1. Developing
Lear ner s’
READING Skill
(K-12)
Hanadi Mirza
Hanadi Mirza
hanadym@hotmail.com

2. Problems with MY Readers
 Nat [b] Tap [k] (KG 3)
 Sunday = Day of the Sun (Gr. 3)
 Major vs. minor characters (Bacc II)
 The boys having bags are in class. Having
is singular or plural? (univ. 1st yr)
 Graded readers are written in narrative
style. (univ. 2nd/3rd yr) * Copy/Paste
 Social /Fair / Bear / VocaPulary (univ.)
Hanadi Mirza
hanadym@hotmail.com

3. Part I - Overview on How to Teach Reading
in KGs, Elementary, and Cycles 3 8 4
(A comparative Approach)
Part II - Group Work: sharing problems
teachers face with their readers and
suggesting solutions
Hanadi Mirza
hanadym@hotmail.com

4. Natural Language Development
L Listening Piano
S Speaking Violin
R Reading Drums
W Writing Flute
Hanadi Mirza
hanadym@hotmail.com

5. Reading Process
Reading = Decoding (category)
Reading Comp= Decoding + Encoding
READ Aloud  Pronunciation + Intonation
READ Silently  Comprehension
Hanadi Mirza
hanadym@hotmail.com

6. 1.1- Communicate with others observingrules
appropriate to own level NCERD
KG 1 (L + S) KG 2 (L+ S+ R) KG 3 (L+ S +R +W)
-Listen to what is Listen to what is Listen to what is
heard.-Apply some heard.Apply heard.-Follow
instructions given instructions given by instructions &interact
by others.-Express others.Express needs with the urgings of
needs with various with various others -Express needs
methods.-Express methods.Express what with various methods.-
methods.
what he himself is he/she or others are Express what he or
doing.-Take doing.-Apply rules of others are doing.-Appl
initiative in communication during rules of communicatio
speaking to dialog.Take initiative in during dialog Take
others. speaking initiative in speaking
and discussing with
Hanadi Mirza
others .
hanadym@hotmail.com

7. The 5 Elements of Reading
L S  R  W
I- Phonemic Awareness  Identifying sounds
II- Phonics Reading sounds
III- Vocabulary  Meaning Making
IV- Fluency & Accuracy while Decoding
V- Comprehension Read TO Comprehend
i.e. Answer in OWN Words
i.e. Paraphrase Answer
Writing  Identify Sounds then Write Letters
Hanadi Mirza
hanadym@hotmail.com

8. I- Phonemic Awareness (KGs)
1- Rhyming words
2- Sounds within words
a) Beginning sounds
b ) Ending Sounds)
c) Middle sounds
3- Sound Blending (sounds into a word)
4- Sound Segmenting (a word into sounds)
5- Words within sentences
6- Syllables within words
Hanadi Mirza
hanadym@hotmail.com

9. II- Phonics (KG2 & KG3)
SOUND of a letter NOT Writing
 Process of translating written words into speech
 Letter Reading NOT Writing
 - Sound blending
 - Word Building
 - Connect sounds to word
Hanadi Mirza
hanadym@hotmail.com

10. Phonics
1) m M ABCDEFGHI….
2) m + a = ma e + d = ed
ma + n = man b + ed = bed
3) cat = c + at ca + t
4) hat pen can dog
mat red bed sat
Hanadi Mirza
hanadym@hotmail.com

11. 3- Vocabulary (KGs)
Learn 2000-4000 new words per grade level
 Pre-teach Vocab
1- Meaning of q word:
- Using Meaning prompts
- Using Visual prompts (Pictures & Realia)
- Acting out a Word
- Using Multiple Prompts
- Using Relations between words: synonyms, antonym, prefixes,
roots …
2 – Application
- Guessing Games / Acting out
- Put a word in a meaningfulHanadi Mirza
sentence
hanadym@hotmail.com

12. Pre-Teach Vocab (Cycles 1 & 2)
1- Meaning from Context Clues:
 Definition / Synonym / Antonym (Part of Speech)
 Word Formation using Prefixes & Suffixes
 Dictionary Skills – Spelling Rules - Dictation
2- Application/Review:
 Guessing Games using Pictures / Realia
 Acting out the word / Cross Puzzle Words
 Put a word in a meaningful sentence (Cycle 1)
 Write a (narrative) paragraph using the following
5 words: … (Cycle 2)
Hanadi Mirza
hanadym@hotmail.com

13. Vocabulary (Cycles 3 & 4)
 During Reading
1- Meaning IN Context:
 Find a word/expression in the text that means …
using the context clues of the text itself
2- Application:
 Write a persuasive essay arguing with or against
the law of banning smoking in public places in
Lebanon. (Lexis & Spelling)
Hanadi Mirza
hanadym@hotmail.com

14. IV- Fluency & Accuracy
while Decoding
(follow with finger / ruler)
My dog is in the red box. (KG)
Four people are waiting in front of the police
stations. (Cycle 2)
Hanadi Mirza
hanadym@hotmail.com

15. Poor Pronunciation
 NO Comprehension
Using Simplified Phonetics
People [pypl] police [polys]
food [fooood] purpose [p ərps]
Schwa [ ə ]  [euh] sound
BBC / CNN / Online Phonetics / Google...
Hanadi Mirza
hanadym@hotmail.com

16. Spelling vs Pronunciation
 Psychology (ps--) [saykolə djy]
 Pneumonia (pn--) [nəmonia]
 Climbing, comb, lamb, bomb (--mb)  [klayming], [kom], [lèm],
[bám]
 Calm, Palm (--l m) [kám] , [pám]
 Folk , Folktale (-- l k)  [fok] , [fokteyl]
 Vegetable [ve dj təbl]
 Comfortable [kámftəbl]
 Government (nm) [gavərmənt]
 Suggest, Suggestion [sag djəst], [sagdjəstshən]
 People, Apple [pypəl], [ápəl]
 Sensual , Sensuality [sənshəwəl] , [sənshəwality]
 Nation, Nationality [neyshən], [nashənality]
 Social , Beautiful [soshəl] , [byurəfəl]
 Original but Originally [oridjinəl] but [oridjənly]
 Actually [aktshəly]
 Say but Says [sey] but [sèz]
Hanadi Mirza
hanadym@hotmail.com

17. Spelling vs. Pronunciation (continued)
 Determine but Mine [ditərmən] but [mayn]
 Examine→ [əgzámin]
 Seduce but Seduction [sidýous] but [sidakshən]
 Appreciate [aprishiyeyt]
 Result, Adult → [rizált] , [ədált]
 World, Work, Word, War [wərld], [wərk], [wərd], [wor]
 July, Major [djoulay] , [meydjər]
 Children, Church [tshildrən], [tshərtsh]
 Pleasure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər]
 Write/Written, Hide/Hidden  [rayt] / [ritən] , [hayd] /[hidən]
 Teacher [tytshər]
 Doctor, Dollars [daktər] , [dálərz]
 Cat, Cup, Color: (c)  [k] [Kat] , [Kap] , [kalər]
 Circus, Ceremony: (c)  [s] [sərkəs] , [sərəmony]
 Gallery, Go, Gut: (g)  [g] [galəry] , [go] , [gat]
 Giraffe, Generous: (g)  [dj] [djiraf] , [djənərəs]
Hanadi Mirza
hanadym@hotmail.com

18. (continued)
 The + any letter EXCEPT (a/e/i/o/u) →[o‫ ]ﺫ‬never [za]
 Although , Thunder, Thumb→ [ol‫ ﺫ‬o] , [thándər] , [thám]
 Thank You [thánk] Never [sank] You
 The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [‫ ] ﺫﻱ‬never [o‫ ]ﺫ‬nor
[zi]
 The + eu ropean, u nited the+[you] (as 1st sound) [o ‫ ]ﺫ‬NOT
[za]
 Use the [yous] but I/you [youz]
 Process but processes → [prósəs] but [prosəsyz]
 Woman but women → [woumən] but [wymin]
 Police , Policeman [polys] .[polysmən]
 Symptom→ (--m p) [simtəm]
 Wanted / Added / Promised / Grinned 
[wantid] , [ádid] , [promist] , [grind]
 Battles, Flags / Groups, Mats Kisses, Churches,—>
[bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz]
Hanadi Mirza
hanadym@hotmail.com

19. VOICED & VOICELESS
SOUNDS
Past Tense of Regular Verbs
 (-ed)  [- id] , [-t] , or [-d] ?
 [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t]
 Created , Needed / Proved / Fixed
Plural Form of Nouns
 (-s)  [-z] or [-s] or [-əz] ?
 vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [- əz]
 Boys, girls / cats, lin ks / classes, foxes

Hanadi Mirza
hanadym@hotmail.com

20. V- Reading Comprehension
Read for a PURPOSE:
- Read for the Gist (main idea)
- Read for Specific Info
- Read for Details (intensive / inferential Reading)
 Develop Schemata for Story Reading / Other Genres
Reading Strategies: | Reading Skills:
- Predicting a) Skimming
- Questioning b) Scanning
- Clarifying
- Summarizing Hanadi Mirza
hanadym@hotmail.com

21. Reading Comprehension (KGs)
1) Cover page
 a- Title/Picture / Author /Illustrator (Graphic
Organizer)
 b- Predict story from Title & Picture
 2) Picture Walk using Reading Strategies
 3) Retell story using Pictures
 4) Decode words with the help of pictures
 5) Using Reading Strategies to check
students’ comprehension of the written text
 6) Summarize the story using pictures to
check comprehension of the story itself
Hanadi Mirza
hanadym@hotmail.com

22. Reading Comp. (Cycles 1 & 2)
1- Pre-Reading Stage
 Warm-up (Discussion)
 Pre-Teach Vocab
 Predict Story from Title/Pictures
2- During Reading Stage (Silent Reading)
 Answer Factual THEN Analytical Questions
 Fill in the Story Map / Chart/ Table….
3- Post-Reading Stage
 Summarize the Story / Text
 Read Aloud  Pronunciation + Intonation
 Connect: R-W / R-S / R- Drawing / ….
Hanadi Mirza
hanadym@hotmail.com

23. Reading Comp. (Cycles 3 & 4)
How to Save Time?
1- Read Questions (Purpose) + Reformulate Q’s
2- Read the text to find the answer to each Q’s
Multiple-Choice Questions: (STRATEGY)
 1- Read the Stem without the Distracters (A/B/C/D)
 2- Understand the question (Reformulation)
 3- Read the text to find the answer to Question
 4- Eliminate the wrong choices
 5- Double check if he right choice = paraphrase of the
answer found in the text
Hanadi Mirza the distracter
hanadym@hotmail.com

24. Make a Difference
In Your Readers’ Future
Hanadi Mirza
hanadym@hotmail.com
www.hanadimirza.blogspot.com
www.atel-lb.org
Hanadi Mirza
hanadym@hotmail.com