Developing a Genuine Love for

Reading
The Four-Pronged Approach to Teaching Beginning
Reading:
1.Developing a Genuine Love for Reading (GLR)
2.Developing Critical and Creative Thinking Skills (CT)
3.Grammar and Oral Language Development (GOLD)
4.Transfer Stage (TS)
Rationale and Objectives of GLR:
Developing Genuine Love for Reading is focused on the idea
of letting students appreciate the story selection. This focuses on
the first few stages of the reading lesson. GLR aims to trigger the
schema of the learners. This sets the mood of the entire reading
lesson. Moreover, this prepares learners for the actual reding of
the text. Generally, in GLR stage, teacher establishes proper
mindset activating the learners’ schema, introduces the theme and
motivates them to read the passage.
Pre-Reading Activities
As the name suggests, pre-reading activities are
done before the actual reading of the text. This
activities include establishing the proper mind set,
activating the learner’s schemata, introducing the
theme and and motivating the learners to read the
text.
Motivation
An aim seeking art defined as stimulus to create
and sustain intentions. It is important because it
determines the extent of learner’s active involvement
and attitude towards learning.
Motivation
The first part of any lesson is motivation. It is a
need on the part of the teacher to egg on the
consciousness of their pupils.
Motivation
Motivation in a general sense is that which influences
the arousal, selection, direction and maintenance of the
human behavior. Students require some form of stimulus
to activate, provide direction, and encourage persistence in
their study and learning efforts. Motivation is the energy to
study, to learn, to achieve and to maintain these positive
behaviors overtime. Motivation is stimulates students to
acquire, transform, and use knowledge
Motivation
In his article, Smith(2002), summarized the
motivation theory. The motivation of a child differs in
some ways from that of an adult. A child’s motivation
can be viewed as maturing through four phases. The
child moves from self-interest to pleasure to
competition to emersion, while at the same time
retaining vestigial aspects of each stage.
Motivation Theory (Smith 2002)
•Self-interest and security then,
•Desire to please and/or
•Need to avoid displeasure of another then,
•Drive to compete with peers and/or
•Drive to compete with self then,
•Immersion through pleasure
Motivative Question
Oftentimes, the motive question is referred to as part
of the motivation. However, this has been a misconception
of many. It should be noted that motive question is
different from motivation although motive question may be
a part of the motivation.
Motive question is a query that is left hanging until the
last part of the reading proper.
Vocabulary Building
A rich vocabulary is a valuable asset and an
important attribute of success in any walk of life. In
other words, vocabulary plays a great role in
determining if you will succeed in life. Or not. It is
therefore, important to begin building vocabulary as
early as possible to ensure that each one reaches his
or her full potential in his or her career, relationships
and life in general.
Two Ways of Presenting Vocabulary Items to
Learners:
•Contextual Analysis – a strategy which readers
use to infer or predict a word from the content
in which it appears.
•Morphemic Analysis – a strategy in which the
meanings of the words can be determined or
inferred by examining their meaningful parts.
Vocabulary Building through Context Clues
One practical way of teaching vocabulary is
through the use of contextual clues. A practical
application of Contextual Analysis. This 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.
Example:
•Jose Rizal is polyglot since he learned the languages of the many countries
he visited and wrote works in different languages.
•For you not to be barred by immigration officers when travelling abroad,
you need to renew your travel permit by going to the embassy of the country
you are planning to visit.
•Speak only the truth. Otherwise, you will be called a fraudulent child.
•Mother always prepares baon for her child. Indeed, her ardor for her child is
unfailing.
•Love for the nation is the legacy of Jose Rizal to us.
Vocabulary Building through Picture Analysis
Another practical way of building vocabulary
among learners is through the use of pictures which
will serve as clues to the meaning of vocabulary item.
This may sound easy to be done, however careful
consideration of pictures to be presented should be
done. Teachers should make sure that pictures
presented should clearly present the meaning of
picture. There once they see the picture.
Systematic Phonic Instruction
To help children develop phonemic awareness,
the teacher must plan carefully activities for phonics,
letter sound relations, and sight words vocabulary,
further, for rhyming words and for matching initial
sounds. These strategies include story reading,
making class books based on children’s responses to
describe pieces of work and calling their attention to
letters used.
Phonemic Awareness
It is an ability to examine language
independently of its complemerit sounds. It
is a complex behavior that develops
overtime and is best developed during
children’s daily interactions with print, with
oral-aural materials and with writing.
Sight Word Vocabulary
The easiest way to begin sight word vocabulary is
the child’s name and its friends. The most
appropriate strategies for helping young learners
develop their abilities to use letter-sound relations
and to build sight-word vocabulary are careful
observation of their writing and attention to letter-
sound relation and association between the words.
Phonemic Awareness is commonly developed through:
1. Rhymes are especially used in dramatic play, drawing and
painting activities. Significant parts of children’s oral language are
echoing rhymes and songs and which allow them to use words and
phrase in new meaningful contexts. Interesting to note is when
kids use rhymes to invent additional lines and to create new
rhymes.

2. When gives specific examples of rhymes, children actively

respond, critically distinguish rhyming words, and consciously are
able to recognize, say or even invent rhyming words. Wells (1987)
recognized the value of rhymes in proving access to narrative.
Phonemic Awareness is commonly developed through:
3. Environmental prints enable children to develop further
their words recognition and phonemic awareness. Nursery
rhymes, songs and environmental print extend literacy
activities.

4. Games and toys like flashcards, alphabet cards, pictures

and words, jigsaws with words and magnetic letters provide
indirect literacy lessons which children unconsciously learn
as they play with them enjoyable and regularly.
Development of Vocabulary, Comprehension and Writing Skills

The complexity of early literacy experience is marked by the

natural development of literacy skills and by the need for adult
supervision to improve skills and to transfer learning. The
development of vocabulary, comprehension and writing skills can
be achieved through specific literacy experiences like the ones
previously identified such as story reading, storytelling, phonemic
awareness, sight-words vocabulary, socio-dramatic play, free-play
and guided play.
Prediction as Pre-Reading Activity
Prediction is one of the many good
strategies in pre-reading. This is an important
strategy more strongly in the pre-reading stage
than in during stage. Before we begin to read a
text. We usually have an idea on what the text is
all about.
Sample Activities on Prediction
1. Prediction based on prior knowledge
This activity shows how predictions based on
knowledge can facilitate learners understanding of
the text. This is helpful because what the learner
already s knows about the subject may enable them
to comprehend new information.
Example:
Directions: The selection you are about to read is about turtles. Put a check
before each statement if the statement is true based on what you know. Put
an X if it is false and question mark (?) if you don’t know.
•Turtles are reptiles
•Turtles carry their house on their backs.
•Turtles can live without food.
•Turtles come either male of female.
•Turtles love staying in water.
2. Making Predictions from the Titles
Predicting from the title is a strategy which
is common in the classroom. This practice helps
one decide if the text is likely to interest learners
or not. This allows learners to predict the
content of the story which also ay trigger the
critical aspect of their minds.
Example:
Answer the questions that follow based on the title given.
Title: Paoay Church: The Mark of Paoay’s Life For The Last
Four Centuries

•What do you think is the selection all about?

•Where is Paoay?
•What is the theme of the selection?
3. Making Predictions Based on Content
Words

Content words help learners guess

salient points of the selection, i.e., the plot,
the message, the characters etc.
Example:
Use the pool below and answer the questions that follow
Nathaniel, sweatshirt, telephone, email, Sarah, Mall of Asia,
restaurant, letter, bikini, white sand beach, medical doctor,
teacher, anemia, back pack, tale of the heart

•What do you think is the story all about?

•Where is the setting of the story?
•Who are the characters?
During Reading Activities
As the name suggests, these are the
activities done while actual reading of
the text is done. These activate
processing and encourage close
reading.
The Art of Story Reading
One of the important factors in the success of
the success of the reading process is story reading.
Once the reading of the story fails, the entire reading
process also fails. Hence, it is important that the story
should be taken with much care. It is the burden of
the teacher to sustain the interest of the learners in
the reading activity and to lead them to full
appreciation to reading.
Reading Aloud as a During -Reading Activity
Learners do not learn to comprehend by
reading aloud. Majority of psycholinguists
believe that learners who read aloud
concentrate on two activities. i.e. word
recognition and comprehension. The tendency
among learners is that they need to sacrifice one
of these two and oftentimes, comprehension is
sacrificed.
Two ways of using Reading Aloud in the classroom
•Read aloud to your students as they follow along silently.
You have the ability to use inflection and tone to help them
hear what the text
•Use the “Read and Look up” technique. With this
technique, a student reads phrase or sentence silently as
many times as necessary, then looks up (away from the
text) and tells you what the phrase or sentence says. This
encourages students to read for ideas rather than for
recognition.
Making Prediction While Reading
This is most applicable to reading narratives like
stories. However, this can also be applied in some
expository texts.
This is done by dividing the text into several parts
and by raising questions about what may happen
next in the story. Revision of this style may be done
by asking comprehension question about the
previously read part of the text.
Developing Reading Skills
•Scanning for specific information
•Making prediction while reading
•Revising prediction while reading
•Identifying main ideas and supporting details
•Sensing cause-effect relationship
•Locating markers that signal sequence, comparison and contrast.
•Paraphrasing
•Sequencing events
•Articulating the main idea
•Synonym and Antonym