READY Teacher's Guide-April 2026 - Flipbook - Page 13
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Repeat this process for the entire text.
At the end, read the entire passage aloud, so the pupils hear the correct pronunciation and
intonation. Have pupils repeat, matching the proper prosody that was demonstrated.
• Alternatively, read the entire passage before starting the questions and answers.
Other approaches:
1. Have the pupils read the entire passage and then discuss it. This approach takes much longer and
may not be appropriate in a heterogenous group where pupils read at different paces. It is advisable
to use this technique only with short texts.
2. The teacher can read out the entire text and then discuss it with the class. Pupils listen and follow
along with the text.
Stage III Post-Reading
Once the reading of the text is finished, it is essential to sum it up. This is usually done by asking a
question that reflects the entire text. The question might include personal responses, what the
pupils have learned from the text, what they think about the text, what they think will happen next,
what they think about the topic, and so on. Verify maximum comprehension from the pupils before
asking them to complete the comprehension activities in the book.
READY includes a variety of question types to check reading comprehension. Have the pupils work
on these questions in their notebooks, referring to the passage for the information. This section
covers the main points in each reading passage and provides pair or group work. Questions vary
from LOTS (Lower Order Thinking Skills) to HOTS (Higher Order Thinking Skills).
In addition, there are reading passages for reinforcement and enhancement in the Workbook. All
reading passages, with their accompanying comprehension activities, offer the pupils an opportunity
to work on reading passages at an accessible level. These passages are designed to be completed
individually, without the teacher’s assistance. However, should the pupils need assistance, it should
be offered.
c. Reading for Fluency
It is essential to incorporate tasks to promote reading for fluency skills at this vital stage of learning
for young pupils. “Fluent reading has three elements: accurate reading of connected text, at a
conversational rate with appropriate prosody.” (Hudson, Lane and Pullen 2005). Researchers
conclude that reading fluently is highly correlated to successful reading comprehension (Kuhn, et al.
2006). The teacher can practice and assess reading for fluency by listening to pupils read aloud, on
the word-level, sentence-level, and using short texts.
Reading aloud can be done using the materials throughout READY. The teacher can assess the
development of these skills using strategies like repeated reading, teacher modeling and echoing.
The teacher should be sure to pay attention to prosodic elements such as pitch and stress, with the
goal of helping pupils read expressively (Hudson, Lane and Pullen 2005). Within the units, several
short texts in the Course Book are presented for repeated reading exercises, as well as additional
tasks in both the Course Book and Workbook specifically designed to advance these skills.
d. Writing
Alongside the development of reading, READY is carefully designed to support pupils as they acquire
writing skills in English. Writing is a complex process, one which evolves from being exposed to
linguistic and textual features from a variety text type (Brandt 2015). When teaching writing, it is
important to work slowly and enable the pupils to progress at their own pace. Many pupils need
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