Reading...
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28 Cards in this Set
- Front
- Back
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What are the 5 cueing systems?
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Graphophonic/phonological (sound-letter relationship), syntactic (grammar/structure), semantic (meaning), pragmatic (social and cultural), paralinguistic (outside the text e.g. font and illustrations)
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5 components of reading
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phonemic awareness: understanding that speech is composed of a series of individual sounds called phonemes but written as graphemes (or letters)
phonics: the relationships between phonology (sounds in speech) and orthography (the spelling patterns) vocabulary: words the students know the meanings of (comes mainly from reading the words in context) fluency: being able to read efficiently with accuracy, speed and prosody (intonation) comprehension: constructing meaning at literal, inferential and critical levels |
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Roles of the reader
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Code breaker, text participant, text user and text analysis
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Give a brief description of the 4 roles of the reader and how/when they should be taught.
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Code-breaker: In this role the reader uses the 5 cueing systems in order to "crack the code" of a text. Importantly, however, it is not making meaning of the text.
Text-participant: The reader understands and makes meaning of the text, drawing on past experiences Text-user: the reader decides the purpose (eg. a recipe to cook, a novel to enjoy etc) and the personal use of the text (how they would read it (skimming, reading in depth etc.) Text-analyst: The reader critically evaluates the ideological meaning and messages in the text All four roles should be taught together (partially due to their interrelating nature) from the child's first contact with texts. |
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Reading process
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Prereading, reading, responding, exploring and applying
Persistent Rebecca reads every afternoon |
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Features of prereading:
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- Students activate background knowledge (both knowledge of the subject matter and literary knowledge which is needed to comprehend the text)
- They set purposes for their reading (why are they reading the text and what they will be doing following the reading) - They can preview the text and related content ( such as key vocabulary words) and make predictions about the text. |
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Features of reading:
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There are 5 types of reading done in a classroom:
- independent reading: students read silently, by themselves for their own purposes. It is the most authentic type of reading. - buddy reading: students read with a classmate (or with an older student) allowing students to work together in order to figure out unfamiliar words and talk out comprehension issues in an enjoyable social activity - guided reading: Students work in groups of four or five students at the same reading level and select a book at their instructional level (90-94% accuracy). Teachers support the students reading and strategy application, but the students to the reading themselves. - shared reading: Teachers read aloud texts that students would find too difficult to read independently. Teachers model fluent and competent readers as well as teaching minilessons on specific concepts. - reading aloud: Teachers read aloud books which are developmentally appropriate but are written in a manner which is above the student's reading level. |
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Features of responding:
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Students respond to what they have read and continue to negotiate the meaning following the reading. The can respond in the form of reading logs and participate in discussions
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Features of exploring:
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Students look into the text in order to examine it more analytically. They reread the selection(s), examine the author's craft (examining the text types, text structures and literary devices), analyse the vocabulary and participate in minilessons.
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Features of applying:
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Readers extend their comprehension by applying what they have learned in a project. These can include visual projects (collages, storyboards etc), writing projects (write a creative letter, a poem etc), reading projects (read sequels or other books from the same author), Talk and drama projects, online projects and social action projects
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What are the three strands of the Australian Curriculum?
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Language: How language works, studying grammar, spelling and punctuation.
Literature: appreciate, analyse and compose a range of literary texts Literacy: analysing, composing and comprehending texts (print, digital, visual and multimodal) |
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What do the three strands of the Australian curriculum mean?
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Combined, the three strands focus on developing student's knowledge, understanding and skills in; listening, reading, viewing, speaking and writing.
The content descriptors in each strand are grouped into sub strands and present a sequence of knowledge, understanding and skills. |
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What is a literature circle?
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Literature circles are small groups formed by students to read a story or other selected text.
The groups work together to read the text and then move onto grand discussions involving the aspects of theme, narrative, author's intent and how they responded when reading. |
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What makes a Literature Circle an effective instructional approach to literacy learning?
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The three key features; choice, literature and response.
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What are the three key features of a literature circle and in what way do they work?
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Choice:
Teachers structure literature circles so students have the opportunity to choose the books they will read, the groups they will work in ans how they share the book with classmates. Students assume resposibility for their learning. Literature: Teachers must read themselves and enjoy reading in order to engage students through book talks Books chosen to include the class should cater for all students' interests and individual reading levels. Response: Literature Circles enable students to develop comprehension through group discussion. Students learn to; summarise readings, make connections, learn vocabulary and explore text factors. |
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How are literature circles implemented by teachers?
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Through the following steps:
Step 1: Select books Introduce the books through a book talk to students Step 2: Form literature circles Students from groups and set a schedule for reading Step 3: Read the Book Step 4: Participate in a discussion Talk is meaningful because students discuss their interests and relations to the book. Step 5: Teach Minilessons Address the procedures students use in small discussion and various literay concepts, strategies and skills. Step 6: Share with Class Students in each group share the book they have read with the class through a book talk Through participation in literature circles students are involved in activites representing all five stages of the reading process. |
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What are the three stages in reading development?
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- Emergent
- Beginning - Fluent |
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Emergent readers:
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- Gain an interest in reading and imitate reading and retell stories (often with the aid of illustrations)
- Understand directionality of print and gain book handling skills - learn to identify the letters of the alphabet and develop phonemic awareness - recognise a few high-frequency words - Years Kindy-1 |
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Beginning readers:
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- learn phonic skills and make use of the cueing systems to decode while reading
- Read orally - recognise a larger number of high-frequency words - years 1-2 |
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Fluent readers:
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- use expression while reading
- identify most words automatically - use decoding and comprehension strategies efficiently - Make inferences and read critically |
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Reading Assessment
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Assessment and monitoring:
- Are central to understanding each child and their learning needs - Is one of of the three pillars of effective classroom instructional practice |
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What are the two forms of assessment?
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Formative: The most valuable system of assessment procedures. Involves; assessment and monitoring of student learning with the aid of obeservation, authentic assessment intruments and effective yet practical record keeeping.
Summative: Final, generally takes places at tyhe completion of a unit of study or the school year. Used to judge, report and evaluate quality |
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What four ways do teachers assess and monitor student learning?
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1. Kits of levelled books to establish students' reading levels
2. Informal; observations and conferences to monitor student progress 3. Tests such as running records, miscue analysis and writing analysis to diagnose students' strengths and weaknesses 4. Collections and portfolios documenying students' learning |
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What are the four types of reading strategies?
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1. Decoding strategies: identify unfamiliar words e.g. phonic and morphemic analysis
2. Word-learning strategies: memorise the meaning of the words e.g. analysing word parts (sign -> signature) 3. Comprehension strategies: the most common strategy in order to understand what they are reading e.g. visualising, connecting, inferring, predicting 4. Study strategies: to learn and retain information e.g. taking notes and questioning |
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What is a Miscue Analysis?
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A strategy for analysing a student's oral reading ability across graphophonic, syntactic and semantic cueing systems.
The purpose of the anlaysis is note and analyse every error made when reading. |
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How do teachers undertake a miscue analysis?
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A miscue analysis involves the same process within a reading record. This involves; the teacher selecting two texts, one known to the chold and one unfamiliar, of around 50-100 words. Using two copies of each text, one for the student and one for the teacher, as the student reads, the teacher will record any of the following errors;
-word omitted -line omitted -part of text omitted -word, line or part repeated -word added or substituted -teacher prompt |
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What can we identify about students as readers from a miscue analysis?
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A miscue analysis is useful in measuring a students confidence, expression and fluency in reading.
By using it as a form of assessment, teachers are able to determin each students reading ability over the course of the year. In consideration of the following elements, teachers are able to measure the growth and skill of readers in their development: 1. Meaning made from text when read aloud 2. Ability to restate information from the text 3. Understanding of structure and features of texts 4. Positive attitude towards reading |
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Three reading levels for teaching:
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1. Independent: Books students can read comfortably on their own at a 95-100% accuracy rate
2, Instructional: Students can read and understand books at this level with support (ZPD) at an accuracy rate of 90-94% 3. Frustration: Too difficult for students to read and understand even with assistance <90% accuracy |
