1. ICT : Module III - Instructional Design Mrs. Sunita Singh

2. 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

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

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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….

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