Skills Training on Reading Tutorial NSTP Component and Section

Date

“WUZZLES”

Make sense of the words on the slide and guess the complete thought that these

words present.

For each slide, you will be given a clue to help you with your task.

Processing

• What helped you solve the “wuzzles”?• The process of our everyday comprehension

of signs and prints is like making sense of “wuzzles”.

Expectation-setting

• On separate metacards, write your expectations on the following:

1. Today’s session2. Your fellow participants / blockmates3. Your facilitator

Training Objectives

At the end of the 2-hour session, the students should be able to:

K - identify the profile of non-readers and the basic strategies on how to address their difficultiesS - practice making a lesson plan/module for the reading tutorial program to be able to create supplementary tutorial activitiesA - value the importance of the role of a tutor to their tutees

Decode This!• • • • •

• • •

Decode This!

The Pet Shop

I am going to the pet shop.

I am going to buy a pet.

A bunny that goes hop, hop, hop.

A frog that goes kerplop, kerplop, kerplop.

A dog that goes bow, wow, wow.

A cat that goes meow, meow, meow.

I am going to the pet shop.

What is Literacy? Unites reading and writing skills Involves speaking and writing skills Involves speaking and listening skills Emphasizes oral work (for communicative

competence) Thus focuses on integrated skills The Literacy component of NSTP aims to assist the

non-readers and poor readers in partner schools and communities to improve their reading skills and if possible, reach the reading levels appropriate for their ages or grade levels in school.

The Tutee ProfileNON-READERS

Lacks the fluency to be able to read Struggles with vocabulary, comprehension

and phonics Feels like a failure No desire to read / No interest in reading Reading is a chore for them Showing inappropriate behaviour

Learners’ Profile

Learners with Print Processing Problems

- Learners who have difficulty recognizing words

- Do not have instant recognition of sight words and are not able to decode (sound out) words

Learners with Meaning Processing Problems

- Learners who have difficulty understanding what they read

- May say words, but words do not have meaning for them

Learners Lacking Background Experience and/or Vocabulary

- Learners who have limited background experience, may not know many words, or accurate words for a given situation

Refer to your handout on “Reference for Diagnosing”

Objectives as Tutors

Develop desire to read Teach them how to read

Sharing in groups of four

Guide questions– How did you learn how to read when you were

young? What helped you to learn how to read well?

– What were the characteristics of your favorite pre-school or elementary teacher?

Developing the Desire

Believe in them! – Try to emulate your teacher who encouraged (not

threatened) you most when you’re learning how to read– Emphasize on effort not ability

Introduce books that are age and context appropriate– Based on interest and background experience– Reading must be an enjoyable experience

Teach Them How to Read Kids learn how to read by

– Seeing and hearing others read– Listening to others read to them– Reading with others– Reading by themselves and to others

Reading Tutorial Program Framework

For Kinder to Grade 2 kids (Basic Tutees):• Phonetic Approach and Listening

– Understanding the relationship between letter and individual sounds (alphabet mastery)

– Differentiating consonants from vowels– Knowing consonant blends (/bl/ /str/) and short vowel

families (/in/ /an/)– Syllabicating words– Recognizing small words in big words

• Comprehension

Reading Tutorial Program Framework

For Grades 3 and up (Intermediate Tutees) in community based areas:– Decoding meaning through semantics and grammar

knowledge – Reading Comprehension– Enrichment Exercises on higher order thinking skills– Math skills (additional subject requested by the

community)

Note: not applicable for school-based NSTP areas.

Teach Them How to Read:The LTS Module

The I CAN DO list– Separate list of objectives for the Basic and

Intermediate tutees 4 MAIN Parts of the module

– Motivational Activity– Lesson Proper– Closing Activity– Homework

Guidelines for Tutors

Each module should be implemented only for the specific day that it should be implemented.

The Motivational Activity must “motivate” the students to look forward to the lesson on the day.

The Lesson Proper should be followed faithfully as possible by the tutor to achieve the desired results.

Guidelines for Tutors

The students should give time to work on the Exercise Set found in the Lesson Proper.

The Closing Activity provides the students with a summary of the day’s lesson, especially the important points.

Make sure that the Homework is assigned to the students before the end of the session.

Tutorials Proper (Flow) First 5 minutes with the tutee: establish rapport

(“Kumusta? Anong nangyari sa school?”), motivate the tutee

Next hour: tutorials proper (implement existing modules, conduct own activities/modules)

Final 20-30 minutes: read a story to them (model reading, engage the tutee in the story) or make the students read to the group a story book, newspaper article etc then gather feedback

The Anatomy of a Lesson Plan

I. Objectives Learning goals• To identify the letters of the alphabet• To listen and answer questions of the story

II. Development of the Lesson Methodology• Motivational Activity (developing the desire to read)• Learning Experience (lesson proper)

­ Topic: Letters of the Alphabet­ Theme: “Shopping List” / “Sari-sari Store”­ Materials: Flash cards of the letters of the alphabet

• Review• Storytelling• Drills

III. Assessment Evaluation• Homework measuring improvement

Making Lesson Plans: Simulation Break into groups of 3. Choose among you who

will be Person A, B, and C. Each person will be given a task to do in 5

Minutes:A – MOTIVATIONAL ACTIVITY

Prepare an action song/ an icebreaker activityB – LESSON PROPER

For basic tutors: Prepare a set of flash cards (with illustrations) that will emphasize on WORDS starting in the letter M

For intermediate tutors: Prepare an activity on NOUNSC – CLOSING ACTIVITY

For basic tutors: Prepare an exercise sheet/game which the tutee will use to test her understanding of the lesson on WORDS STARTING WITH THE LETTER M

For intermediate tutors: Prepare an exercise sheet/game which the tutee will use to test her understanding of the lesson on NOUNS

Making Lesson Plans: Simulation After preparing, each person will be asked to

simulate the activity they just prepared. Each person will be given 5 minutes only. – There are 3 roles in the simulation:

• Tutor- performs the activity• Tutee- will do what the tutor asks her to do• Evaluator- will assess the performance of the tutor and the

effectiveness of the activity the tutor prepared– The roles will be rotated.

• A-tutor, B-tutee, C-evaluator• B-tutor, C-tutee, A-evaluator• C-tutor, A-tutee, B- evaluator

Simulation: Role Rotation

ROUNDS

1 2 3

ROLES

Tutor A B C

Tutee B C A

Evaluator C A B

Processing of Simulation

– How did it feel preparing the activity for kids? Performing the activity?

– What helped/did not help in preparing for and performing the activity?

– What were the comments we received?

Synthesis and Tips

• The three activities that were presented are the three main parts of the tutorial program. Modules are already prepared and it’s just a matter of studying the modules and preparing for the necessary materials before going to area.

• We ourselves can prepare activities for the kids, so we could actually improve the modules based on what we think is appropriate.

• The comments given by the evaluators are based on personal experiences and what we just shared earlier. Those will be our guiding principles in teaching our kids.

All I Need To Know About Tutoring

• Always be prepared for every session; never attend a session unless you have done your “homework.”

• Plan the work, then, work your plan. Try your best but be prepared for the worst.

• Teach only one point at a time. Quality, not quantity is what matters.

• Build on solid foundations; proceed only after the previous lesson has been mastered.

All I Need To Know About Tutoring

• Be a stimulating tutor and play your role well.• Be patient with kids. Remember, you were

once in their shoes.• Don’t expect a child to do something you

yourself can’t or won’t do.• Don’t over talk. A child’s attention span is

directly proportional to his/her chronological age.

All I Need To Know About Tutoring

• In general, kids will have ants in their pants. They can’t keep still and will need something interesting to attract their attention.

• Variety is the spice of life. Make lessons interesting and creative.

• Avoid “lags” or “gaps” in your teaching.• Practice makes perfect.

All I Need To Know About Tutoring

• Never underestimate a child’s ability. Make a child believe he can, and he will.

• Be alert to the “teachable moment” and seize it.• He/She who teaches should never cease to learn.• Finally, remember that who the tutor is, is more

important than what he/she teaches.

Closing Thought

A teacher affects eternity; he can never tell where his influence stops.

- Henry Brooks Adam