TWO TRACK

APPROACH
TEACHING READING &
WRITING IN
STUDENTS FIRST
LANGUAGE (L1)

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Fluent Readers & Writers

FOUR ESSENTIAL PARTS OF

LANGUAGE EDUCATION
Emphasis on
Meaning
(Focus on whole
texts)

Emphasis on
Accuracy
(Focus on parts of
the language)

Listening

Pupils listen in order

to understand and
respond to what
they hear

They recognize and

distinguish sounds,
syllables, words and
sentences

Speaking

They speak in order

to communicate
their thoughts and
ideas to others

They use correct

vocabulary,
pronunciation and
grammar.

FOUR ESSENTIAL PARTS OF

LANGUAGE EDUCATION
Emphasis on
Meaning
(Focus on whole
texts)

Emphasis on
Accuracy
(Focus on parts of
the language)

Reading

They read for

enjoyment and to
understand and use
new ideas and
information

They recognize parts

of words(letters,
syllables, tone
marks, etc.)
sentences and
paragraphs and can
sound them out.

Writing

They write in order

They form letters
to communicate their properly and neatly,
thoughts and ideas.
spell words correctly
and use correct
grammar.

BALANCED APPROACH TO
TEACHING READING & WRITING

A balanced approach to teaching reading and

writing emphasizes Meaning(whole texts)
and Accuracy (focus on the sounds of
language.)
MEANING TRACK

ACCURACY TRACK

Shared reading

Picture and key word

Experience Story

Big Box

Listening Story & library time

Sentence making

Creative writing

Spelling and handwriting

TWO TRACK
APPROACH
TEACHING READING
& WRITING IN
STUDENTS FIRST
LANGUAGE (L1)

THE
READING
PLAN

The READING PLAN is used throughout the Meaning

Track and in some parts of the Accuracy Track. The
READING PLAN is composed of the following
activities:

Teacher reads the entire text to the pupils.

Teacher reads the text WITH ALL the pupils.
Teacher reads one part of the text WITH ONE
OR TWO pupil volunteers.
One or two pupil volunteers read part of the
text by themselves.
Teacher reads the entire text again, WITH
ALL the students.

TWO TRACK
APPROACH
TEACHING READING
& WRITING IN
STUDENTS FIRST
LANGUAGE (L1)

SUGGESTED
SCHEDULE
FOR
MEANING
TRACK AND
ACCURACY
TRACK

SUGGESTED SCHEDULE FOR

MEANING TRACK & ACCURACY TRACK

Day 1

Meaning Track: Shared Reading and Creative Writing + Library Time

Accuracy Track: Key Word lesson

Day 2

Meaning Track: Experience Story & listening Story + Library Time

Accuracy Track:Next Keyword Lesson

Day 3

Meaning Track: Same as Day 1

Accuracy Track:Next keyword lesson

Day 4

Meaning Track: Same as Day 2

Accuracy Track:Next keyword lesson

Day 5

Review: Meaning and Accuracy Track

40 MINUTES

Meaning Track
Lesson
#1

Shared Reading
Story and
Creative
Writing +
Library

PREPARATION
(DO THIS BEFORE CLASS BEGINS)
If you are using a BIG BOOK or POSTER STORY for the
SHARED READING activity
1.Take out the BIG Book(or put the Poster story on the wall so all students can see it)
2. Practice reading the story about 2-3 times so you can read fluently
3. Select 3 or 4 words from the story to use for the Matching Word activity.
4. Write each word on a piece of paper so they are the same size as the words in the
story.
5. Select 2-3 short sentences from the story tat you will use for the Hide-a-word
activity.
6. Have a stick ready to use a pointer

If you are using SMALL BOOKS for the SHARED READING

activity
1.Take out the small books.You should have enough to give one book to every 1or 2 pupils.
2. Practice reading the story about 2-3 times so you can read fluently
3. Select 3 or 4 words from the story to use for the Matching Word activity and select 2-3
short short sentences from the story that you will use for the Hide-a-Word activity.(You
will write these words and sentences on the chalkboard.)

PREPARATION
(DO THIS BEFORE CLASS BEGINS)
If you are using a BIG BOOK or POSTER STORY for the
SHARED READING activity
1.Take out the BIG Book(or put the Poster story on the wall so all students can see it)
2. Practice reading the story about 2-3 times so you can read fluently
3. Select 3 or 4 words from the story to use for the Matching Word activity.
4. Write each word on a piece of paper so they are the same size as the words in the
story.
5. Select 2-3 short sentences from the story tat you will use for the Hide-a-word
activity.
6. Have a stick ready to use a pointer

If you are using SMALL BOOKS for the SHARED READING

activity
1.Take out the small books.You should have enough to give one book to every 1or 2 pupils.
2. Practice reading the story about 2-3 times so you can read fluently
3. Select 3 or 4 words from the story to use for the Matching Word activity and select 2-3
short short sentences from the story that you will use for the Hide-a-Word activity.(You
will write these words and sentences on the chalkboard.)

STEPS OF SHARED READING

STORY
1. Introduce the Shared reading Story
*Introduce the Story Topic.Ask the students about people and events from their
own lives that encourage the students to think about and talk about the topic of
the story.
*Have your pointer (a long straight stick) ready to move under the words as
you read
2. Read the story using the Reading Plan
I-Read the title of the story. Ask 1-2 pupils to tell you what they think the
story will be about.Encourage them to share their ideas.
II-Open to the first picture.Ask the pupils to say what they see. Then say,
Lets read this page. Read the text for that page,moving the pointer smoothly
under the text as you read.
III-Do the same for each page,stopping 2-3 times and ask,What do you
thinkwill happen next?
IV-When you have finished reading the story,ask the pupils some questions like
these:
What happened in the story?Why do think that happened? What part of
the story did you like best? Why did you like that part best?
V Read the story following Steps 2-5 of the Reading Plan.Move the pointer
smoothly under the wordsmas you and the pupils read.

STEPS OF SHARED READING

STORY
3. Do the matching word activity
*Pick-up the matching word cards that you prepared. (See the previous slide for PREPARATION)
Open the Big Book to the page with the words that match your word cards.
*Give the Matching Word cards to volunteers.(If you are using a small book, write the words oneby-one on the chalkboard instead of on word cards)
*Volunteers put their cards under the word on the page that is the same as the word on their card.
When they have matched the word correctly, read the word with them and everyone clap. Help them
if they have trouble. Do this with each Matching Words that you selected.(If you are using a small
book, show the pupils the word you wrote on the CB and tell the pupils to hold up their book and
point to that word on their page.
4. Do the Hide-a-Word activity
Find

the first sentences the you choose for the Hide-a- word activity.Read the sentence with the
students.
Hold

a small piece of paper over one of the important wordds in that sentences.

Read

the sentence again,including the words in that sentence.

Read

the sentence again,including the word that is covered,with the pupils.

Ask

the pupils.Which of the words in that sentence did i cover?

If

they say the correct word,uncover the word and praise them.Then read the sentence again with
the pupils.
If

they say the wrong word,point to the word they said and show them that this is NOT the word
that is covered.Read the sentence again,using the pointer to show them the words they are
reading.Let them try again to identify the word.
Do

this with the two :Hide-A-Word sentences.

Meaning Track
Lesson
#1

CREATIVE
WRITING

CREATIVE WRITING
Encourage students to think about a topic relating to
weekly theme
2. Students draw a picture and write a story about their
topic
3. Students share their story wih a partner or in small
groups
1.

REMEMBER:
Pupils may not use real letters, words or sentences and they
may be reading pictures rather than words or sentences But
they are learning the process and they are gaining
confidencemin themselves as readers and writers.

Meaning Track
Lesson
#1

LIBRARY TIME

LIBRARY TIME
* STUDENTS READ SMALL STORY BOOKS ALONE OR WITH A
PARTNER
1. Put a variety of books in place
2. Walk around the room, encouraging pupls to read
3. Utilize this quiet time to read to you

Meaning Track
Lesson
#2

Experience
Story and
Listening
Story + Library
Time

Meaning
Track
Lesson
REVIEW

SHARED
READING
STORY OR
EXPERIENCE
STORY

Click icon to add

picture

ACCURACY
TRACK
LESSON
REVIEW

Review of
KEYWORDS
Review
spelling &
Handwriting

BASIC STEPS TO
FOLLOW IN
TEACHING THE
MEANING TRACK
& ACCURACY
TRACK

 If

kids come to us from strong, healthy

functioning families, it makes our job
easier.
If they do not come from strong,
healthy, functioning families, it makes
our job more important.

-Barbara Colorose

Teaching is not a lost art, but the

regard for it is a lost tradition.

Jacques Barzun

The man (or woman) who can make

hard things easy is the educator.

Ralph Waldo Emerson

Students dont care

how much you know
until they know how
much you care.
-Anonymous

The mediocre teacher tells.

The good teacher explains.
The superior teacher
demonstrates. The great
teacher inspires.
-William A. Ward

A child cannot be taught

by anyone who despises
him, and a child cannot
afford to be fooled.
-James Baldwin

If we teach todays
students as we taught
yesterdays, we rob
them of tomorrow.

John Dewey

If a child cant learn the

way we teach, maybe we
should teach the way
they learn.
-Ignacio Nacho Estrada

Presented during the

DISTRICT ENHANCEMENT SEMINAR
WORKSHOP
For Kindergarten Teachers to
Grade 2 Teachers
September 5, 2013