Inspired Reading

What is
Inspired
Reading?

Inspired reading refers to a
type of reading that elicits
INSPIRATION,

MOTIVATION,

or

POSITIVE EMOTIONAL

RESPONSE in the reader or
in the

listener.

It involves

actively

engaging

with

the

material and allowing it to
impact

their

thoughts

and

actions.

Inspired

Reading

Program

aims

to

foster these values into our students
through reading and telling different
kinds of stories. Above all, it’s hoped
that

through

this

program,

the

students’

love

of

reading

will

be

developed and cultivated.

It’s important to note, however, that
the success of this program largely
depends on our passion and effort to
make

the

goals

of

this

program

a

reality.`

Reading and Telling Stories

There is a difference between telling and
reading a story. One of the most important
differences is your intonation pattern.

1.

When you tell a story, you

- speak spontaneously
- use natural intonation to help make the
story seem real
- are looking at the children and you can
see if they understand
- can use your face and body to make
gestures

Reading and Telling Stories

There is a difference between telling and
reading a story. One of the most important
differences is your intonation pattern.

1.

When you read a story, you can

- repeat and rephrase in a natural way
-stop and talk to the children about what
is happening
-stop and show pictures and talk about
them.
-sometimes talk to individuals about an

aspect of the story.

Structure

1. Preliminary Activities

a. Plan a good physical arrangement.

b. Develop a habit to signal the story time.

c. Implement Classroom Rules & Voice

levels

Structure

2. Pre-Telling Activities

3Ps

a. Preview – to get a sense of what the

story is all about

b. Prior Knowledge – Connect student‘s

prior knowledge to the story

c. Purpose – Knowing the purpose for

reading helps us enjoy reading.

While-Reading/Telling Activities

1. Speak slowly and clearly.
2. Always give your pupils time to think, ask

questions,

look

at

the

pictures,

make

comments.

3. When

you

say

a

word,

point

to

the

illustrations

at

the

same

time.

Involve

your pupils actively by asking them to
point to the illustrations.

4. Encourage your pupils to take part in the

story telling by repeating key vocabulary items and phrases.

5. Ask CCQs.
6. Use facial or body gestures.

Post-Reading/Telling Activities

1. Introduction of Moral Lesson

2. Group Discussion

3. Group Presentation

4. Feed backing

• It is imperative that the amount of new

words pupils learn corresponds to the

desired number allocated to each grade

level. Each week first and second graders

should only learn at least 6 new words.

Third graders should learn 7-8 new

words, and the fourth and fifth graders
should learn at least 10 new words each

week.

Introduction

•

Bloom’s Taxonomy

•

•

•

•

•

•

To make teaching new vocabulary more effective,

it is important to observe the following steps:

• Present the new vocabulary through flashcards

(pictures with text), definition exercises etc.

• Display the flashcards on the board.

• Teach pronunciation. Make sure to enunciate the word,

making every vowel or syllable clear enough for pupils
to hear and understand.
•Describe the word and indicate the part
of speech the word belongs to

•

•