1. Reading Process ⚫ Learning to read is a complex process that requires more than just looking at letters on a page. ⚫ It requires a person to recognize written symbols (letters of the alphabet), associate sounds to symbols, blend sounds to form distinct units (words), organize the units into strands (sentences) and translate the strands into a coherent and meaningful message. 1-1. Visual Scanning Recognizing individual letters, letter order, and whole words 1-2. Sounding Out Matching distinct sounds to written symbols and combining those sounds and symbols together to form words 1-3. Analyzing Sentence Structure Using rules of grammar, mechanics, and spelling to connect words to form sentences 1-4. Deriving Meaning from the Text Relying on prior knowledge and real-life experiences to see and understand the written message. 2. Reading Strategy Successful readers use a variety of techniques or ‘Reading Strategies' to help them scan text, sound out letters, analyze sentence structure, and "translate" the sentences into a meaningful message. These strategies can be grouped into three distinct categories or "Cueing Systems"-semantic, syntactic, and graphophonic.

2-1. Graphophonic Strategies The first cueing system is graphophonic strategies. Graphophonic strategies play a crucial role in reading instruction during the primary grades. Children use their knowledge of phonics as they learn to read and write. Students associate spoken sounds with printed letters. They identify unfamiliar words by ⚫ Sounding out individual letters and letter combinations (letter sounds). ⚫ Looking at letters sequence and chunk of the word (letter patterns). Students also create invented spellings by ⚫ using their understanding of the phonemic awareness As children learn more phonics and gain more experience reading and writing, their spellings become more conventional. But phonics instruction is not a complete reading program because many common words cannot be decoded easily and because good readers do much more than just decode words when they read.

2-2. Semantic Strategies The second and most important cue is semantics (sometimes called context). The range of possible words is restricted by the context, so when children come to a word they do not know, they can guess based upon the context. Students read for meaning and identify unfamiliar words by ⚫ using clues in the pictures and in the context of the story(picture clues, context clues). ⚫ comparing what they are reading to what they already knew(prior knowledge). Reading requires understanding or comprehending the meaning for print. So readers have to develop certain skills that will help them comprehend what they read called comprehension skills or thinking skills as well as building vocabulary and structure. Comprehension skills that work in reading are…..

2-3. Syntactic Strategies The third cueing system is syntactic system. The syntactic system is the structural organization of English. This system is the grammar that regulates how words are combined into sentences. Students study sentence structure and identify unfamiliar words by ⚫ looking at verb tense and subject verb agreement(grammar). ⚫ attending to predictable language patterns in written text(grammar). Lesson 2 Comprehension Skills : How to Prompt Learner's Comprehension Skills 1. Making Predictions When you read a story or an article, think about what might happen next. There are often clues that will help you decide what is going to happen next. When you use these clues you are making predictions. This means that you are predicting before you read and while you are reading. Your predictions is what you said would happen. The best way to make predictions is to use information you already know and to pay attention to words and picture clues. [Reading Taks for Making Predictions]

2-3. Syntactic Strategies The third cueing system is syntactic system. The syntactic system is the structural organization of English. This system is the grammar that regulates how words are combined into sentences. Students study sentence structure and identify unfamiliar words by ⚫ looking at verb tense and subject verb agreement(grammar). ⚫ attending to predictable language patterns in written text(grammar). Lesson 2 Comprehension Skills : How to Prompt Learner's Comprehension Skills 1. Making Predictions When you read a story or an article, think about what might happen next. There are often clues that will help you decide what is going to happen next. When you use these clues you are making predictions. This means that you are predicting before you read and while you are reading. Your predictions is what you said would happen. The best way to make predictions is to use information you already know and to pay attention to words and picture clues. [Reading Taks for Making Predictions] "Let's see how big the puddle is," said Luis. He put one end of the string at the edge of the puddle. He told Lena to hold it down with her finger. Luis circled the whole puddle with the string. When he got back to Lena's finger, he made a full string circle. He cut the string and held it up. Just then, the late afternoon sun peeked through the clouds. "Your puddle is going to get smaller and smaller. Then it will disappear," Luis said to Lena. "Is it magic?" asked Lena. "It looks like magic," said Luis. "But it happens all the time. Water goes up in the air and disappears. It evaporates. We will measure the puddle again with this same string after we have dinner

[Questions] 1. How was Luis able to predict that Lena's puddle would be coming back? a. He looked up at the sky. b. He heard the birds making a lot of noise. c. He heard the thunder before rain. d. He heard the wing blowing hard. 2. Which will most likely happen next at the end of the story? a. The sun will come out and the puddle will get smaller. b. Luis will go to a movie with his friends. c. The sun will come out and the puddle will get bigger. d. Luis will get bored and will watch TV. 3. Suppose Luis wants to show Lena that water disappears or evaporates into the air. What do you predict he will do in the house? a. run the kitchen faucet. b. boil some water in an uncovered pot. c. use the washing machine. d. water the plants

2. Main Idea All stories, articles, or poems have a main idea. The main idea tells what the passage is about. Passages that you read are divided into paragraphs. Each paragraph has a main idea. One sentence usually tells the most important idea in a paragraph. It is called the topic sentence. It is often the first or last sentence. It can also be a sentence in the middle. The other sentences tell more about the topic sentences. Finding and identifying the main idea help readers understand more about what they are reading. [Reading Taks for Identifying Main Idea] The Lions and the Mouse One day, a lion was taking a nap in the tall grass. A tiny mouse came along. It didn't see the lion, so it ran over the lion's nose. The lion woke up and grabbed the mouse. "Let me go," begged the little mouse. "If you do, I will help you when you need help." The lion roared with laughter. How could a little mouse help him? He decided to let the mouse go anyway. A few days later, the lion was sneaking around near a tree. Slam! Ropes came down and the lion was caught. Some people had set a trap for him. The lion roared with anger! The mouse heard the lion roar. It hurried over, chewed the ropes, and set the lion free. [Questions] 1. What is the moral of this story? a. You should watch where you are going. b. Big people should not laugh at little ones. c. Little people should always help big people. d. A kind act is never wasted. 2. What is the main idea of the first paragraph? a. This story is about a lion and a mouse. b. A lion and a mouse were in the jungle. c. A lion and a mouse have an unpleasant meeting. d. The lion was going to eat the mouse.

3. Recalling Details The main idea of a paragraph or passage tells what it is about. But it does not give you all the facts and details. Details are the small bits of information that support the main idea. They make what you read more interesting and fun. Details give you a clear picture by describing how something looks, sounds, smells, tastes, or feels. Recalling details is important so that you don't miss the main point of a story or article. If you remember important details, you will be able to understand and enjoy more of what you read. [Reading Taks for Identifying Details] When Sam Was a Baby When Sam was a baby, he liked to squeeze food in his little hands. It felt good, like squeezing mud. Sam really liked squeezing chocolate cake. Then he would rub it all over his face and arms. He liked getting dirty! When Sam was a baby, he liked to yell and pound on things with a spoon. He liked to make spitting sounds and below bubbles with his mouth. Everyone said, "What a noisy baby!" Sam really liked noise-the louder, the better. Now Sam is nine years old. He looks at the pictures of himself when he was a baby. But he does not remember much of what it was like to be a baby. "You were a handful!" Sam's mom and dad always say. "We had to watch you every minute. But you were so cute and so much fun." Everyone enjoys talking about Sam when he was a baby. But everyone, including Sam, is glad he is growing up now. [Questions] 1. What did Sam do with his food? a. He pounded it. b. He spit on it c. He squeezed it. d. He would not eat it. 2. Which of the following does not describe Sam when he was a baby? a. He liked to make noise. b. He liked to look at pictures. c. He liked to blow bubbles. d. He liked to get dirty

4. Sequence A passage that you read may be about a person's life, events in history, steps in an experiment, or it may be a poem or a story. But no matter what it is about, a passage has a beginning, middle, and end. It's important to find and identify the sequence, or order in which steps or events happen. In a story, the events are usually told in the order in which they happen, but not always. Sometimes you have to use the story clues and what you already know to decide what the sequence really is. Certain words can help you to identify the sequence in what you read. Some of these words are first, second, next, finally, before and after. You can also watch for dates, times, days, weeks, months and seasons. Knowing the sequence or order of events helps you remember what read. [Reading Task for Identifying Sequence] The Life and Times of T Hall T Hall turned the key in the lock. It was 5:15. T had just returned from his after-school soccer practice. It was a long one today. Practice had started at 3:15. T turned on the oven and set the table. His mom would be home from work in about a half hour. Before that, T would do his math homework. After dinner, T watched a TV show. Later, T and his mom read a chapter from a mystery story together. They did that every night. This is how T usually spent his time on school nights. On weekends, things were different. On the following Saturday, T and his mom were going to visit his aunt, uncle, and cousins in a town nearby. Next month, during Thanksgiving, they will all go on a camping trip