TO BE ABLE TO BE A 21ST CENTURY TEACHER, TRAIN THE TRAINERS...,TEACH THE TEACHERS AND MENTOR THE PUPILS.....
Summary of the Training Seminar
The seminar started with a prayer and the singing of the national anthem. Although we stated out late because of some technical constraints, still we stated with no complexity. A welcome address was given by the principal of the host school, Mrs. Elisa D. Dumaop. And a message was delivered by Mrs. Nilda L. Ebate, our Buhangin District Reading Consultant.
Claire B. Busca, District Reading Coordinator of Buhangin District started the day with the rationale of the training, she stressed the importance of the of the reading teachers specially that learning begins as early as at birth throughout his life. She also point out the Division Reading Profile in the National Achievement Test 2009-2010 which garnered 56.75% and 2010-2011, which also garnered 53.78% as MPS . There is a Great difference in the Dep Ed target of 75% and EFA target of 85% by the year 2015. Mrs. Busca mention that kinder, grade 1 and grade II teachers are not excused in the NAT results mainly because that formal learning starts from the moment a child enters the classroom.
In the emergent Reading, Mrs. Claire B. Busca explained some about Emergent learning is what children know about reading and writing before they can actually read or write. She also added some facts about emergent Reading. (1). Reading is the Foundation for all learning. (2). Vocabulary begins to develop at birth and continue to grow through out child’s life. (3). Children entering kindergarten should have the vocabulary of at least 3000 to 5000 words. (4). Children entering Kindergarten should have heard 1,000 stories in order to be successful in school.
The second topic in the morning was about the Phonological Awareness. It was delivered by Ms. Carmelita L. Algones. Phonological awareness refers to an individual’s awareness of the sound structure, or phonological structure, of a spoken word. It includes the ability to distinguish units of speech, such as the individual phonemes of a word or a syllable. Phonological Awareness is often confused with phonics, but it is different. Phonics requires students to match letters or letter patterns with sounds (decoding) and to use this information to read words. It relates ONLY to speech sounds, not to alphabet letters or sound –spellings. Phonemic awareness is a subset of phonological awareness. It is also the ability to recognize that words are made up of a variety of sound units. As a child develops phonological awareness s/he not only comes to understand that words are made up of small sound units (phonemes). S/he also learns that words can be segmented into larger sound “chunks” known as syllables and each syllable begins with a sound and ends with another sound.
In the afternoon, we invited a resource person to discuss to us about the Reading Recovery Techniques and how to integrate it with in the classroom. She was Mrs. Estrella G. Piaoan of Bangoy District. She shared to us some strategies and assessmenst to be use in classroom situation like (1). Letter identification; (2) Word Reading., (3) Elkonin Box ;( 4) Roaming around the known (5) Writing Vocabulary; (6) Hearing and Recording Sounds and (8).Concept about prints.
Ms. Miradyl T. Malaki gave details about Phonemic awareness and she emphasized that Phonemic awareness is just one aspect of phonological awareness and it is the only aspect of reading that is essential to develop before they can begin to read. Helps children realize the words, regardless of their form (oral or print), are made up of sounds. She discussed the significance of Phonemic Awareness which is the following:
¡ Allows young readers to build another important element of reading: phonics;
¡ Creates a bridge between spoken and written language;
¡ Helps children increase their abilities to decode and comprehend what they are reading.
We ended the day with a simple prayer.
On the second day, to make use of the time in the installation of the Projector to be used in the discussion/lecture. Instead of the phonics Instruction, we started with the Demonstration Teaching by Claire B. Busca and Carmelita L. Algones. It was based on the Literature Based instruction with integration of the Reading Recovery techniques.
Phonics instruction was discussed by Ms. Carmelita L. Algones. She stressed that Phonics refers to instruction in the letter- sound relationship used in reading and writing.* Phonics instruction teaches children the relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. * It teaches children to use these relationships to read and write words
Fluency was discussed by Elaine Jane A. Villaret. Fluency is the ability to read aloud expressively and automatically with understanding. It is also the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading such as decoding. Fluency is an essential component of successful reading since it affects comprehension. Fluency practice leads to ease and speed, which facilitate understanding. It aids confidence and improves attitudes towards reading.
Comprehension was also discussed b Mr. ArnoldCuevas. He shared to us some strategies in making comprehension such as Stories in a star; Episodal Web Activity; Story Banner Activity; Strip Story Activity; Character Map; Story Frame Activity; Clothesline Activity, character Map; Concept Map Activity; Story Staircase; and the Musical Story.
Lastly, Mrs. Elizabeth Dyne C. Benitil talked about the some strategies in the Gabay Guro Program and she gave some strategies in teaching grammar.
