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    Teaching & Assessment of The Macro Skills

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    Krystel Mary Sunga
    This document discusses teaching reading and assessment of reading skills. It covers the receptive macroskill of reading and includes objectives, instructions to learners, learning activities, and lessons on the nature and purpose of reading, approaches to teaching reading, and the stages of reading. The stages of reading discussed are pre-reading, while-reading, and post-reading. A variety of activities are provided as examples for each stage, from building background knowledge and activating schema in pre-reading, to comprehension activities like self-questioning and summarizing during reading, to evaluating and extending understanding after reading.

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    Teaching & Assessment of The Macro Skills

    Uploaded by

    Krystel Mary Sunga
    166 views7 pages
    This document discusses teaching reading and assessment of reading skills. It covers the receptive macroskill of reading and includes objectives, instructions to learners, learning activities, and lessons on the nature and purpose of reading, approaches to teaching reading, and the stages of reading. The stages of reading discussed are pre-reading, while-reading, and post-reading. A variety of activities are provided as examples for each stage, from building background knowledge and activating schema in pre-reading, to comprehension activities like self-questioning and summarizing during reading, to evaluating and extending understanding after reading.

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    UNIT 5

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    This document discusses teaching reading and assessment of reading skills. It covers the receptive macroskill of reading and includes objectives, instructions to learners, learning activities, and lessons on the nature and purpose of reading, approaches to teaching reading, and the stages of reading. The stages of reading discussed are pre-reading, while-reading, and post-reading. A variety of activities are provided as examples for each stage, from building background knowledge and activating schema in pre-reading, to comprehension activities like self-questioning and summarizing during reading, to evaluating and extending understanding after reading.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    166 views7 pages

    Teaching & Assessment of The Macro Skills

    Uploaded by

    Krystel Mary Sunga
    This document discusses teaching reading and assessment of reading skills. It covers the receptive macroskill of reading and includes objectives, instructions to learners, learning activities, and lessons on the nature and purpose of reading, approaches to teaching reading, and the stages of reading. The stages of reading discussed are pre-reading, while-reading, and post-reading. A variety of activities are provided as examples for each stage, from building background knowledge and activating schema in pre-reading, to comprehension activities like self-questioning and summarizing during reading, to evaluating and extending understanding after reading.

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    TEACHING &

    ASSESSMENT
    OF THE
    MACRO SKILLS
    UNIT V: THE RECEPTIVE MACRO SKILL – READING

    I. INTRODUCTION
    Almost all English language teachers will at some point, focus on the teaching of
    reading. What they choose to teach and how they teach it will vary, depending – among
    many factors – their own approach to teaching, as well as their students’ needs and goals.

    II. OBJECTIVES
     Select differentiated learning tasks in teaching reading to suit learners.
     Demonstrate how to provide timely, accurate, and constructive feedback.
     Craft a learning plan in teaching reading.
     Conduct a teaching demonstration of the assigned learning competencies in reading.

    III. INSTRUCTION TO THE LEARNERS


    Before we start any discussions or activities always remember the following:
     Be ready with a pen and writing pad or notebook. You will need these things in all your
    activities.
     Follow all the instructions in every activity prepared for you. Look for assistance, if
    needed. You may ask your instructor or classmates for further clarification.
     Study carefully the examples; keep in mind all the important concepts and discussions.
     In case you encounter difficulty, do not hesitate to seek help from others who are
    knowledgeable on the topic.

    IV. LEARNING ACTIVITES

    Directions: Answer the following questions below.


    1. As a future English Teacher, do you love reading? Why or Why not?
    2. How can you encourage your students to read too?

    Since our topic is all about READING, in the table below, write down the things you
    know about reading, what you want to know about reading, and what you have
    learned from reading.
    K W L
    What I know … What I want to know … What I’ve learned…
    LESSON 25: NATURE AND PURPOSE OF READING

    What is READING?
    Reading is a receptive skill. Through it, we receive information. The complex process of
    reading also requires the skill of speaking, so that we can pronounce the words that we read.
    For learners, reading also has important role in the learning process:
     Learning to pronounce words
     Learning to identify words and get their meaning
     Learning to identify words and get their meaning
    Reading is also complex task, seen variously (depending on the theoretical approach)
    as being dependent on either:
     information processing or decoding skills (bottom-up skills);
     background knowledge (top-down skills);
     an interaction between bottom-up or top-down skills; or
     a complex mix of top-down and bottom-up skills combined with social experiences (new
    literacy approaches.
    Some of the problems in teaching reading for learners are:
     they read slowly
     they don’t have enough vocabulary
     they get frustrated
     easily bored
     prefer watching TV or playing with their gadgets
    We can get learners to read if:
     we let them choose the material they want to read
     we provide them with an interesting material
     if we read to them
     if we connect reading to other skills

    LESSON 26: APPROACHES IN TEACHING READING


    Bottom-up approaches to reading are based on the view that readers learn to read
    by decoding, and that reading difficulties can be remedied through the development of phonic
    skills. Bottom-up approach sees reading skills as developing at the level of word recognition,
    with little connection to context or to the reader’s background knowledge.
    Top-down approaches are based on psycholinguistic views of reading. It places less
    emphasis on the role of decoding, seeing reading as a process of guessing meaning from
    context with the support of background knowledge.
    Interactive approaches see reading as a process of interaction between top-down
    and bottom-up skills, advocating a combination of language development, decoding, and
    strategy development. A modified interactive approach may be used to explain general reading,
    but this does not account for the different processes used when reading for different purposes.
    Comprehension is the result of the interaction of BOTTOM – UP and TOP – DOWN
    approaches. Comprehension is the ability of the readers to understand what they are reading;
    to interpret ideas and inject meaning to printed words. It’s also the ability to read text, process
    it and understand its meaning. It is the
    capacity of the mind to perceive and understand; power to grasp ideas; ability to know.
    Levels of Comprehension
    1. Literal level – reading of lines
    2. Inferential level – interpretative level or reading between the lines
    3. Critical level – reading beyond the lines
    4. Creative level

    GRACE GOODELL’S READING SKILLS LADDER


    1. Basic sight words
    2. Using phonetic analysis
    3. Using structural analysis
    4. Using contextual clues
    5. Vocabulary building
    6. Finding the main idea
    7. Finding the supporting details
    8. Inferring meanings, drawing conclusions
    9. Classifying and organizing facts
    10. Using parts of the book
    11. Using the dictionary
    12. Using the encyclopedias and other reference books
    13. Borrowing library books for research and enjoyment
    14. Starting your private library collection
    15. Exposure to reading from mass media
    16. Reading from the internet

    LESSON 27: STAGES OF READING


    Reading can be divided into three stages namely: pre-reading, while-reading, and
    post-reading.
    1. Pre-reading. According to research, background knowledge plays a significant role in
    reading. Readers who have more prior knowledge about a reading passage are able to
    comprehend the passage better, as compared to those who do not have much prior
    knowledge. Knowledge of the content and the target culture plays a more significant role in
    reading comprehension than knowledge of language.
    For comprehension to take place, readers not only need to have the relevant schemata, but
    also the ability to tap into the appropriate schemata. This is important because according to
    Carrell & Eisterhold (1983), “failure to activate an appropriate schema during reading results in
    various degrees of non-comprehension.” This process can be aided during the pre-reading
    stage where clues and guidance are given for readers to be able to activate the intended
    schema.
    Pre-reading activities serve to prepare students for the text that they are going to read.
    This is where students’ interest towards the text is developed and the purpose of reading
    established. The purposes of pre-reading activities are:
     To establish the purpose in reading
     To develop the students’ interest in the reading material
     To preview the text
     To reflect on what they already know
     To invoke the appropriate network of schemata
     To provide the necessary background knowledge.
    The following are examples of pre-reading activities.
    a. Build students’ anticipation the theme
    b. Build students’ anticipation of the text
    c. Solving riddles related to the text
    d. Brainstorming the title of the text
    e. Visual aid explaining
    f. Pre-true or False Statements
    g. Pre-questions
    h. Vocabulary preview
    i. Using KWL

    2. While-reading. At this stage, the lesson should focus on interpretation or negotiation of


    meaning. Students work on the content and the language in order to comprehend the text.
    They will find out the main ideas of the text, monitor, their comprehension, and adjust their
    reading strategies so that comprehension occurs at the sentence, paragraph and discourse
    level.
    At this stage, readers are engaged in both top-down and bottom-up processes in which
    answers to the predictions or questions asked during pre-reading will be answered. If the
    predictions are correct, the reader will continue reading. Otherwise, readers may want to
    change their predictions, adjust their reading strategies, or investigate their source of reading
    difficulties so that misinterpretations can be avoided. Activities should be designed to help
    students respond not just cognitively, but also personally, emotionally and imaginatively. The
    purposes of while-reading activities are:
     Understand the language and content of the text
     Understand the function of the text (giving information, direction, instruction, etc.)
     Understand the function within the text (request, agreement, apology, greetings, etc.)
     Understand the organization of the text
     Develop readers who are reflective and flexible
    The following are examples of while-reading activities
    a. Self-questioning
    b. Retelling and paraphrasing
    c. Drawing a plot progression
    d. Distinguishing main ideas from supporting details
    e. Describing characters and settings
    f. Summarizing the text
    g. Sequencing
    h. Expanding information
    i. Following instructions
    j. Changing the beginning, middle, or ending
    k. Selecting appropriate summary
    l. Matching information
    m. Catching the mistake
    n. Role play
    o. Compare and contrast

    3. Post-reading. After reading the text, a review of what has been read needs to be carried
    out. At this stage, moral values learned and other implications are discussed. At this stage,
    extension work like projects, role-play and dramatization can be carried out. Personal
    responses to the text and evaluation of both the text and the author are also carried out.
    The purpose of post-reading activities are:
     Recall, apply and consolidate what was read
     Gain the overall understanding of the text
     Make a global evaluation of the text
     Evaluate the author’s effectiveness in writing
     Compare and contrast writer’s values to the values of the reader
     Detect the author’s biases or prejudice
    The following are examples of post-reading activities
    a. Recognizing implications.
    b. Drawing inferences and conclusions.
    c. Making moral judgments.
    d. Reassessment and reinterpretations of key issues, events, themes etc.
    e. Writing dialogues, plays or reports.
    f. Summarizing overall events in visual and written form.
    g. Analyzing author’s intention and attitude.
    h. Recognizing author’s prejudice and biases.
    i. Reviewing and consolidate what was read.
    j. Reflection writing
    A. Directions: Using the poem below, create a worksheet following the three
    stages of reading. Choose at least one activity for each stage from the list of
    suggested activities. Make sure to include clear instructions on how to do your
    chosen activity.

    Haen an Diyos?
    Bernardo Miguel O. Aguay Jr.

    Sa laog kan dampa


    Gabok an lanob
    Nagtuturo an atop
    Mayong maisapna.

    Sa luwas may alabado.

    Sa laog kang siyudad


    Halangkaw an mga edipisyo
    Kadakol na bagay na nakakaengganyo
    Kadakol na bisyo na sintabo.

    Sa tinampo may alabado.

    Sa irarom kan tulay


    May harong na bitay.
    Sa puro kan baryo
    May pamilyang duro.

    Sa kinaban kadakol alabado.

    Pobre, kasyahan o mayaman


    Gabos maabot sa kagadanan
    Lugod bago mag abot an oras na iyan
    Andam an kalag ma mahiling an Kagurangnan.

    Sabi ni San Vicente de Paul:


    “Sampulong beses kang magduman sa mga menos
    Sampulong beses mo man nahiling an Diyos.”

    B. Make a lesson plan for teaching reading.

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