1. ENGLISH FOR YOUNG LEARNERS UNTIRTA

2. VI/B 3 T h G R O U p Tri S Aditta P.M Selvy IRoki Rizki A. SEvi M. F

3. Teaching Reading for Young Learners Reading is an interactive process that goes on between the reader and the text, resulting in comprehension Teaching reading is very necessary in English learning and teaching as foreign language. It is in the line with Burhan (2012: 9), reading is a physic and mental activity to reveal the meaning of the written text. Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities.

4. Methods Used in Teaching Reading for Young Learners Reading Aloud / Oral Reading Silent Reading

5. Reading Aloud/ Oral Reading

6. Why the read aloud in the class?  To engage the students while developing background knowledge, increasing comprehension skills, and fostering critical thinking.  To helps build listening and comprehension skills.  Can easily internalize vocabulary by hearing words in context.  Gain information  Fosters curiosity, imagination and creativity.  Increases their attention spans and ability to focus on what is being said.  Gives students a desire to read more  Presents endless opportunities for related activities Reading Aloud/ Oral Reading

7. How the read aloud in the class?  Give concrete explanations  Invite conversation and generate questions for discussion and investigations  Provide content to support hands-on investigations  Examine the colorful illustrations and photographs; they can tell a story beyond the words on the page  Have your child read the material aloud then at the end of the paragraph, go back and review difficult words and have him/her read it again.  Raise your child for his/her efforts Reading Aloud/ Oral Reading

8. How can one get the most out of this technique?  Engage students' interests  Make sure the books are at the right difficulty level  Spend an appropriate amount of time on reading aloud  Offer a range of materials to read aloud  Work in small groups  Model fluent reading  Do repeated readings in class  Promote phrased reading in class Reading Aloud/ Oral Reading

9. Silent Reading

10. Benefit of Silent Reading  Improves student’s understanding  develop the skills of reading for a purpose  people read in sense groups, which means, roughly, that we read a number of words together so that they make sense to us Silent Reading

11. Unit outcomes  Outcomes help students develop silent reading skills to read more efficiently, teach students how to guess the meanings of unfamiliar words from the context, help students understand the relation between reading speed and reading efficiency, and help students improve their reading efficiency through understanding how to interpret information given in graphical form. Unit outcomes  Outcomes help students develop silent reading skills to read more efficiently, teach students how to guess the meanings of unfamiliar words from the context, help students understand the relation between reading speed and reading efficiency, and help students improve their reading efficiency through understanding how to interpret information given in graphical form.  Teacher support information After the activities, teacher should begin to see gradual improvement in their comprehension. This is because silent reading helps students to focus their attention on the text; their increased concentration on the text is sustained until the entire text is read. This also helps students absorb ideas into their subconscious and then use them in their daily lives.

12. Techniques Used in Teaching Reading for Young Learners Making Greeting Cards-Read and Draw The Washing Line

13. Making Greeting Cards- Read and Draw  LEVEL: (1), 2  AGE GROUP: A, B  TIME: 30 Minutes  AIMS -Language: to develope intensive reading skills. -Other: to practice drawing, colouring, and cutting-out skills. Reading Aloud/ Oral Reading

14. Making Greeting Cards-Read and Draw MATERIALS  A large copy of the picture (optional)  Flash cards (see Preparation, 4)  A copy of Worksheet for each child,  A pice of thin card for each,  An envelope for each card or a large piece of paper,  Coloured pencils,  scissors, and glue. DESCRIPTION The children follow simple written instructions to make a Mother’s Day greetings card. The techniques can be adapted for the other age groups and occasions.

15. Preparation 1. Make the card yourself so that the children can see a finished one. 2. Make a copy of Worksheet for each child. 3. Cut a piece of thin card approximately 50cm X 15cm for each. 4. Make the flashcards with draw, colour, cut, stick, and the Englush names of colours on. Making Greeting Cards-Read and Draw

16. 1. If necessary, teach the children and verbs and colours from the worksheet and put flashcards on the wall for reference while they are working. This can be done in the previous class. 2. Talk a little with the children in their native language about mothers (and about cares in general as some children are not cared for by their mothers, but by fathers, grandmothers, foster parents, or childminders), what they do for the children and for the family, and go on to talk to them about Mother’s Day. Do they have Mother’s Day in their country? If so, what do they do for their mothers/carers on that day. 3. Tell them that in Britain children give cards to their mothers/carers on Mother’s Day. Show them the card that you have made and tell them they are going to make one for the person that looks after them. 4. Put up or sketch a big copy of the picture on the board and check that the children know the English vocabulary, writing it in like this if you think it is necessary. 5. Check that the children know how to read the colours by holding up flashcards with the English words on them and asking them to hold up a pencil of the corresponding colour. Making Greeting Cards-Read and Draw

17. 6. Give each child a piece of card and show them how to fold it in half. 7. Give each child a worksheet. Read through the instruction together, checking at each step that the children understand what they are going to do. 8. Let the children start. Go around the class helping out where necessary. The language problems will mostly be vocabulary ones so you will be able torefer them to the board and flashcards. 6. Give each child a piece of card and show them how to fold it in half. 7. Give each child a worksheet. Read through the instruction together, checking at each step that the children understand what they are going to do. 8. Let the children start. Go around the class helping out where necessary. The language problems will mostly be vocabulary ones so you will be able torefer them to the board and flashcards. 9. When they finish let them look at each other’s cards. Show them how to write ‘To.....’ and ‘With love from.....’ on the inside, telling them to write the name of their carer after ‘To’ and their own name after ‘from’. 10. Finally, give out the envelopes and show the children how to write and address. Making Greeting Cards-Read and Draw

18. Variation Instead of giving the children ready-made envelopes, you can show them how to fold one themselves as a listening task. Making Greeting Cards-Read and Draw

19. The Washing Line The Washing Line  LEVEL: 2, (3)  AGE GROUP: B,C  TIME: 20-30 minutes  AIMS -Language: to practise intensive reading. -Other: to develop the skill of making logical deductions. Silent Reading

20. The Washing Line DESCRIPTION: The children put together information from several sentences to find out which clothes belong to which person, and where they live. DESCRIPTION: The children put together information from several sentences to find out which clothes belong to which person, and where they live. PREPARATION: 1. Make enough copies of Worksheet so that the children have one between two, or copy the Worksheet on to large poster on the board. 2. Do the worksheet yourself so that you are awareof the logic needed to solve the puzzle and can help the children.

21. IN CLASS 1. Pre-teach or revise the names of the clothes. 2. Draw a block of flats on the board and check that the children know the names of the floors--- ground floor, first floor, and soon. (if you are teaching American English you will have to adapt the worksheeet to read first floor, second floor, and so on). 3. Write the names of the people on the board: Dawn, Peter, Bob, Jane and Mary, Anna. Tell the children that they all live in the flats on different floors. The Washing Line

22. IN CLASS 4. Explain that they all share a washing line in the garden. as very windy and all the clothes on the washing line blew off and landed in a heap on the ground. The children are going to work out who each piece of clothing belongs to and where the owners live. How? By reading the information and thinking hard! 5. Put the children into pairs. Give out the worksheet and give them a little time to read all the sentences. 6. Then ask them (in English if possible) who the football shirt belongs to, and what floor that person lives on. Ask those who get the answer right to tell the others (in their native language if necessary) how they worked it out. The Washing Line

23. IN CLASS 7. Let the children continue. Go around encouraging and giving hints where necessary, but try and get them to help each other first. If they find it very difficult, draw this grid on the board to help them: The Washing Line NAMEFLOORCLOTHES Dawn Peter Bob Jane Mary Anna

24. IN CLASS 8. When they finish, get them to compare their answers before checking the whole class’s answers. The Washing Line

25. Reading is one of English skills. It should be mastered by all learners, includes young learners. The main point in teaching reading for young learner is to keep thing playful as well. Many methods and techniques can be used in teaching reading for young learners. One of the methods is read aloud and silent reading. Conclusion