Introduction Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that

language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level. Reading Purpose and Reading Comprehension Reading is an activity with a purpose. person may read in order to gain information or verify person may also read

existing knowledge, or in order to criti!ue a writer"s ideas or writing style. guide the reader"s selection of texts.

for en#oyment, or to enhance knowledge of the language being read. The purpose$s% for reading

The purpose for reading also determines the appropriate approach to reading comprehension. person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recogni&e the name of every appeti&er listed. person reading poetry for en#oyment needs to recogni&e the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. 'owever, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause(effect se!uences that are presented, and recogni&e ideas that are presented as hypotheses and givens. Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge

'ave a flexible reading style, depending on what they are reading re motivated Rely on different skills interacting) perceptual processing, phonemic processing, recall Read for a purpose* reading serves a function Reading as a Process Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.

Text + To be able to read is to be able at sight of written or printed signs to take in their meaning) to be able to read aloud is to be able to utter the sounds which will convey to a hearer the meaning of the written or printed signs. This description of reading and of reading aloud, if correct, ought to help towards a criticism and a construction of method in the teaching of reading. ,uch labour is nowadays bestowed on training children to be able to utter the sounds which correspond to certain written or printed signs, without recognition, or at any rate without direct recognition, of meaning thereby conveyed, and to be able to name or to write the signs which correspond to sounds. These processes are "word(building" and "spelling." .ook through at the attached text entitled ",y /lass Teacher" and contains 011 more words

may be not appropriate for students in year four. 'owever, this text may be suitable for enrichment activities. This text should be edited before use and given to the students. Words used in the text is also suitable for enrichment activities. Teachers need to work smarter in this text to suit their students. 2ome of the words used in this text as "bifocal lens", "affectionate", "mediocre" can be used to introduce new words. /reativity is needed to create enrichment activities for students who eager to learn.

2uggested 3nrichment activities. Instruction ) Read aloud with correct pronunciation. ,y class teacher is ,rs. 4ohnson. 2he teaches us 3nglish and 'istory in the school. 5ther teachers teach us other sub#ects. 6uring the roll(call, ,rs. 4ohnson will look through her bifocal lens at the face of each student who responds promptly to the call. ,rs. 4ohnson is really a good teacher. 2he is strict but affectionate, too. 2he knows well how to educate the brilliant students and also to uplift other mediocre and average merit to the standard grade by covering up their weak points. 2he is found to pay special attention to the weaker students so that they can come up to cope with the standard of the class. 5ur class(teacher is a good disciplinarian and an able educator. 'er 3nglish pronunciation,

expression and sense of diction are noteworthy. 2he teaches us how to write short and simple sentences in 3nglish. 2he calls us one by one, on the dais, and asks us to speak and develop the free speaking ability in us. 2he has a uni!ue style of teaching her students. 5n the "Teacher"s 6ay", we bring flowers and other small gifts for our beloved teacher. We are really fortunate to study under a capable and experienced teacher like ,rs. 4ohnson.

Text 0 If children who can talk have ac!uired the power of reading a few words in the sense in which "reading" has been here used, they will be able to begin reading sentences. s with the words, let each sentence be one which they can see $acted% before them. .et it have no word which they have to see its signification, their minds should work towards that without hindrance) to pu&&le at one of the words is a hindrance. 2o let the first sentence put before them be something of this sort(("Tom runs" or "7ob walks" or ",ary sits." .et them have the sentence $i.e., the words put together% while the separate words are unforgotten, or, in other words, directly after they have learned, not probably for the first time, each word separately. 7ack to the attached text, this simple text is suitable for year four students. Its about fruits. The words used is simple and easy to understand. 'owever, tis may also be used for enrichment too. Its depend on the teacher to make used this text.

2uggested remedial activities. Instruction ) Read the passage and colour the fruits.

The fruit is delicious and nutritious. It grows on plants and trees in the gardens. 8ruits like #ackfruits, leeches, apples, pomegranates, oranges, grapes, papaya, guavas, etc. are consumed with relish and pleasure by us. They are available in different seasons of the year.

Text 9 :uestioning helps students clarify and deepen understanding of the text they are reading. Teacher should model coding of different types !uestions. /odes of !uestion vary according to different authors books and comprehesion strategies. ;se codes that suit the student"s needs.2tudents who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension. While, comprehension monitoring instruction teaches students to be aware of what they do understand and identify what they do not understand also use appropriate strategies to resolve problems in comprehension. 3ffective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. /ooperative learning instruction has been used successfully to teach comprehension strategies. 2tudents work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies. The text is suitable for enrichment activities in a way of answering comprehension !uestions. This activities needs student to reed through the text until the end. The skimming and scanning skills also re!uired.

2uggested enrichment activities. Instruction ) read carefully and answer the !uestions. There is a saying, "'ealth is wealth." It means that one, who has good health, is the happiest person than the rich. 7ecause, if a rich person is sick and cannot digest what he eats, he is unhappy in life. 'is life becomes useless to him. 7ut a healthy person, though poor, lives a better life. .ife is no burden to him. .ife has its charm for him. When a healthy person works hard, or walks a long distance, he is not tired. 'e en#oys his food, and has a sound sleep at night. rich person is envious of him.

In order to maintain a good health, a person has to take pure and simple food. 'e has to do some kind of exercise, or to do some sort of manual work regularly. 7y the movement of his limbs and

body, his food gets digested easily. 6igested food supplies nutrition and pure blood to his body. 'ealth is a matter of pride in human life. 8or health culture, nowadays, there are many ways. ,odern gymnasium provides various kinds of exercises. <oga practice is also very useful. 7esides walking, running, swimming, etc. are also good exercises.

+. What is the meaning = 'ealth is wealth>? 0. @ames four ways to maintain your health. 9. Health culture.... explain about it.

Text A If reading came naturally, teaching reading would be a much easier #ob. /hildren would learn to read as readily as they learn to speak. Teachers would only need to give students the chance to practice their skills. 7ut children don"t learn to read #ust from being exposed to books. Reading must be taught. 8or many children, reading must be taught explicitly and systematically, one small step at a time. That"s why good teachers are so important. phoneme is the meaning of a letter or digraph, the "mouth move" signaled by the letter. The spelling of a word B its letter se!uence B is a map of the pronunciation B its phoneme se!uence. To learn to read words, we have to understand this mapping. Thus, learning to read begins by making friends with phonemes B becoming comfortable and familiar with them. Informally, children develop this familiarity in conversations about books read aloud, especially alphabet books and books of nursery rhymes. Cuiding and encouraging children"s attempts to invent spelling also helps children make friends with phonemes. Text four is suitable for remedial activities which can also be transform to enrichment activities. I would do the remedial activities for this text.

2uggested remedial activities. Instruction ) Tick $ D % to explain your best friend.

+. 0. 9. A. E.

fat $

slim $ %

% pretty $ % % % %

handsome $ kind $ tall $ % %

stingy $ short $ % shy $

talkative $

BIBLIOGRAPHY

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http)FFwww.preservearticles.comF01++1G19HH9HF+HI(words(short(essay(on(health(for(kids. hhttp)FFwww.readingrockets.orgFarticleF0JAF tml http)FFwww.enchantedlearning.comFessayF

! http://www.earlychildhoodaustralia.org.au/learning and teaching/early childhood literacy/strate !

gies "or teaching reading.ht#l!