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עמוד:11
) Modeled reading with tracking ( Grapheme - Phoneme Correspondence—GPC Have students track with a finger in their books during reading . • Begin by modeling the first sentence and then ask a strong student to continue while • everyone follows the text in their books . Switch readers every few lines ( or by chunk, depending on text length ) to keep • attention and reduce pressure on one reader . Pacing and feedback Be cautious with audio : It is often too fast for students who are still learning to read . • For fluency practice, it is usually better to read at the students’ pace so others can • track comfortably . Pause when needed to give brief feedback, reminders ( e . g . , endings, punctuation ) , or • support for decoding and phrasing . Reading Comprehension Students practice comprehension skills through short stories, dialogues, and informational texts related to personal life, social values, and general world knowledge . Activities focus on : Using titles, pictures, and context clues to predict meaning • Identifying the main idea and supporting details • Answering literal and simple inferential questions • Connecting the text to their own experiences and background knowledge • Grammar in Context Reading texts are a key resource for introducing and reinforcing A1 - level grammar objectives, including : Pronouns to refer to a subject mentioned earlier • Present simple for routines and facts vs . present progressive for what is happening • now Past simple for short narratives and biographies • Adjectives and noun phrases in descriptions • Teachers are encouraged to highlight grammar naturally while reading . For example, ask students to notice verb endings in a story ( He played football yesterday ) or to find adjectives in a description ( The big, brown dog ) . In some cases, this practice is provided as part of the reading lesson . My Way, Teacher's Guide 11
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