death, since in order for a text
to be finished the writer must withdraw, cease to
exist… Only when a writer relinquishes the text
does the text come into existence… a silent
existence… Only when an able eye makes contact
with the markings… does the text come to active
life.
All writing depends on the generosity of the
reader. “
The Language Curriculum in
the K-­‐12 Program
Birth to 3-­‐yr.-­‐old Accomplishments
• Vocalization play in crib gives way to
enjoyment of rhyming language,
nonsense word play, etc.
• Labels objects in books.
• Comments on characters in books.
• Looks at picture in book and realizes it is a
symbol for real object.
• Listens to stories.
• Requests/commands adult to read or
Birth to 3-­‐yr.-­‐old Accomplishments
• May begin attending to specific print such
as letters in names.
• Uses increasingly purposive scribbling.
• Occasionally seems to distinguish
between drawing and writing.
• Produces some letter-­‐like forms and
scribbles with some features of English
writing.
 3-­‐4 yr. old Accomplishments
• Knows that alphabet letters are a special category of
visual graphics that can be individually named.
• Recognizes local environmental print.
• Knows that it is the print that is read in stories.
• Understands that different text forms are used for
different functions of print (e.g., list for
groceries).
• Pays attention to separable and repeating sounds in
language (e.g., Peter, Peter, Pumpkin Eater, Peter
Eater).
 3-­‐4 yr. old Accomplishments
• Understands and follows oral directions.
• Is sensitive to some sequences of events in stories.
• Shows an interest in books and reading.
• When being read a story, connects information and events to life
experiences.
• Questions and comments demonstrate understanding of literal
meaning of story being told.
• Displays reading and writing attempts, calling attention to self:
“Look at my story.”
• Can identify 10 alphabet letters, especially those from own
name.
• “Writes” (scribbles) message as part of playful activity.
• May begin to attend to beginning or rhyming sound in salient
words.
 3-­‐4 yr. old Accomplishments
• Can identify 10 alphabet letters,
especially those from own
name.
• “Writes” (scribbles) message as part
of playful activity.
• May begin to attend to beginning or
rhyming sound in salient words.
 Kindergarten Accomplishments
• Knows the parts of a book and their
functions.
• Begins to track print when listening to a
familiar text being read or when
rereading own writing.
• “Reads” familiar texts emergently, i.e.,
not necessarily verbatim from the
print alone.
• Recognizes and can name all uppercase
and lowercase letters.
 Kindergarten Accomplishments
• Understands that the sequence of letters
in a written word represents the
sequence of sounds (phonemes) in a
spoken word (alphabetic principle).
• Learns many, thought not all, one-­‐to-­‐one
letter sound correspondences.
• Recognizes some words by sight,
including a few very common ones (a,
the, I, my, you, is, are).
 Kindergarten Accomplishments
• Uses new vocabulary and grammatical
constructions in own speech.
• Makes appropriate switches from oral to
written language situations.
• Notices when simple sentences fail to
make sense.
• Connects information and events in texts
to life and life to text experiences.
• Retells, reenacts, or dramatizes stories or
parts of stories.
Kindergarten Accomplishments
• Listens attentively to books teacher reads
to class.
• Can name some book titles and authors.
• Demonstrates familiarity with a number
of types or genres of text (e.g.,
storybooks, expository texts, poems,
newspapers, and everyday print such as
signs, notices, labels).
• Correctly answers questions about stories
read aloud.
Kindergarten Accomplishments
• Makes predictions based on illustrations
or portions of stories.
• Demonstrates understanding that spoken
words consist of a sequences of
phonemes.
• Given spoken sets like “dan, dan, den”
can identify the first two as being
the same and the third as different.
• Given spoken sets like “dak, pat, zen” can
identify the first two as sharing a same
sound.
 Kindergarten Accomplishments
• Given spoken segments can merge them
into a meaningful target word.
• Given a spoken word can produce
another word that rhymes with
it.
• Independently writes many uppercase
and lowercase letters.
• Uses phonemic awareness and letter
knowledge to spell independently
(invented or creative spelling).
• Writes (unconventionally) to express own
meaning.
 Kindergarten Accomplishments
• Builds a repertoire of some conventionally
spelled words.
• Shows awareness of distinction between
“kid writing” and conventional
orthography.
• Writes own name (first and last) and the
first names of some friends or
classmates.
• Can write most letters and some words
when they are dictated.
 First Grade Accomplishments
• Makes a transition from emergent to “real”
reading.
• Reads aloud with accuracy and
comprehension any text that is
appropriately designed for the first half of
grade 1.
• Accurately decodes orthographically regular,
one-­‐syllable words and nonsense words
(e.g., sit, zot), using print-­‐sound mappings to
sound out unknown words.
 First Grade Accomplishments
• Recognizes common, irregularly spelled
words by sight (have, said, where,
two).
• Has a reading vocabulary of 300 to 500
words, sight words and easily sounded
out words.
• Monitors own reading and self-­‐corrects
when an incorrectly identified word
does not fit with cues provided by the
letters in the word or the
 First Grade Accomplishments
• Shows evidence of expanding language
repertory, including increasing appropriate use
of standard more formal language registers.
• Creates own written texts for others to read.
• Notices when difficulties are encountered in
understanding text.
• Reads and understands simple written
instructions.
• Predicts and justifies what will happen next in
stories.
 First Grade Accomplishments
• Discusses how, why, and what-­‐if questions
in sharing nonfiction texts.
• Describes new information gained from
texts in own words.
• Distinguishes whether simple sentences
are incomplete or fail to make sense;
notices when simple texts fail to
make sense.
• Can answer simple written comprehension
questions based on material read.
 First Grade Accomplishments
• Can blend or segment the phonemes of most
one-­‐syllable words.
• Spells correctly three-­‐ and four-­‐letter short
vowel words.
• Composes fairly readable first drafts using
appropriate parts of the writing process
(some attention to planning, drafting,
rereading for
meaning, and some self-­‐correction).
• Uses invented spelling/phonics-­‐based
 First Grade Accomplishments
• Shows spelling consciousness or sensitivity to
conventional spelling.
• Uses basic punctuation and capitalization.
• Produces a variety of types of compositions
(e.g., stories, descriptions, journal entries),
showing appropriate relationships between
printed text, illustrations, and other graphics.
• Engages in a variety of literary activities
voluntarily (e.g., choosing books and stories to
read, writing a note to a friend).