Teaching

READING and
WRITING
Prepared by:
JESSA MAE A. ALBARACIN
 What is Reading?
Reading Process
Reading Approaches in Teaching Reading
Reading as a Skill
Global Reading Skills and Subskills
Why Do We Read?
Benefits of Reading
What is Writing?
Writing Strategies
Three Types of Writing Activities
Why Do We Write?
Benefits of Writing
Reading and Writing: Why They Should be
Taught Together?
Which came first?
Reading
Writing
Human brains are naturally wired to speak or
listen; they are not naturally wired to read and
write. With teaching, children typically learn to
read and write at about age 5 or 6 and need
several years to master the skill.

https://www.readingrockets.org/article/speaking-natural-reading-and-writing-are-not
Reading
Receptive Skills
Writing
Productive Skills
Readin
g
“Reading is older than printing or writing or even language itself.”

Reading begins Reading begins

with wonder at with the
the world about management of
us. signs of things.

Reading is the
practical
management of the
world about us.
From the excerpt of Frank Jenning’s “This is Reading” (1965)
Readin
g Reading is a decoding process.
Reading is a comprehension process.

Defined by Lapp and Flood (1978)

Reading Process
Word Recognition

Comprehension

MOTIVATION

Fluency
Let’s do it!!!

Word Recognition

Complete each sentence by adding –able, -ible, -ish, or –like to the underlined
word in parentheses. Use the meaning clues in the parentheses to help you.

1. Alma finds stamp collecting very _________________

enjoyable (able to be
enjoyed)

2. Alma does not give her stamps away but she doesn’t think of that as
being ____________
selfish (like self)
Let’s do it!!!
Vocabulary
Complete each sentence by writing the word in the box that is a synonym of the word in
parentheses.
tread drowsy

1. RJ was _________
drowsy and ready for bed. (sleepy)

2. He will ________
tread softly so as not to wake his sister Ann. (walk)

Comprehension
Each sentence contains a simile or metaphor. Underline the two things being compared.

1. Vicky’s room looks like our town after typhoon.

2. The space station was an island in the sky.

Reading Approaches in
Teaching Reading

Phonics Whole language

c ● a ● t cat
 Reading Approaches in
Teaching Reading
1. The Phonics Approach

Phonics is one of the oldest and most well-known methods for teaching
children to read and write English. In phonics instruction, children are
taught the sounds of the letters.
 Reading Approaches in
Teaching Reading
2. The Whole Language Approach
With the whole language approach, children are taught to recognize
the sight of the whole word, rather than its letter parts.

Top-down Model (Kenneth Goodman)

- This model views reading as beginning
with the reader’s cognitive structures.
Reading as a Skill
Classrooms and remedial reading instruction have
traditionally relied upon the skill development process.
Teachers teach reading by helping students master a series of
skills: word recognition through phonics, structural analysis,
context clues, as well as an array of comprehension skills.

The basal reading series has been used almost universally to

help students develop and apply these skills.
Reading as a Skill
When it comes to teaching reading, the skill development process has three
attributes that make it particularly appealing.

1. The skills essential to success in reading can be identified

and described in a reasonably objective manner.

2. The skills tend generally to be sequentially related.

3. The skills are generalizable.

Reading as a Skill
Elementary Reading Skills
1. Phonemic Awareness.
This means hearing and identifying the
separate words in sentences and the separate
syllables and sounds in words.

2. Letter-sound Correspondence.
This means knowing the sound that goes with each other.

Sounding out (decoding) words. A person uses knowledge of letter-

sound correspondence to sound out words.

These two kinds of knowledge ─ letter-sound correspondence and

decoding ─ are called the “alphabetic principle”.
Reading as a Skill
3. Fluency.
Is knowledge of how to read correctly and quickly.

4. Vocabulary.
It is the knowledge of what words mean.

5. Comprehension.
It is knowledge of what sentences, paragraphs, and larger
sections of text mean.
Global Reading Skills and Subskills

1. Word Recognition Skills

Word recognition is necessary to be able to read. It

is a twofold process that includes the recognition of
printed symbols by some method so that the word
can be pronounced and the attachment or
association of meaning to the word after it has been
properly pronounced.
Word Recognition Strategies for
Pronunciation

Strategy 1 Phonic Analysis and Synthesis

Phonics is a decoding technique that depends on students being able to

make the proper grapheme-phoneme correspondences. Analysis
involves breaking down something into its component parts. Synthesis
involves building up the parts of something into a whole.

brust
Word Recognition Strategies for
Pronunciation

Strategy 2 Whole-Word or “Look-and-Say” Method

The whole-word or “look-and-say” method has the teacher or any other

individual directing your attention to a word and then saying the word.
You must make an association between the oral word and written word,
and show this by actually saying the word.
Word Recognition Strategies for
Pronunciation

Strategy 3 Structural Analysis and Synthesis (Word Parts)

It involves the breaking down (analysis) of words into parts and the
building up (synthesis) of word parts into words. Word parts are prefixes,
suffixes, roots, and combining forms.

The boss says he is an undependable employee.

Word Recognition Strategies for
Pronunciation

Strategy 4 Look Up the Pronunciation in the Dictionary

To find out how to say the word, look at the phonetic transcription of the
word (which you can see right next to the word itself in the dictionary).
So for example, next to the word 'bed' you will see the phonetic
transcription /bed/.
Word Recognition Strategies for
Word Meaning

Strategy 1 Context Clues

Context refers to the words surrounding a word that can shed light on its
meaning. Context can be in the form of definitions, examples,
comparisons or contrasts, and explanation which help us figure out word
meanings.

This krell may be old, but I wouldn’t wear anything else to the party.
Word Recognition Strategies for Word
Meaning

Strategy 2 Structural Analysis and Synthesis for Word Meaning

Structural analysis is useful when the context clues are not enough and
if the word is made up of a number of word parts.

There is a lot of xenophobia among the citizens.

Global Reading Skills and Subskills

2. Comprehension

Reading comprehension is a complex intellectual

process involving many skills. Comprehension is
the reason for reading. If readers can read the
words but do not understand or connect to what
they are reading, they are not really reading.
Listing of Comprehension Subskills
(Dechant and Smith)

1. Associate experiences and meaning with the graphic

symbols.
2. Interpret verbal connotations and denotations.
3. Understand words in context and how to select the meaning
that fits the context.
4. Interpret figurative expressions.
5. Make inferences and draw conclusions, supply implied
details, and evaluate what is read.
6. Recognize and understand the writer’s purpose.
7. Apply ideas and integrate them with one’s past experiences.
Global Reading Skills and Subskills
3. Study Skills

Study skills refer to those that help students study more

efficiently. Sometimes they are referred to as study and life
skills.

Three Types of Study Skills

1. Learning from text.

2. Learning from graphic aids.
3. Learning from using resources.
Let’s do it!!!

Global Skills

The student is able Word Comprehension Study Skills

to Recognition
Use guide words in a
dictionary.
Recognize single initial
and final consonants.
Draw a conclusion
from what is read.
Why do we read?
1. To develop a broad background.

2. To anticipate and predict.

3. To create motivation and interest.

4. To build a good vocabulary.

5. For pleasure and enjoyment.

Benefits of Reading
1. Exposes readers to accurate spelling
and correct forms of writing.

2. Shows readers how to write more

complex sentences.

3. Invites readers to be more experimental

in their own writing.

4. Allows readers to hear the thoughts of

others.
 Of all the skills, writing is the one
that teachers and learners seem
most reluctant to focus on
because it requires them to make
special efforts. As a result, it
sometimes tend to be neglected.

Jeremy Harmer, 2015

 Teaching Writing

Why is it important to teach writing to ESL students?

Writing is an essential component of productive language, and

ESL will need to demonstrate their ability to write in English if
they hope to be competitive in a globalized world. Building
competency in English-language writing supports reading
comprehension, vocabulary expansion, and oral fluency, so
there’s so much to be gained.
 Teaching Writing

Why do ESL students struggle with writing?

First, it’s essential to recognize that writing conventions differ

from one language group to another. Students from various
linguistic backgrounds might declare that writing in English is
“boring,” something they perceive as formulaic.
 Teaching Writing

Secondly, it’s crucial to keep in mind that writing requires a

vocabulary lexicon that can adequately support sharing. Often,
even the most proficient English learners struggle to select the
language they need to convey their point.

Lastly, writing is a form of self-expression, and self-expression

through writing isn’t valued the same way in all cultures.
 Writing is a
complex skill.
- Munden & Myhre, 2015

Skill of forming letters

Skill of finding which words and phrases to use

Skill of spelling and using punctuation marks

Skill of putting the words and phrases logically together

Skill of organizing ideas into a coherent whole

 NO LITTERING!
Violators will be fine.

NO LITTERING!
Violators will be fined.
 Writing in School

Writing-for-learning
- Intended to help pupils learn and practice the language.
Ex.: You ask the students to write three sentences using
going to

Writing-for-writing
- Intended to build the pupils’ writing skills. Your pupils will
practice how to develop good syntax, how to structure a
text well and so on.
 The Writing Strategies

Writing strategy is defined as the sequence in

which a writer engages in planning, composing,
revising and other writing related activities.
(Torrance et al., 2000)

Knowing how and when to write a title.

Checking the spelling of unfamiliar words.
Considering genre-specific vocabulary.
Thinking consciously about the purpose and
the audience of a text.
 Three Types of Writing Activities

Controlled Writing
- is a learning model used by teachers where learners are given
structured prompts to help them put their writing on the page. Most
controlled writing focuses on the form and technique of writing rather
than the content.
tracing copying visualized words
 Copying Correct Sentences
- copying sentences help students to practice new language
and is also a good way to practice writing skill.

Matching Beginning and Ending Sentences

- write one half of each sentence on the left of the blackboard and the
other half of the sentence on the right of the blackboard. The students
then decide which two sentence halves go together to form a complete
sentence.
 Substitution Drills
- this activity gives the students a basic correct sentence to
learn from, but they have to make some choices in order to
make complete and correct sentences.

Sequencing Jumbled Words

- in this activity, jumbled words means that the correct words
are provided, but in the wrong order.
 Three Types of Writing Activities

Guided Writing
- it works well for just about any writing session with children of all
ages and abilities. The approach offers children additional guidance,
as you might expect, and gives teachers and/or parents more
opportunities to track the progress of learners' progress.
Filling-in Activities
Gap-fill Sentences

Changing Sentences

Parallel Sentences
 Three Types of Writing Activities

Free Writing
- as soon as the students have mastered basic skills of sentence
writing, they need to progress beyond very controlled writing
exercises to freer paragraph and essay writing.

Give students a topic. As the objective of any writing class is to

have students work on their writing, the topics students write
about must be carefully designed, sequenced, and structured. In
this way the teacher knows exactly what the learning goal of
each paper is and the students gain some thing by working on
the assignment.
 Writing Based on a Text
- we can teach students how to write by giving a short
test as a model, for example students read a short test,
and study particular features of it. They then write a
paragraph that is similar, but involves some changes.
Brainstorming
- this is often a group exercise in which all of the students in the
class are encouraged to participate by sharing their collective
knowledge about a particular subject.

Listing
- as a first step in finding an approach to a particular subject
area, the students are encouraged to produce as lengthy a list
as possible of all the subcategories that come to mind as they
think about the topic at hand.
Free Writing
- freed from the necessity of worrying about grammar and
format, students can often generate a great deal of prose
which provide useful raw material to use in addressing the
writing assignment at hand. This technique often works best if
the teacher provides an opening clause or sentence for the
students to start with.

“Life is difficult
but it is also
worthwhile.”
 Eliciting Vocabulary Before Writing Narratives
- Brian Fowlis (2002) suggests this activity. This is an idea to help
students with their writing of narratives. It gives all the students
some essential vocabulary. Before giving the students the title or
first line of the story, play a game of word association.

tree holidays
forest beach “I’ll never forget
countryside sun the night I went to
city moon my first reggae club
buildings night while I was on a
offices dark holiday in a strange
work black city.”
leisure reggae
music
 Why do we write?

express
entertain
describe

explain
explore and learn

persuade inform
 Benefits of Writing

Allows writers to voice their thoughts.

Provides writers with a vehicle to use their
imagination.
Gives writers a chance to engage in a
conversation with other writers.
Aids writers in reading critically of other works.

Motivates writers to engage with the texts

they are reading.
Reading and Writing: Why
They Should be Taught
Together?
Reading supports writing
● According to K12 Readers, "Research
has found that when children read
extensively, they become better
writers. Reading a variety of genres
helps children learn text structures and
language that they can then transfer to
their own writing. " (2010).
Writing supports reading
● "At the same time practice in
writing helps children build their
reading skills. This is especially true
for younger children who are
working to develop phonemic
awareness and phonics skills." (The
Relationship Between Reading and
Writing, 2010).
Reading and Writing: Why
They Should be Taught
Together?
Read to enhance Write to enhance
writing skills reading skills
● The Iowa Research Center Explains,
● The Institute for Writing and
"Mentor texts are written pieces that
serve as an example of good writing for Rhetoric explains that, "Writing
student writers. The texts are read for the forces students to become more
purpose of studying the author’s craft, or careful, more engaged participants
the way the author uses words and in the learning process."
structures the writing. The goal is to (Intergrating Reading and Writing,
provide students a model they could
emulate in crafting their own piece." 2016).
(2019).
READING IS LIKE
breathing in ,
WRITING IS LIKE
breathing out .
- Pam Allyn
Thank you for
listening!