Road Map to Reading
Road Map to Reading
Emergent
Literacy
Preschool
Beginning
Reading
Grade I
Developmental
Reading
Grade II-III
Functional
Reading
Grade IV
Critical
Reading
Recreatory
Reading
LISTENING
Noting details
Following directions
Recognizing Rhymes
Answering wh questions
Identifying specific sounds
Giving the main idea
Discrimination of Speech sounds
Classifying ideas
SPEAKING
Using expressions in appropriate
situations
Talking about topic of interests
Giving series of directions
Using variety of sentences
Direct and indirect discourse
Retelling stories
READING
Noting details
Making inferences
Following directions
Sequencing
Getting the main idea
Possible relationships
Association
Evaluating ideas
Literary and appreciation skills
Cause and Effect Relationship
Key sentences
Supporting sentences
Ending / Conclusion
WRITING
Tracing and copying
Filling out of forms
Writing an ending
Writing letters
Writing announcements
Outlining
Writing summaries, diaries, journals
Pre-reading
•Schema activation
•Setting of purpose
Motivation
Motive Question
Unlocking of Difficulties
Picture
Action/gestures
Structure
Context clues
Story Background
Setting
Author
Time
During Reading
Shaved reading
Read aloud strategy
Action/gestures
Gradual Psychological Unfolding (GPU)
Guided Reading (GR)
Fan Fact Analyzer (FFA)
Semantic Webbing (SW)
Survey, Question, Read (SQR)
Think-Aloud
Tune in, Question, Listen, Review (TQLR)
Post Reading
 KWL Sequence Chart
Story Map
Brain Storming
Story grammar
Mapping / Clustering
Charting
Graphic Organizer
Graphic Maps
INSTRUCTIONAL FRAMEWORK
Instructional Sequence
Rationale
Prereading
To establish purpose,
Activate background,
Sustain motivation, and
Provide direction
During reading
Reader-Text
interactions
To prompt an active
response to reading
After reading
Postreading
To extend and elaborate
Ideas from the text
Before reading
BEST WAYS OF EXPLORING
THE TEXTS.
Provide a context for the text –
this arouses interest and
assists comprehension by
giving students some idea of
what to expect.
BEST WAYS OF EXPLORING
THE TEXTS.
Give students something to do
while they read – something to
look for, note down and be
prepared to report upon. As well
as signposts, this provides
additional benefit of teaching
students to read for a purpose.
BEST WAYS OF EXPLORING
THE TEXTS.
Provide
extensions/
expansions
/explorations – Once the student
have grasped the general idea of
the passage, provide them further
work to explore the language of the
text for more details, creativity,
critical thinking, possible outcome.
THE PASSAGE

The procedure is actually quite simple. First,
you arrange the items into different groups. Of
course one file may be sufficient depending on
how much there is to do. If you have to go
somewhere else due to lack of facilities that is
the next step; otherwise, you are pretty well set.
It is important not to overdo things. That is, it is
better to do a few things at once than many. In
short run this may not seem important but
complications can easily arise.
THE PASSAGE

A mistake can be expensive as well. At first, the
whole procedure will seem complicated, soon
however, it will become just another facet of life. It
is difficult to for see any end to the necessity for
this task to the immediate future, but then, one
never can tell. After the procedure is completed
one arranges the materials into different groups
again. Then they can be put into their appropriate
places. Eventually they will be used once more and
the whole cycle will have to be repeated. However,
that is a part of life.
THINKING BEFORE READING STORIES
Good readers are always thinking. Good readers
think about questions like the ones on this cart
before reading.
 I wonder what kind of story this is? A myth? A
legend? A folk tale? A fable? A tall tale? A
fantasy? Realistic fiction? A tale of adventure?
I wonder what this story is about?
Is there a summary about the story? What does
it say?
I wonder if this story is like others I’ve read by
this author.
THINKING BEFORE READING STORIES
I wonder if this story is exciting or boring?
I wonder what I can learn from reading this
story.
I wonder if I can read most of the words easily. I
flip look through the book to see.
I wonder how long it will take me to read this
story?
Are there interesting illustrations in this book?
Will this story be a good one for the book
report I have to do?

THINK ABOUT THIS . . . .
1. What
are
some
other
questions you ask yourself
before reading stories?
2. Do you ask yourself the same
questions if you’ve already
read or heard the story?
THINKING WHILE READING
ABOUT STORIES
Good readers always want to make
certain that they understand what they
are reading. They often do this by
thinking about what they read and by
asking themselves questions? Try
these questions when you are reading
stories.
THINKING WHILE READING
ABOUT STORIES



Who is the main character and what is
his or her problem? What does the
character want to happen?
I wonder what the character will do to
solve the problem?
What situations or other characters
will help him solve the problem?
THINKING WHILE READING
ABOUT STORIES



What situations or other characters
might try to keep the main character
from solving the problem?
What is this character like? What does
the character do and say that helps me
understand what he or she is like?
What words could I use to describe the
way the character looks, acts and feels?
THINKING WHILE READING
ABOUT STORIES



Where does this story take place? Can
I describe it or draw a picture of it?
The character is/is not doing what I
thought he would do because … I
wonder what he or she will do next?
I wonder how this story is going to
end? I cant wait to get to the ending.
THINKING AFTER READING
STORIES
Here are questions a reader might think
about after reading a story:
 Do I remember most of what happened
in the story and why it happened?
 Did this story turn out the way I thought
it would? Why? Why not?
 How would I have solved the problem
differently?
THINKING AFTER READING
STORIES


What have I learned from this story?
What does/did it mean to: Be brave?
Be loyal? Be dedicated? Be poor? Live
long ago in Spain? ____________ (Fill
in the blank).
How is this story or characters like
others?
THINKING AFTER READING
STORIES




I wonder if the library has other books by
this author?
I seem to like stories like this. Why?
How can I share this story with my
classmates and friends? Discussions?
Book summary? An illustration? A book
talk?
I wonder if I could write a story like this?
HIDDEN WORDS
ANIMALS IN HIDING

1.
2.
3.
4.
5.
6.
Find the animals hiding in the following sentences.
Example: Close the door at once! (rat)
That will be a real help.
She came late every day.
He came to America today.
Eric owes me ten cents.
We made errors in each one.
Do good workers succeed?
HIDDEN WORDS
7. If I shout, he’ll hear me.
8. If Roger comes, we’ll begin.
9. We will go at two o’clock.
10. Is it the sixth or seventh?
11. In April I only came once.
12. I’ll sing; you hum on key.
13. I made a Xerox copy of it.
14. She clothes naked babies.
15. At last, I, Gerald, had won.
HIDDEN WORDS
16. Was Pilar mad, ill, or glad?
17. That man ate eleven cookies.
18. Your comb is on the table.
19. We’re sending only one book.
20. He regrets having said that.
21. If Al concentrates, he’ll win.
22. When I withdrew, Al rushed in.
23. He called Mikko a lazy boy.
24. It’s only a kilometer away.
TEACHING STRATEGIES
GRADUAL PSYCHOLOGICAL UNFOLDING (GPU)
What is GPU?

guiding principle in the framing of questions

gradual -easy to difficult

psychological- shows appreciation/,
recognition/ elation/ satisfaction/ success
1.
GPU
Q.1____________________ R.1
Q.2
(related to R .1)
R.2
Q.3
(related to R.2
R.3
TEACHING STRATEGIES
2.

DIMENSION ORDINARY ( D O)
questions grouped according to dimensions
- literal
- inferential ( inferences, conclusion,
judgement)
- critical ( reaction to author’s ideas )
- integrative
TEACHING STRATEGIES
3.



SENTENCE SENSE SENTENCES
complete comprehension of a sentence
use of dimension questions
grammar questions
SENTENCE SENSE SENTENCES
The pupils planted seedlings of trees in their
backyards yesterday.
A. 1. Who planted trees?
Answer:____________________
2. What did they plant?
a. seedlings of vegetables
b. seedlings of plants
c. seedlings of trees
3. Where did they plant?
a. in their schoolyards
b. in their backyards
c. in their frontyards
SENTENCE SENSE SENTENCES
4. When did they plant?
Answer:_____________________
5. Whose backyards were planted with tree
seedlings?
Answer:______________________
B. 6. Why do you think did the pupils plant trees?
a. Because each pupil is required to plant a tree
b. Because everyone else is doing it.
c. Because the pupils had nothing to do at that
time.
7. At what time of the day do you think they
planted?
SENTENCE SENSE SENTENCES
a. early in the morning
b. at noon
c. late in the afternoon
C. 8. In your own thinking, how will you describe
the pupils?
a. honest
b. industrious c. obedient
9. Give your reason for your answer in number
eight. Answer:_______________
D. 10. In the sentence, the word pupils tells
a. where
b. who
c. when
FAN TECHNIQUE OR FACT ANALYZER
visual strategy to extend pupils’
comprehension
 help students think how the selection relates
to their own experiences.
 stimulates divergent thinking
Steps to follow:
1. Draw a crescent in which the title of the
selection is written.
2. Fill in the blanks with the selections major fact
and information
3. Draw semantic webs.

FAN TECHNIQUE OR FACT ANALYZER
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Provide two types of core question carefully.
Pupil start to read the selection carefully.
Teacher asks pupils to close their books.
Teacher asks all-important fact they remember from
the story of the passage
Teachers discuss briefly all comments/results as
shown in the fan.
Write the core question.
Elicit response represent both by material in the text
and the predictions based in the text.
Write core questions in the semantic web
Elicit responses extending their experiences.
Evaluate pupils reading comprehension by traditionally
asking questions at different comprehension levels.
SAMPLE MATERIAL FOR FAN TECHNIQUE
Water
When there are typhoons, there is too much water. In fact
there is more water than we need.Rivers overflow and
flood the nearby areas. Big floods destroy plants and
properties. They leave many people dead and homeless
so with animals.
Not having enough water is also bad. Rice fields dry up.
Animals like carabaos and cattles become sick and
sometimes die of thirst. Rivers dry and fish die, too.
People have learned to store water so that they will have
water to use when they need it. Sometimes water is
stored in tanks. The water is pumped into the tanks from
the well. Rain water may also be stored in tanks. The
water goes from the tanks to the houses through pipes.
SAMPLE MATERIAL FOR FAN TECHNIQUE
On many farms, water is stored in ponds. Animals
drink the water from the ponds. In other places
dams are built across rivers or streams. A dam
blocks the flow of water. The water fills up the
stream higher and higher. A gate in the dam is
opened to let out enough water needed.
Some of the big dams we have in our country are
Pantabangan, Ambuklao, and Binga. The water
from these dams is used for irrigating fields and
for producing lights.
SAMPLE FAN TECHNIQUE
water
What can
cause
WW
water
shortage
How will
water
shortage
affect life
THINK ALOUD
Steps:
1. Choose a short story for modeling.
2.
Model the strategy.
3.
Pair the pupils off.
4.
Reconvene the class and ask the pupils to report what
they thought of while reading and if it made sense.
5.
Go back to the original pairs and let them finish the
story.
6.
Put the whole class together and have the pupils
report how the thinking aloud proceeded.
7. Ask the class these questions: Is the strategy good for
understanding stories better? Do you want to repeat
the strategy with other stories?
TRIO TALK
Steps:
1. Divide the class into groups of three. Identify
students in each group: A,B,C
2. Provide text for reading
3. Person A reads the paragraph/selection to the
team; Person B summarizes what was read aloud
4. Person B reads the next section and Person C
retells or summarizes it to Person A…
5. Repeat the rotation until all the assigned
selection has been completed.
TRIO TALK
6.
Have the groups discuss answers to these
questions:
a. What did you notice in the material read?
b. Of what did the material remind you?
c. How did the material make you feel?
d. Write three questions relating to the most
significant parts of the information?
STORY MAP
used during and after the reading of the story
 suitable for any grade whenever a plot is long
or complicated
How to use the Story Map?
 The teacher should begin the Map with the
class as a whole. Thereafter, each episode can
be entered by small groups. Include only salient
facts.
 After one or two modelings, students should
be able to do their own maps for stories.

STORY GRAMMAR
idealized internal representation of the parts
of typical story and the relationship among
those parts.(Mandler and Johnson)
 set of rules that will define both a text’s
structure and an individual’s mental
representation of story structure.(Gordon&
Braun)

STORY GRAMMAR
Six Major Elements (Mandler & Johnson)
1. Setting-introduces the main character of the 1st
episode, may include time, locale or props
2. Beginning- precipitating events occur
3. Reaction- the main character’s reaction to the
beginning and his formation of a goal.
4. Attempt- the planful effort to achieve a goal
5. Outcome- the success or failure of the attempt
6. Ending- the long-range consequence of the
action, the final response of a story character or
an emphatic statement
GUIDED READING
•
•
•
•
an instructional approach
teacher works with a small group of children with
similar reading behavior and can all read similar
texts
Purpose is to make pupils focus on meaning but
use problem-solving strategies to figure out new
words, deal with difficult sentence structure and
understand concepts or ideas they have never
before encountered in print.
The ultimate goal is independent reading.
GUIDED READING
Running Guided Reading
1. Select a book
2. Introduce the book
3. Read the book
4. Respond to the book and learn about reading
5. Assess behavior
JIGSAW READING
Item
-Copy of the selection
-Assignment
agreement form
-Discussion question
Number Needed
1 per student
1 per student
1 per student
JIGSAW READING
PROCEDURE
1.
Explaining the Learning Task.
The teacher will read the poem out loud to the
class. The students are told to discuss the
questions in their group, come to agreement,
and write down their answer to hand in. They
will also share their answer to the rest of the
class
JIGSAW READING
PROCEDURE
2. Explaining the Goal Structure
Tell the students they are to work together in answering
the four questions and give any further instructions.
They are to turn in one set of answers for the group
which reflects the group consensus. Their signature on
the paper indicates that they agree with and understand
the group’s answers and the reasons for them. As group
members, they are to make sure that everyone has their
say and that everyone understands. The group’s
answers will be graded on how well they defended them.
Answer can be divergent by including a minority report,
if necessary. Logical explanations of answers will be
looked for. Points will be taken off for illogical and
unfounded arguments or easy answers which show lack
of discussion depth. Alternative or additional grading
plan:
JIGSAW READING
PROCEDURE
The teacher tells the class that each group starts
with 100 as their grade. After the discussion,
group members are chosen by the teacher at
random to explain their group’s answers. If this
is not successfully done, 10 points are
deducted from the grade for each person who
can not explain the answers.
JIGSAW READING
PROCEDURE
Monitoring
1. Contributes ideas
2. Makes sure everyone understands
3. Encourages others to contribute
4. Expresses feelings
5. Gives direction to the group’s work
JIGSAW READING
PROCEDURE
Evaluation
Groups are asked to evaluate their group process
by answering the questions:
1. How well did we work together as a group?
2. What would help us work together better?
WORD BUILDING
The “ANT” family
What kind of an ant works with figures?
An accountANT.Get it? Now what kind of an ant:
1. Lives in the jungle?
2. Is far away?
3. Is extraordinarily large?
4.
Works for a master?
5.
Is good-natured?
6. Is unchanging?
7. Is luxurious?
8. Is one who takes part?
9. Is a very small child?
10. Is sleeping?
WORD BUILDING
Is very bright?
12. Is empty?
13. Is immediate
14. Is plentiful?
15. Has moved to different country?
16. Is meaningful?
17. Is something that grows?
18. Has influence over others?
19. Is unsure and indecisive?
20. Lives in a certain place?
11.
DIRECTED READING-THINKING ACTIVITY (DRTA)
includes 3 stages:
- readiness for reading
- active reading comprehension
- reacting to the story
 develops comprehension & contextual reading
for all levels
 applies to all narrative and expository texts

DIRECTED READING-THINKING ACTIVITY (DRTA)
Procedure
Create an expectation for story theme
2.
Guide active reading while students read the story
silent
sample questions:
What do you think is going to happen or is happening?
How do you know that? (On what you are basing your
answer)
Can you support your information or interpretation?
3. Reacting to the story as a whole by the teacher and
students
1.
DIRECTED READING-THINKING ACTIVITY (DRTA)
4. Analyze of the story in relation to other stories,
personal experiences and the author’s
purpose.
5. Discuss the strategies used to understand
the story.
DIRECTED READING ACTIVITY
teacher assumes the major instructional role.
Procedure
1. Readiness for reading (vocabulary, overview of
the story’s setting and purpose for reading)
2. Reading of the story silently
3. Reinforces and extends concepts introduced
in the story , makes use of varied activities

METAPHORS
relate words and concepts to already known
objects thru their likeness or differences
Procedure
1. selects a key word or concept from the assigned
text
2. Creates a metaphor describing the key attributes
of the word or concept
3. Describing the likeness or differences of
metaphor & the key word. Ex. A cloud is a puddle
in the sky. It is like a puddle because a cloud is
made of water droplets.
4. students create metaphor
ex. “ What animal is like a volcano?”

METAPHORS
5. Students decide on a metaphor.”A dragon is like a
volcano.”
6. Explain the similarity “A dragon is like a volcano
because they are both hot and spit fire”
7. Discuss the differences
8. Students discuss the meaning of the words.
Modification:
A brainstorming or listing of option in group situation
can facilitate understanding. They would justify
their metaphors and decide on one or two
metaphors to use as the concept is developed in
class.
LISTENING-THINKING ACTIVITY
teaches students to listen to stories
 involves questions on what will happen, what
happened, what is happening
 adds intonation and gesture to facilitate learning
Procedure
1. Brainstorms on what the story about based on
the title
2. Reads to a turning point
3. Models questions..”I wonder why the author
said….?”
4. Summarizes what was read, relating to the “I
wonder.. “ statement.

LISTENING-THINKING ACTIVITY
5. From the summary, develop a prediction. “Oh I
know, I bet…”
6. Students make predictions or bets
7. Teacher reads the next turning point and so on.
8. Students talk about what they are thinking using “
I wonder..” statements.
9. Students tell what happened so far. Teacher adds
his own interpretation.
10. Review the previous predictions, decides if they
want to keep the prediction.
11. Revise or make new prediction
LISTENING-THINKING ACTIVITY
12. Alternate reading and discussing until the
end of the story.
13. Uses non-verbal to check understanding . If
confused, teacher discusses the story line.
14. Class discussion on the story as a whole,
relating various interpretations.
STORY DRAMA
develops reading comprehension using the
natural dramatic abilities to act out their
interpretation of the story.
Procedure
1. Select a story with intriguing plot
2. Read until there is enough information abut
the characters to role play the story.
3. Assign character roles to the students
4. Use key props for the drama in a concrete way
5. Start the drama at the point of interruption
6. Dramatize prediction through role play

STORY DRAMA
7. During the process, exchange of roles can be
assigned
8. Discussion of students’ prediction
9. After the dramatization, students writes an ending
of the story
10. Finally, students finish reading the story
11. Discussion and comparisons between the
dramatization and the story ending
12. Discussion of personal interpretation evidenced in
the drama and how their individual viewpoints
influence those interpretations.
SQ3R
used for studying content area text that includes survey,
question, read, recite and review
Procedure
1. Select content-area text
2.
Introduces five steps in a short mini-lesson
3.
S- Survey- skim for information in understanding the
overall framework
4.
Q-Question- students develop questions that will be
answered in the passage
5. R- Read- read section by section
6. R- Recite- answering the posed questions
7. QRR are repeated for each section
8. R- Review- review questions & answers for the entire
text relating them to overall framework to facilitate
recall

WORDS TO LIVE BY:
If teachers are to become healers for their
students, they must first work to heal
themselves…
Ultimately, the answer can be found in faith,
trust, and grace, which is the final bulwark of a
Christian teacher.
THAT’S ALL …
THANK YOU
VERY MUCH!
Mrs. Myrna J. Hipolito
Education Program Supervisor