INTRODUCTION

Receptive macroskills is the ability to understand words

and language. Much of
this type of skill is inferring communication from our
environment and experiences.
For example, when we hear a siren, we know to get out of
the way for an emergency
vehicle.
 INTRODUCTION
Similarly, when a dog sees their owner grab a leash and
put on a coat, they
become excited because experience has communicated it
is time to go on a walk.
Receptive skill also is responsible for understanding
concepts such as size, shape, color, time, and sentence
structure.
Expressive macroskills is the use of words, sentences,
gestures, and writing to create a message or convey a
meaning. It is frequently associated with identifying
objects, describing events and how to do actions, create
sentences and use correct grammar. Children of the
appropriate age also will have the ability to recall or tell a
story and answer involved questions. This is critical for
social communication and communication of needs,
wants, and develop writing
The four basic skills are related to each other by
the direction of communication:
receiving and
expressing/producing the message
 MICRO SKILLS vs MACRO SKILLS

Aydoğan, H. (2014) said that language educators have

long used the concepts of four basic language skills:
Listening, Speaking, Reading, Writing.
These four language skills are sometimes called the
"macro-skills". This is in contrast to the
"micro-skills", which are things like grammar, vocabulary,
pronunciation and spelling
 MICRO SKILLS vs MACRO SKILLS
The five skills of language (also known as the four skills
of language learning) are a set of four capabilities that
allow an individual to comprehend and produce
spoken language for proper and effective interpersonal
communication. These skills are Listening, Speaking,
Reading, and Writing. In the context of first-language
acquisition, the four skills are most often acquired in the
order of listening first, then speaking, then possibly
reading and writing. For this reason, these capabilities are
often called LSRW skills.
 MICRO SKILLS vs MACRO SKILLS
English Language has 5 main skills and each skill has
other sub-skills and skill activities.

The main skills are all basic and very important. They are
called the Macro skills. Macro skills refer to the primary,
key, main, and largest skill set relative to a particular
context. It is commonly referred to in English language.
The four macro skills are reading, listening, writing, and
speaking
 MICRO SKILLS vs MACRO SKILLS
Micro skills concerns on understanding the speakers’
utterance. Moreover, Brown (2007) offers a simplified list
of micro-skills and macro-skills. The macro-skills
isolate the skills that relate to the discourse level of
organization, while those that remain at sentence level
continue to be called micro-skills
Examples of microskills under macroskills
(such as reading, listening,
writing, speaking, and viewing)

Richard (1983) and Brown (2007) exemplified

the micro skills of listening;
discrimination among sounds, recognition of
vocabularies, detecting keywords,
and recognition of grammatical structure.
 Examples of microskills under macroskills (such as reading, listening,
writing, speaking, and viewing)

Haroun Abdo (2020) also added some microskills for listening which
includes:
Eliciting the meaning through understanding word formation and
contextual clues in utterances and spoken text.
Recognizing phonological features of speech.
Understanding relationships between the syntactic and morphological
characteristic of spoken language
 Examples of microskills under macroskills (such as reading, listening,
writing, speaking, and viewing)

Mishra,(2013) also gave some microskills for Reading, which she labeled
as “subskills”:
Global Comprehension, Skimming an Scanning, Understanding
Discourse Marker
Perero (2019) claimed these microskills that is imperative for writing:
punctuating correctly, planning, forming letters, paragraphing, using the
appropriate layout, proof-reading
Lackman, (2010) also stated some Speaking microskills on his book
entitled
“Teaching Speaking Sub-Skills”:
Fluency, speaking with a logical flow without planning or rehearsing.
Accuracy with Words & Pronunciation, using words, structures and
pronunciation accurately.
Appropriacy, using language appropriate for a situation and making
decisions
about formality and choice of grammar or vocabulary.
Responding and Initiating, managing a conversation by making
responses, asking for a response or introducing a new topic or idea.
Repair and Repetition, repeating or rephrasing parts of a conversation
when they suspect that what was said was not understood
Donaghy, K. (2019) cited skills necessary for Viewing:
Analysis and evaluation of visual texts and multimodal texts that use
visuals,
Acquiring information and appreciating ideas & experiences visually
communicated by others.
Determine the difference between fact and underlying message
portrayed in
visuals and between real or imaginary images.
Use pragmatic, textual, syntactic, semantic, graph phonic and other
cues
(e.g., the visual elements and techniques used) to construct and confirm
meaning, sided view of a group, jolts)
Seek additional information from other sources as needed or desired
 HOW TO

(FIVE ESSENTIAL COMPONENTS OF

READING)
 INTRODUCTION
ONE OF THE MOST CRUCIAL SKILLS THAT KIDS MAY
LEARN IS HOW TO READ. IT'S CRUCIAL TO BEAR IN
MIND THE FIVE FUNDAMENTAL ELEMENTS OF
READING THAT EVERY CHILD REQUIRES IN ORDER TO
DEVELOP INTO A SELF-ASSURED AND FLUENT
READER WHEN THEY BEGIN THEIR INITIAL STEPS IN
LEARNING TO READ.
 PHONICS
The act of converting spoken words into written
letters is known as phonics. This is one of the first
reading skills kids should learn because it teaches
them the alphabetic principle—the relationship
between letters and sounds.
1. LETTER RACES PHONICS GAME
This phonics game requires a magnetic board,
magnetic letters and a lot of space! Set up the
magnetic board on one side of the room and place
the magnetic letters in a basket or bowl on the other
side. Call out a sound, or a word starting or ending in
a particular sound. Then ask your child (with a ready,
set, go!) to pick out the correct magnetic letters and
run over as fast as they can to stick it on the board.
LETTER RACE PHONICS GAME
2. ‘I SPY THE SOUND’
‘I Spy the Sound’ is a fun way to build phonics
skills and phonemic awareness. In this variation
of the classic game, ‘I Spy’, ask your child to
spy words that begin with a certain sound, rather
than a letter. For example, “I spy with my little
eye, something beginning with mmm.”
3. MATCHING RHYMES PHONICS GAME
Rhymes help children understand that sounds in our language have meaning
and follow certain patterns.

Find a corkboard or something you can stick pins into. Write down a list of
words on one side of a sheet of paper and on the other side write down words
that rhyme with these words, but in a different order. Here are some words you
can use:

hat, cat, sat, rat, mat

pin, tin, fin, win,
run, fun, sun, bun
3. MATCHING RHYMES PHONICS GAME

Then stick pins next to each word. Give your child some rubber bands and ask
them to match the rhyming words on each side of the page by placing the
rubber bands on the pins to connect the rhyming pair.
3. MATCHING RHYMES PHONICS GAME
4. FUN PHONICS GAME OF HOPSCOTCH
This phonics game helps children develop their ability to match letters to their sounds.

All you need for this fun phonics game is a piece of chalk and the ground. Simply draw
hopscotch markings on the ground (how many squares and in what shape they are
arranged is up to you). In each square draw a letter of the alphabet (you may want to
draw both the upper‑ and lower‑case letters in each).

There are many ways you can play this game – you can call out a letter or combination of
letters and ask your child to jump on those letters, and as they do, for them to sound out
each letter.
 PHONICS

By studying sounds (phonemes), syllables, and words, children can acquire phonemic
awareness.

Each word in the English language is composed of a variety of discrete sound units called
phonemes. For instance, the sound 'crab' is composed of four separate sound units: c/r/a/b.
The capacity to hear, recognize, and manipulate these discrete sound units is known as
phonemic awareness.
It is among the most fundamental abilities kids must master in order to learn to read.
Your child can begin to develop phonemic awareness at a young age by playing word
games, partaking in language play, rhyming, and plain old listening to a parent read to them.
 VOCABULARY

Reading a wide variety of books is one of the best ways for a child to
grow their vocabulary. Some of the most fundamental words that a child
will learn when starting to read are sight words. These include high
frequency sight words such as ‘on’, ‘I’, ‘the’, ‘and’, ‘is’, ‘an’, and ‘be’.
The first 100 sight words make up more than fifty per cent of most texts
for early readers, and are therefore extremely beneficial for your child to
learn early on in their reading journey.
 FLUENCY

Fluency is something that comes as a child develops their

phonemic awareness, phonics skills and vocabulary. Regular
reading practice is essential to developing reading fluency. It’s
also helpful to note that by reading aloud regularly to your child,
you can provide them with a vocal model to help them
understand what fluent reading sounds like.
 READING COMPREHENSION

visualize the characters,

hear the dialogue in their heads,

and they imagine details beyond the borders of the page.

 READING COMPREHENSION

IS IT A SKILL ?

Comprehension is a skill that will not only affect a child’s future

reading ability, but also their academic ability throughout school and
beyond.
 READING COMPREHENSION

HOW CAN WE
DEVELOP THIS?
4. FUN PHONICS GAME OF HOPSCOTCH
This phonics game helps children develop their ability to match letters to their sounds.

All you need for this fun phonics game is a piece of chalk and the ground. Simply draw
hopscotch markings on the ground (how many squares and in what shape they are
arranged is up to you). In each square draw a letter of the alphabet (you may want to
draw both the upper‑ and lower‑case letters in each).

There are many ways you can play this game – you can call out a letter or combination of
letters and ask your child to jump on those letters, and as they do, for them to sound out
each letter.