Overview of E.nopi English Curriculum

English ProgramNYTCrev. 02/26/13

OverviewPresented by:English Overview for Days 1-4Revision date: 08/08/2012Resources needed:English folder for each trainee and one for trainer, which should include at least curriculum charts; progress charts; one Main Book and one corresponding Workbook; sample of DTs, ATs, and CTs; sample answer booksAnswer Books for Main Book and Workbooks (one of each to pass around later, especially Levels 1-2)Curriculum charts

TopicsDeveloping Pre-reading SkillsDevelopment & Concept of the English ProgramEnglish Curriculum OverviewStructure of Booklets

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Notes to Trainer - Objectives:Discuss basics of learning to read process (45 min)Explain main parts of program and materials in general. (40 min)

Brain Teaser

What is Reading?A thinking processUnderstanding the meaning or message the words are intended to carryAn interactive processUtilizing previous knowledgePractice with different kinds of textKnowledge of certain writing conventionsBrain teaserAsk questions to trainees:What does reading mean?What do you do when you read?Is it a natural process?Reading does not merely involve the ability to sound out the words printed on a page. Reading is more complex.

Itis a complexcognitive processof decodingsymbolsfor the intention of constructing or deriving meaning (reading comprehension). It is a means oflanguage acquisition, of communication, and of sharing informationand ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the readers prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement.

But even before this can happen, we need to go back a little bit.3How Does Reading Happen?Reading relies on pre-literacy skillsChildren begin learn that symbols on the page represent what they see and hear in spoken languageStudents begin to identify specific sound-letter correspondence, using simple wordsStudents begin to decode words and simple sentencesEye Level approach incorporates sight words, phonics, and language in contextStudents need frequent, repeated exposure to language and learning-to-read materials before they acquire the ability to readReading relies on pre-literacy skills (alphabetic principle, knowledge of the world, phonemic awareness, etc.).Children begin learn that symbols on the page represent what they see and hear in spoken language.Students begin to identify specific sound-letter correspondence, using simple wordsStudents begin to decode words (phonics) and simple sentences.Some researchers believe the best approaches to reading combine sight words, phonics and language in context, rather than choosing just one of these approaches. Eye Level takes such a balanced approach.Students need frequent, repeated exposure to language and learning-to-read materials before they acquire the ability to read. In a sense, the students must receive a lot of input before we see the output. Therefore, be patient and persistent, but encourage parents to be patient as well.

4Developing Pre-reading SkillsDeveloping Pre-reading SkillsAbility to use and understand oral languageKnowledge and understanding of the world around us is necessary to comprehend what we readAbility to hear and manipulate sounds in words(For slide show. Unhide before presentation)Developing Pre-reading SkillsBasic understanding about written language Ability to recognize and name the letters of the alphabetUnderstanding that individual letters and letter combinations represent the sounds of a spoken language (alphabet language)(For slide show. Unhide before presentation)English ProgramNYTCrev. 01/15/13

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