TEACHING
STRATEGIES AND
BEST PRACTICES
FOR BEGINNING
READING
MARINEL RITO-BAGASALA,LPT.
Speaker’s Assumptions:
1. Reading is a subtle and
complex process that
involves sensation,
perception, comprehension,
application and integration.
2. Reading is an activation of
prior knowledge which can
develop children’s
understanding by helping them
to see links between what they
already know and new
information.
3. Reading comprehension unlocks
the door to a lifetime of reading
recreation and enjoyment. It is what
allows the reader to interact with the
text in a meaningful way and
becomes the bridge from passive to
active reading, from letters and
words to characters and contexts.
4. The use of effective and
appropriate reading strategies should
be carefully chosen to suit different
needs of students to help them
develop “word consciousness” to
become an independent and confident
reader.
Bruner’s Theory of
Learning Social Learning Theory
(The Learner) (Bandura)
Acquisition, Learning from
Transformation & Observation and
Evaluation Imitation
Vygotsky
y Sociocultural Schema Theory
ral Theory (Rumelhart)
Zone of Proximal Interactive
mal Development
nt
Learning
Scaffolding teaching Learner
ching
Bruner’s Theory of Learning
Acquisitionis the process of obtaining new
information that can either replace or refine
something previously known.
Transformation is the manipulation of
information to fit new situation.
Evaluation is checking whether or not the
learned material has been manipulated
appropriately.
Vygotzky Socio-Cultural
Zone
Theory
of Proximal Development.
Vygotsky believed that what a child can do
alone and unassisted is a task that lies in what he
calls the zone of actual development (ZAD).
Scaffolding Teaching
Scaffolding must begin from what is near to the
student's experience and build to what is further
from their experience.
Vygotskian theory shows that learning
proceeds from the concrete to the abstract.
Social Learning Theory by Bandura
Thelearners imitate the models to which they are
exposed.
Attention
Retention
Reproduction
Motivation
The Schema Theory of Rumelhart
Schema is a mental structure to
help us understand how things
work.
statesthat there is interaction that
occurs among the reader, the text
and the context.
Did you ever wonder why we
ask questions?
Questions provide answers to
our curios mind, things that need
reasoning, things we do not
understand, and discovery of
something new.
Questions make us reflect on
the way we deal with life and
promote a better understanding
of why things happen the way it
should be.
What do we mean by Questioning Techniques?
Socrates: Teaching is the art of
asking questions.
Guy Claxton: Good learning starts
with questions, not answers.
Albert Einstein: In the middle of
difficulty lies opportunity. The
important thing is not to stop
questioning.
From a pedagogical point of view, questions serve two crucial
roles:
To check for understanding i.e. to identify misconceptions
and provide corrective feedback.
To invite dialogue, that is, to help students develop a better
understanding of themselves and their progress, share their
deeper thinking and to make deeper connections within the
content.
Purpose of Knowing and Using
Questioning Techniques:
To interest, engage and challenge pupils
To check on prior knowledge and
connect it to a new topic
To stimulate, recall and use existing
knowledge and experience in order to
create new understanding and meaning
To focus thinking on key concepts
and issues
To extend pupils’ thinking from the
concrete and factual to the analytical
and evaluative
To lead pupils through a planned
sequence which progressively
establishes key understanding
To promote reasoning, problem
solving, evaluation and the
formulation of hypotheses
To promote pupil’s learning about the
way they have learned
Types of Questions:
Wh -Questions
Asking information about something
Asking for a reason
Asking about time
Asking about place
Asking about choice
Asking what or which person or
people
Asking for ownership
Yes /No Questions
A closed question can be answered with
either a single word or a short phrase.
A closed question can be answered with yes
or no.
They should be used with care –too many
closed questions can caused frustration
and shut down conversation.
Tag Questions:
It is a statement followed by a mini-
question. The whole sentence is a “tag
question,” and the mini-question at the
end is called a “question tag.”
Example: My mother is beautiful. Isn’t
she?
Inference Questions:
This is to assess the ability to go
beyond what is in the page.
When a student asks a question:
Clarify it, if necessary, help the
student to answer the question
himself, or ask other students to
answer. Answer it yourself only as
a last resort. But, never let a
student’s question go unanswered.
What are the characteristics of a
good question?
Short, thought provoking,
properly directed
Unambiguous, relevant,
related to the objectives
Clearly stated, straight forward,
comprehensive, common vocabulary.
Pitfalls of Questioning:
Asking “bogus,”
Asking many “What am I
questions. thinking”
questions.
Asking too many
short-answer,
recall based
question.
Asking questions answerable with a
simple yes or no answer.
Starting all Focusing on a small
questions with number of pupils and
not involving the
the same stem whole class.
Making a sequence
of questions too
rigid
Not giving pupils time to reflect, or to
pose their own questions
Dealing ineffectively with incorrect
answer
Asking questions when another strategy
might be more better.
Educators often mention the
importance of higher-order
thinking and the media reports
that children will need creative
critical thinking skills to
succeed. Many teachers
concerned with higher-order
thinking use Bloom’s Taxonomy
to mold their lessons.
The Taxonomy consists of six levels;
1. Remembering
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4. Analyzing
5. Evaluating
6. Creating.
Note: The last three are considered
higher-order thinking skills.
Kinds of Questions
LOWER-ORDER
Closed questions
HIGHER-ORDER
Open- ended questions
Remember:
Improving and extending the range of questions
you use, benefits both you and the learner. Your
learners are supported to develop their thinking
and understanding of the subject. Effective
questioning prompts discussion which can lead
to greater understanding. It can also help you to
uncover misconceptions. This then gives you
better formative assessment data to improve
future teaching and learning.
As an educator for more than 2 decades, teaching reading to
beginner reader, the preschoolers and the non readers, I have
found one of the best primers in reading .
Original pictures of Claveria Technique
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Modified pictures for Claveria Technique
Paraan ng Pagsasanay
POCKET CHART A POCKET CHART B
o ma
ha sa
i ra
wa ba
da a
Paraan ng Pagsasanay
POCKET CHART A POCKET CHART B
da a
o wa
sa ha
ma i
ba ra
Paraan ng Pagsasanay
POCKET CHART A POCKET CHART B
da a
o wa
sa ha
ma i
ba ra
Paraan ng Pagsasanay
POCKET CHART A POCKET CHART B
da a
o wa
sa ha
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ba ra
Sanayin natin.
a ka ga
ba da ha
la ma na
o sa nga
pa ta ya
ra wa
a-pa apa
ba-ta bata
la-ba laba
ha-ba haba
a-sa asa
ba-la bala
ta-ba taba
pa-la pala
ka-sa-ma kasama
da-la-ga dalaga
ma-la-ya malaya
pa-pa-ya papaya
u-ma-sa umasa
a-ba-kaabaka
a-la-ga alaga
sa-sa-ma sasama
na-da-pa nadapa
la-ba-da labada
Basahin natin.
a ka ga
ba da ha
e la ma
ra i na
o sa nga
pa u
ta ya wa
Subukin natin.
Mga Hugis ng Bibig
a e
ba be
ka ke
da de
ga ge
ha he
la le
ma me
na ne
pa pe
ra re
sa se
ta te
wa we
ya ye
a i
ba bi
ka ki
da di
ga gi
ha hi
la li
ma mi
na ni
pa pi
ra ri
sa si
ta ti
wa wi
ya yi
a o
ba bo
ka ko
da do
ga go
ha ho
la lo
ma mo
na no
pa po
ra ro
sa so
ta to
wa wo
ya yo
a u
ba bu
ka ku
da du
ga gu
ha hu
la lu
ma mu
na nu
pa pu
ra ru
sa su
ta tu
wa wu
ya yu
Basahin natin.
Basahin natin.
Basahin natin.
Subukin natin.
a-po apo
ba-to bato
la-bi labi
hu-bo hubo
u-sa usa
ba-li bali
ta-bo tabo
pi-la pila
a-mo amo
ma-ni mani
ba-so baso
su-si susi
da-mi dami
te-la tela
sa-so saso
te-ma tema
ku-si-na kusina
bi-na-ta binata
ma-la-yo malayo
pi-pi-no pipino
i-na-pi inapi
tu-ma-yo tumayo
bo-ti-ka botika
su-ma-ma sumama
ma-pe-ra mapera
la-ba-bo lababo
Basahin natin.
Ang bata ay sumama sa ama.
Si Nena ay masaya.
Ako ay bibili sa botika.
Ang dalaga ay tagahanga.
Si Nene ay nahilo.
Sila ay natalo sa laro.
Tila baha sa baba.
And butiki ay mahaba.
COMBINATION
OF CLAVERIA
TECHNIQUE and
MARUNGKO
APPROACH
Combination of Claveria and Phonics
a
ba
b
ka
k
da
d
e
ga
g
ha
h
i
la
l
ma
m
na
n
nga
ng
o
pa
p
ra
r
sa
s
ta
t
u
wa
w
ya
y
Paraan ng Pagsasanay
SET A SET B
d a u t
o w p y
s h ng n
m i l e
b r g k
FULLER APPROACH feat CLAVERIA
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SMALL STEPS in READING
sentences
phrases
word
syllable
Letter (name and sound)