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    Story Reading Framework: CCCCCCCCCCCCCCBBBBBFFFFF

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    Adelina Catampongan Legaspi
    The document outlines the Story Reading Framework (SRF), an effective teaching strategy for developing reading comprehension. SRF involves preparing students for reading through activities like unlocking difficult words and asking motivating questions. During reading, the teacher reads aloud and students respond to questions. After reading, engagement activities allow students to interact with the story through tasks like role playing characters or mapping settings. The document provides detailed explanations of each step and suggestions for lesson planning and activities to maximize learning.

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    Story Reading Framework: CCCCCCCCCCCCCCBBBBBFFFFF

    Uploaded by

    Adelina Catampongan Legaspi
    97 views46 pages
    The document outlines the Story Reading Framework (SRF), an effective teaching strategy for developing reading comprehension. SRF involves preparing students for reading through activities like unlocking difficult words and asking motivating questions. During reading, the teacher reads aloud and students respond to questions. After reading, engagement activities allow students to interact with the story through tasks like role playing characters or mapping settings. The document provides detailed explanations of each step and suggestions for lesson planning and activities to maximize learning.

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    SRF

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    The document outlines the Story Reading Framework (SRF), an effective teaching strategy for developing reading comprehension. SRF involves preparing students for reading through activities like unlocking difficult words and asking motivating questions. During reading, the teacher reads aloud and students respond to questions. After reading, engagement activities allow students to interact with the story through tasks like role playing characters or mapping settings. The document provides detailed explanations of each step and suggestions for lesson planning and activities to maximize learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    97 views46 pages

    Story Reading Framework: CCCCCCCCCCCCCCBBBBBFFFFF

    Uploaded by

    Adelina Catampongan Legaspi
    The document outlines the Story Reading Framework (SRF), an effective teaching strategy for developing reading comprehension. SRF involves preparing students for reading through activities like unlocking difficult words and asking motivating questions. During reading, the teacher reads aloud and students respond to questions. After reading, engagement activities allow students to interact with the story through tasks like role playing characters or mapping settings. The document provides detailed explanations of each step and suggestions for lesson planning and activities to maximize learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 46

    Story Reading Framework

    ccccccccccccccbbbbbfffff
    Session Goals:
    At the end of the session, you are expected to:
    1. Identify the nature, process and importance of
    SRF as an effective teaching strategy.
    2. Recognize and utilize the different steps in
    SRF.
    3. Demonstrate competence in teaching
    explicitly reading comprehension through
    this strategy.
    Write Agree or Disagree on each statement to
    show how you feel.

    1. The story is used solely to develop the lasting


    love for reading and critical thinking skills
    among children.
    2. The teacher should focus on asking literal
    questions.
    3. Motive question taps the experiences of the
    children.
    4.Voice is the tool of an effective story reader.

    5. In unlocking of difficulties, only the key


    words are unlocked.

    6. After the reading activity, the children are


    asked to answer the motive question.
    7. To start the reading activity, it is essential for
    the teacher to know and like the story itself.

    8. Engagement activity is a series of learning


    tasks that are given before taking up literature.
    9. Engagement activity gives students a chance
    to work together, discuss, deliberate, present
    their work and experience decision-making
    opportunities.

    10. Reading integrates values.


    Lesson Structure using the SRF
    I. Objectives
    II. Subject Matter
    III. Procedure

    1. Unlocking of difficulties
    2. Motivation
    3. Motive Setting
    PRE-READING (Preparing a context for
    reading/ listening)

    Three main goals:

    • Activation of prior knowledge


    • Development of concepts and vocabulary
    • Development of motivation and purpose of
    reading/ listening
    Pre-Reading Activities
    Unlocking of Difficulties

    Unlock important keywords, phrases, idiomatic


    expressions or setting of the story, through:
    * realia
    * pictures, drawings, maps
    * actions
    * context clues
    Limit words to be unlocked to 5-7 words
    Post unlocked words after they are used
    Steps in Teaching GLR

    Unlocking of Difficulties may be done


    through a variety of ways such as
    demonstration, show/use of concrete
    objects, drawings and other forms of visual
    representations and games
    Activation of Prior Knowledge
    * Motivation – taps the experience of the
    children.

    Developing a Purpose of Reading


    * Motive Question – relates to the story and is
    parallel to the first question.
    Teachers must design a motivational
    activity to engage students to a reading or
    listening exercises.
    Other Motivation Strategies
    Semantic Mapping

    ___

    ___
    witc ___
    h
    ___
    Knowledge Chart
    “Witch”
    K W L
    Prediction Chart
    Guess/Prediction What Actually
    Happened
    Motive Questions must be
    asked to students so that they
    can share feelings and
    experiences about the story
    to be read.
    During Reading

    Responding to Literature

    Read-aloud, Shared Reading or any practical


    method of Story Reading or Story telling
    Story Reading
    Getting Started…

    Know and like your story


    * choose your story
    * study your story
    * practice
    Know and like your audience
    * age
    * gender
    * type of community they came from
    * other details
    Tools of an effective story reader:
    A. Voice
    * Use good English/ Filipino or Mother Tongue.
    * Speak loud enough to be heard easily.
    * Dialogues should make use of different voices for
    different characters.
    * Show expression in voice by changing pitch and tempo.
    B. Body Language
    * Facial expression
    * Minimal gestures
    POST READING

    What is an engagement activity(EA)?


    EA is a series of learning tasks that are given to the
    students after taking up literature while they are
    engrossed in the text and are experiencing the
    essential elements of the story (main idea, setting,
    problem to be solved, main events, how the problem
    is solved and what the story is about).
    Why do we give EA?
    To understand the story better
    View story from different angles
    Help promote language learning
    Strengthen reading-writing connection;
    promotes literacy
    Encourage interactive learning; hands-on
    experience of the story
    Encourage students to respond to literature
     Springboard for discussion
     Enhance discussion and enjoyment of the story
     Encourage students to become lifelong
    learners
     Give students chance to work together,
    discuss, deliberate, present their work and
    experience decision-making opportunities
     Leave students with a sense of achievement
    How do we choose proper
    engagement activities?
    Studying the story
    Planning the flow of discussion
    Selecting activities that will complement the
    discussion
    * must be interesting to students
    * must focus on story content
    * emphasize comprehension
    * include all levels of thinking
    * involve discussion and writing
    * must be made tailored to fit the story
    Suggestions for small group
    activities
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    CHECKLIST/RATING SCALE
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    Suggestions for small group
    activities
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    COMPARISON CHART
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    VENN DIAGRAM
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    FEELING CHART
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    DRAMATIZATION
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    INTERVIEW
    Inferring Characters
    Checklist/Rating Scale
    Character Profile
    Comparison Chart
    Venn Diagram
    Inferring Feelings
    Feelings Chart
    Dramatization
    Interviews
    Mapping the Setting
    Plotting the setting
    Drawing the places

    Reading- Writing Connections


    Movie Reels
    Cartoon Strips
    How can the children work as a
    group?

    1. Divide the class into groups


    2. Assign work area for each group
    3. Practice going to the work area and returning to
    their places on the floor
    4. Assign leaders (group leader, assistant leader,
    materials keeper, time keeper, floor keeper). It
    will depend on how many children are in a group.
    How can we achieve maximum
    learning for the children?
    Teacher must introduce activities one at a time to the
    whole class. This can be done by “walking through” the
    activity; by modeling the manner in which the activity is
    used, developed and completed.
    Let the students work on the activity.
    Simultaneous Engagement Activity (different activities are
    given to each group) can be done if the children have
    mastered all the activities.
    Extending the Literary Experience

    Activities that are related to the literature


    studies but go beyond the essential story
    elements; more concerned with exploration of
    individual response, teaching related concepts
    and themes, integration with other subject
    areas, etc. Also called “story stretchers”
    Skill Development

    Explicit teaching of particular skills (decoding


    and word study, comprehension, etc) within
    the context of the literature just heard or read.
    Across the Curriculum

    Correlation with other subject areas.


    Following the SRF, make a lesson sequence using
    the story assigned to your group

    Group 1 Pilong Patago Tago


    Group 2 Tiktaktok At Pikpakbum
    Group 3 Si Felimon Mammon
    Group 4 Si Dindo Pundido
    Group 5 Ang Kamatis Ni Peles
    Group 1
    Group 2
    Group 3
    Group 4
    Group 5
    "There is more treasure in books than in all the pirate's loot on Treasure Island."
    – Walt Disney
    One test of the
    correctness of
    educational procedure
    is the happiness of the
    child.
    -Maria Montessori
    Thank you!

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