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Resource for Teaching Reading in Early Childhood and Primary

This paper presents a resource for teaching reading for early childhood and primary. Winch and Holliday (n.d.) define reading as the process of developing or creating meaning or sense from text, whether graphic or written, digital or paper-based. The text may exist entirely in print, as found in most novels, or possess visual aspects such as graphs, maps, diagrams, and illustrations, as evident in most children’s books, as well as many information books, newspapers, and magazines (5). This reading resource comprises a series of five teaching plans that incorporate the elements of effective pedagogy such as reporting plan, moderation, and assessment. The reporting plan will include a range of timely feedback approaches.

Lesson Plan One: Preparation of Learners to Read

Topic: Recognition of words

Level: Grade 4

Time: 40 minutes

Aim/Objective:

After the end of the lesson, the students will be able to:

• Construct meanings
• Read a story
• Identify sight words
• Participate in written and oral story-building
• Draw a preferred character and write at least three sentences concerning the character

Skills:

Reading, understanding, writing, listening, and drawing

Materials:

• Vip cards

Activities

a). Brainstorming activity. The teacher questions the students to establish:

i). If they have an experience of reading or listening to anyone narrating a story

ii). The word or words that are often employed in starting stories such as “long ago” and “once upon a time”.

iii) What or who makes up or constitutes a story. Examples are characters.

b). Involve learners in an exercise of story-building. Example the educator starts a story using one of the words suggested within the brainstorming exercise.

• Ask every learner to propose one word so that such words can be added to establish or create the story
• Students read the narrative or story and determine whether they desire to add, delete or change anything in it.
• Once the final draft is completed, the teacher distributes vip cards to learners
• Students write strange or unfamiliar words or word from the narrative on every card. Words used as sight word activity
• The educator questions learners about the tale or story
• Ask every learner to draw a preferred character as well as write at least three sentences concerning the character
• Students share their writing pieces with peers by reading aloud their writings

Assessment/Evaluation:

Assessments will be done when learners read aloud their classmates’ writings

Feedback:

Feedback will be provided after students have read aloud their classmates’ writings. The educator will proceed to read aloud their students’ writings so that students can comprehend how they should be read or pronounced.

Lesson Plan Two

Topic: Recognition of words

Level: Grade 4

Time: 1 hour 30 minutes

Aim

To enable learners to identity and pronounce words they encounter

Objective

After the termination of the class, students should have the ability to:

• Identify and pronounces provided or given words
• Employ games and songs in identifying words
• Match words provided on flash cards corresponding words on a chalkboard

Skills:

Matching words and identifying words

Attitude

Self-confidence and cooperation

Materials

Chalkboard, songs, words within a bag, and flashcards

Presentation:

Educator and students sing songs in their dialects (i.e. local dialects) such as “come wig u dung a sea side”. The educator questions students on songs:

1. Have you ever visited a beach?
2. Are you aware of any fisherman?
3. Can you mentions some of the items fishermen carry with them to the beach?

The educator writes a list of words on chalkboard

Activities:

Divide students in three groups:

Group 1: students identify provided words on flash cards using the song “the postman”

Group: 2 students recognize provided on flash cards using the song “I am in a well”

Group 3: Learners recognize the words provided in the flash cards using the song “The River Being Cum Dung”

Evaluation/Assessment

Students should be able to identify or recognise words learned

Feedback

The educator is to provide feedback by identifying students who are unable to identify the words learned and help them to remember them

Lesson Plan Three

Topic: Ourselves

Subtopics:

Myself and others

Myself

My body parts

My culture/environment

Level: Grade 4

Time: 1 hour 30 min

Aim/Objective:

Students should have the ability to:

• Share factual information concerning themselves in clear and precise language
• Recognise, as well as pronounce words having silent letters
• Employ their syllabication skills in attacking novel words
• Employ context clues
• Relate rule that govern the addition or inclusion of suffixes to some words
• Employ their phonetic skills in spelling words

Materials or Resources:

Poem “myself”

The game “I spy”

Activities

• Educator introduces lesson in class with the poem entitled “Myself”
• Students and educator read the poem two times
• Guided by the educator, students identify novel words
• Students employ novel words in sentences
• Learners play the game “I spy” with the aim of identifying words having silent letters

Assessment/Evaluation:

Learners will list words having silent letters on their books as they have identified them in the “I spy” game

Feedback:

The educator will identify students who are unable to identify words from the “I spy” game and assist them to recognise the words then give them homework on the same game.

 

Lesson Plan Four

Topic: Vocabulary building

Level: Grade 4

Time: 1 hour 30 minutes

Aim:

• To ensure that students can employ words learned in class in given circumstances

Objective:

After the termination of the lesson, students should have the ability to:

• Construct sentences using words provided on flash cards
• Identify sentences in a reader using words
• Assume they are at a festival contest reading sentences provided on flashcards

Skills:

Understanding sentences, identifying sentences, and making sentences

Attitude

Collaboration and cooperation

Materials:

Flash cards and tape recorder

Activities

• Educator plays reads a story associated with the lesson or plays a tape recorder related to the lesson
• Students re-enact the narrative as they move around the classroom
• Learners establish words listed on flash cards as they heard them in the tale
• Students and educator involve in a class discussion to establish the meaning of words
• Students construct sentences using provided words
• Students establish a sentence within a reader using a given word
• Educator issues a sentence strip that has sentences from reader to learners
• Teacher put students in three categories or groups. Learners within their groups will assume they are attending a festival where they are making a presentation as they are involved in reading the sentences given to them
• The educator tapes the presentations

Assessment/Evaluation:

Students will construct other sentences using major or key words learned in class

Feedback:

The educator identifies students who are unable to make sentences using key words learned in class and assists them to carry out the process.

Lesson Plan Five

Topic: How Poems Helm Me Smell, Touch, See, Hear, and Taste

Level: Grade 4

Time: 1 hour 30 minutes

Attainment Targets

• Express and Pay attention with understanding to audience.
• Use appropriate decoding expertise to the reading procedure.
• Read for pleasure and significance

Objectives

Students will:

• Express themselves plainly and specifically in an ordinary easy way.
• Pay attention and express themselves with familiarity of the audience and of

• circumstances.
• Apply diphthongs comprising ‘oi’, ‘oy’, ‘ow’, and ‘ou’.
• Apply complex syllabication standards to establish elementary components of words such as gen/er/ate and sum/ma/ry.
• Apply structural and other hints to develop implications of words in perspective.
• Recognize and apply concepts and knowledge at the precise and inferential stages.
• Make use of a dictionary
• Make use of knowledge expertise over content regions, focusing on significant facts and
• crucial words.
• Apply accurate cursive systems such as spacing, lower and upper case, margins, and
• headings.
• Be able to spell irregular phonetical words such as through, cough, or rough.
• Illustrate capability to develop personal patterns and sentences.
• Display knowledge of the meanings of the segments of speech, which include verbs and
• nouns.
• Compose poems that replicate wisdom.
• Be able to compose verses.

Skills

• Pay attention to and speak the semantic of poetry.
• Recognize sound configurations in verses.
• Developing sound designs.
• Developing poetry by the usage of logical phrases.
• Identifying tone in verses.

• Composing.

Activities

Students will:

• Sing, pay attention to, and read, also tap clap beats of verses chosen from sound effect
• and repetition in ‘Pickety Fence’
• Recite poems to convey phrase music and speak sound accuracy.
• Conduct poems as a harmonic set.

 

• Develop couplets, rhymes, and verses with the same beat. Assure spelling and
• punctuation.
• Inscribe words that are neat and readable.
• Express how phrases and images function in poems for instance, phrases that leads a
• person to touch, see, smell, taste, and feel. Also pictures in ‘Little Waves’, ‘Big Waves’,
• ‘Father than far’, and ‘cat’
• Recite verses to covey how the pictures ought to sound when reciting poems.
• Develop the same logical poems concerning rainfall, fast car, or a dog.
• Pay attention to tones in verses and articulate whether the poet is unhappy, delighted, or
• irritated.
• Deliberate their familiarity by mentioning phrases in verses (diction) and sound quality.
• Deliberate on themes of verses (the significant point a poet wants to express).

Evaluation

Students will compose one of the completed verses.

Feedback

The educator will identify students who are unable to compose one of the completed verses and assist them to perform such an action.

Rationale for Pedagogies, Approaches and Strategies Used

Classroom instructions should be flexible enough to take into consideration the abilities of different learners. In relation to this, this reading resource is developed in a way that enables students at different stages of reading to enhance their reading abilities. The lesson plan commences with the preparation of learners to the reading process, which ensures fairness to learners who are not well-prepared with reading or whose reading abilities are not well established or developed, as suggested by (Gibson, 2015). The lesson plans are founded on four primary literary pedagogies including didactic literacy pedagogy, authentic literacy pedagogy, functional literacy pedagogy, and critical literacy pedagogy. The didactic literacy pedagogy emphasises learning the rules associated with the manner in which letters and sounds correspond. In lesson plan five, it can be noted that learners are taught how to apply diphthongs comprising ‘oi’, ‘oy’, ‘ow’, and ‘ou’. It is significant to note that didactic literacy pedagogy entails learning the formal rules associated with the presentations or what is presented as the appropriate way of writing. According to Kalantzis et al. (2016, p. 63), the didactic literacy pedagogy involves the understanding of the meanings intended by authors, and concerns learning to adhere to the high cultural texts associated with the literary canon. The syllabi of this literacy pedagogy tell students what is to be taught or learned, and its textbooks adhere to the syllabi. Educators are expected to follow or adhere to the textbooks, and learners have to be granted appropriate answers when it comes to testing.   For example, in lesson plan four, it can be noted that the educator and learners are involved in a class discussion with the aim of establishing the meaning of words.

When it comes to writing and reading, authentic pedagogies facilitate natural growth or a continuation language learning process that commences with learning to speak. According to Kalantzis et al. (2016), authentic literacy emphasises immersion in personally consequential or meaningful writing and reading experiences by focusing on the reading and writing processes, as opposed to the formalities associated with rules and observance of conventions. This literacy pedagogy is learner-centred and focuses on the provision of space for self-expression.  The integration of this literacy pedagogy is evident in lesson plan two where students are involved in an active learning process of identifying words provided on flash cards using songs such as the “postman”,  “I am in a well”, and “The River Being Cum Dung”. Moreover, in lesson plan one students demonstrate active learning by reading a narrative determining whether they desire to add, eliminate or alter anything in it.

According to Kalantzis et al. (2016, p. 118), the functional literacy pedagogy focus on ensuring that students learn the texts that allow them to excel in school, as well as participate in society. The aim of this literacy pedagogy is to enhance learners’ comprehension of the reason for the existence of texts and how such existence influences the shape of texts. Contrary to didactic approaches, which disintegrate language into components with the aim of learning formal approaches or strategies, the functional literary approach commences with the question concerning the purpose of the entire text and then proceeds to the query about the structuring of the whole text to meet these goals or purposes of such texts. Reading and writing processes are closely connected to activities and students explore the ways various forms of text function or operate to develop different meaning within the world. For instance, in lesson plan four, students are involved in establishing the meaning of the story read by the educator by re-enacting the narrative and identifying the meaning of words in the story as a means of understanding the entire text or story.

The establishment of lesson plan four is founded on critical literacy pedagogy. In general, critical approaches recognise the plural nature of literacies. These approaches acknowledge the new media, various voices brought by students to the classroom, and many sites associated with popular culture, as well as differing viewpoints that exist within real-world texts (Kalantzis et al., 2016, p. 145). The employment of new media in lesson four is evident in the use of a tape recorder. Critical literacy pedagogy support students as meaning-makers, participants, agents, and active citizens. They also employ learning of literacies in enabling students to have more authority over ways of creating meaning in the lives, as opposed to allowing them to be secluded, excluded, or swamped by unfamiliar texts (Kalantzis et al., 2016, p. 145). As such, critical approaches play a vital role in preventing learners from being grudgingly compliant or confused. 

Apart from integrating the four literacy pedagogies, the approach of read aloud is also incorporated in the lessons, particularly lesson plan one. Read aloud is employed in stimulating listening skills of students and enable them to familiarise students with the language associated with books and patterns. For instance, in lesson plan one, which focuses on recognition of words, it can be noted that the educator requires learners share their writing pieces with their colleagues or classmates by reading aloud their writings. The significance of this reading approach lies in the fact that it contributes to the establishment of the students’ listening skills and provision of models or examples for learners in pronunciation, as well as expression. Moreover, reading aloud serves as an effective idea for incorporating action and non-action text (Gibson, 2015).  

All the four lesson plans incorporate or integrate the four elements of language including listening, writing, speaking, and reading to enhance students’ comprehension of the learning process. According to Kalantzis et al. (2016), the contemporary perspective of reading is that students serve as active learners. As such, students interact with novel information based on their prior experiences and knowledge and experiences. For instance, in lesson one, the educator asks students about their previous experiences with reading or listening to story being narrated. As active learners, students establish their knowledge base by obtaining their own senses or meanings from information, and linking novel concepts, and skills to their existing knowledge (Gibson, 2015).

Scaffolding technique is also integrated in the lesson plans. Gibson (2015) defines scaffolding as the temporary help by which an educator assists the students to comprehend how to perform an action so that the student will eventually manage to complete or accomplish a similar activity alone. The presence of scaffolding or teacher support is required to ensure that learning occur considering that the student is then likely to work within her or his activity alone. This notion challenges educators to uphold high expectations of all learners and provide enough scaffolding for activities to be completed in a successful manner. The use of scaffolding is evident in lesson plan three where the educator introduces lesson in class with the poem entitled “Myself” after which learners and educator read the poem two times. This step is then followed by the students’ identification of novel words from the poem under the guide of the teacher. The scaffolding technique is also evident in feedback process where the educator guides students how to perform various reading activities in the four lesson plans.

 

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