ICT : Module III - Instructional Design Mrs. Sunita Singh

Instructional Design : ADDIE MODEL ON ENHANCING LANGUAGE SKILLS Topic :READING READINESS SKILLS TargetGroup : For the Pre-primary teachers Time Frame : 1- Day Training programme Need Analysis : Why needs Reading readiness readiness is essential to an individual. How it can be implemented in the class room teaching ie: process of understanding and application through various techniques  Target Analysis : Teacher educator will explain that : Implications for teachers Reading problems of our students as novice readers THE READING PROCESS – A TRANSACTIONAL VIEW The Reading Process

 General Learning Preferences : Teacher educator will explain THE READING STRATEGIES Make Connections Ask Questions Determine Importance Infer and Predict Visualize Synthesize

Sub Topics : A BALANCED READING PROGRAM –5 ESSENTIAL COMPONENTS Content Analysis :   Sub Topics : A BALANCED READING PROGRAM –5 ESSENTIAL COMPONENTS 1) Phonics 2) Phonological awareness 3) Sight words & vocabulary development 4) Reading fluency 5) Comprehension strategy Objectives : Knowledge : To enable the teachers to acquire knowledge about The role and use of sight words through phonics Incorporation of games and activities for the balanced reading Understanding : To enable the teachers to understand the: Affect of compression in reading Importance of Rhymes

Application : Use to ‘anchor’ words through : - word walls / semantic mapping - class dictionary / personal vocabulary books/ vowel book - word building /word analysis (tied in with phonics) - using words in writing Skill :Vocabulary Development

Instructional Method : 1. It is essential, a Classroom Teaching should be in well equipped room like ACTIVITY ROOM , so that children can have hands- on –experience through the aids 2. Also computer attached to projector should be available to make the concept clear, to understand the sounds etc.

Knowledge : Student able to differentiate between the sounds Learner Outcomes : Knowledge : Student able to differentiate between the sounds Understanding : Student will be able to recognize the sound and able to putting everything together to construct a personal meaning for the text Application : Student will be able to -identify the sounds, -able to blend the sounds and diagraphs to form a words -activate their prior knowledge -make predictions -generate questions, answer questions and draw inferences -monitor their comprehension & seek clarification when confused -create pictorial mental imagery & mnemonic imagery -create summaries of what they have read -evaluate what they have read -empower the child to read and express his future.. Analysis : Vocabulary Development through intensive and extensive reading strategy

Interest : Student will develop the interest Fluent oral reading (with expression Access to models of expressive reading Chunking words (syntactic cues) Word recognition (fast & accurate) Comprehension Attitude : Student will DEVELOP A LOVE for READING

Development : -draw in / activate students’ prior knowledge -develop students’ awareness of clue-searching strategies -select text based on students’ interests and knowledge and make comprehension an integrated part of the curriculum -use different reading materials (including readers) and design a variety of tasks for different purposes -Explicit and planned instruction for reading skills - Emphasis on instructiveness of reading process – expectancy, prediction, personal responses, critical and reflective thinking, etc. - Wide reading of easy and interesting materials Implementation : Providing children with 1. Curriculum Restructuring & Integration 2. input -Activities / tasks Games …….. 3.Big Books Small readers 4.Poems / Plays - Reading / Listening materials….

Formative evaluation : Questions : 1.Identify the correct sound and name the picture. 2. Blend the diagraphs