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Challs Stages

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Page 1: Challs Stages

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Page 2: Challs Stages

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Chall’s Reading Stages: Unlocking the Code

Stage 0--Pseudo reading (Preschool)

Stage 1--Decoding (Ages 6-7)

Stage 2--Confirmation and Fluency (Ages 7-8)

Stage 3--Reading for Learning the New (Ages 9-13)

Stage 4--Multiple Viewpoints (Ages 14-18)

Stage 5--Construction and Reconstruction (Ages 18 and Above)

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What is reading?

Reading is making meaning out of print--independently.

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Reading is Developmental Ages and grades given are for normal

development We all go through the same stages just at different

rates So instruction proceeds at different rates

depending on the learner Instruction is similar regardless of the age of the

student

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Stage 0

Begins at or before birth Pseudo-reading Re-telling Using pictures Recalling Developing phonemic awareness Otherwise known as Emergent Reading

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According to our definition of reading, why would Chall call this Stage 0?

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Emergent Reader Characteristics (Ages 2-4)

Remembers words by visual characteristics

Does not understand that letters represent speech sounds

Recognition of words is context-bound

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Emergent Reader (Ages 2-4)Child Knows Needs to Learn Strategies

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Emergent Reader (Ages 2-4)

Child Knows

Needs to Learn

Strategies

A few alphabet letters

All alphabet letters

Alphabet matching, naming, ordering

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Emergent Reader (Ages 2-4)

Child Knows

Needs to Learn

Strategies

Concepts of print

Letter-sound connections

Keyword association;

feeling the sound; sorting words by sound; building

words with letter cards

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Emergent Reader (Ages 2-4)

Child Knows

Needs to Learn

Strategies

How a story goes

Retelling, describing,

connecting to own experience

Wordless books, created books, shared

reading

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Stage One: Initial Reading or Decoding

Grades 1-2, Ages 6-7

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Stage One: Initial Reading or Decoding

Grades 1-2, Ages 6-7

Learning sound-symbol correspondences Figuring out syllables, multi-letter

combinations Considered “glued to the print” until

automaticity is gained, then they can leave the print

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Becomes aware that letters correspond to speech sounds

Sounds out beginning consonants and spells some sounds in words

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•Decodes simple words by using phonics

•Glued to print until fluency develops

•Spells phonetically

•Reads preprimer level

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Early Alphabetic (Ages 4-5)Child Knows Needs to Learn Strategies

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Child Knows

Needs to Learn

Strategies

50 words by sight

100 to 150 sight words

Build a file box for words

Early Alphabetic (Ages 4-5)

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Child Knows

Needs to Learn

Strategies

Consonant sounds in

beginning of words

Blending letter-sounds through a new written

word

Recognition and spelling of phonic patterns in one-syllable words; reading decodable text

Early Alphabetic (Ages 4-5)

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Child Knows

Needs to Learn

Strategies

Blending/seg-menting three or four sounds

orally

Short vowels, silent-e,

consonant blends,

digraphs

Sorting by spelling pattern; dictation; use in

sentences

Early Alphabetic (Ages 4-5)

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Child Knows

Needs to Learn

Strategies

Attempts to write sentences under pictures

To write in complete sentences

Create own books; sentence frames; elabor-ation of subject and predicate;

making questions

Early Alphabetic (Ages 4-5)

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Child Knows

Needs to Learn

Strategies

How to write letters slowly

To write letters fluently

Practice writing whole alphabet

Early Alphabetic (Ages 4-5)

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Later Alphabetic (Ages 5-6)Child Knows Needs to Learn Strategies

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Later Alphabetic (Ages 5-6)

Child Knows

Needs to Learn

Strategies

Short vowel patterns, silent e, digraphs, blends

Vowel teams, diphthongs,

r-controlled forms, syllable

patterns

Word sorting, building w/ letter

cards, reading words with a

partner, nonsense word decoding;

practice in decodable text

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Later Alphabetic (Ages 5-6)

Child Knows

Needs to Learn

Strategies

Reads word by word

Fluency to 60-70 words per

minute in graded text

Partner reading, rereading easy books, taped

reading at easy level

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Later Alphabetic (Ages 5-6)

Child Knows

Needs to Learn

Strategies

Sight vocabulary +100

Recognition vocabulary +200

Computer practice; cloze

exercises;

word games; multisensory techniques

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Later Alphabetic (Ages 5-6)

Child Knows

Needs to Learn

Strategies

Enjoys being read to

Independent reading

Take-home books, graphs of

books read

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Later Alphabetic (Ages 5-6)

Child Knows

Needs to Learn

Strategies

Writes with no plan

Plan and organize ideas

for writing

Use graphic organizers for

sequencing ideas, writer’s chair for aud-

ience connection

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Stage Two: Confirmation, Fluency, Ungluing from Print: Grades 2-3, Ages 7-8 Confirming what is already known, not to learn

new information Use decoding knowledge and redundancies to read Gain courage, skill in using context and gain

fluency and speed More guessing and risk-taking Need to read many familiar books

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Orthographic Stage Characteristics (Ages 7-8)

Recognizes print patterns and “chunks”

Reads word endings, 2-syllable words

Develops fluency up to 80-100 wpm

Uses context to self-correct and learn new word meanings

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Orthographic Stage (Ages 7-8)Child Knows Needs to Learn Strategies

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Beginning to read with

fluency (60-80 wpm)

Increase fluency to 80+ wpm

Rereading familiar books, alternate oral reading with partner, tape

reading

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Writes more than one

sentence but no logical structure

To use connecting words and paragraph sequence

Supply connecting words to unlinked sentences

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Spells regular,one-

syllable words and 50-100 basic sight

words

To spell compounds, words with

endings, vowel team words, more variant

patterns

Word sort; test-study-test in organized

program; use in writing and

proofreading

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Overuses common

vocabulary

More variety in speaking,

writing, reading

Antonyms, synonyms,

classification, definition, context use

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Unfamiliar with punctuation beyond the period and

question mark

Use of comma, capitals,

exclamation, quotations

Dictations, proofreading,

group composition

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Writes about own experiences

in “train of thought” style

Gain more control over

flow of ideas, use a plan

Stages of writing process

encouraged individually and

modeled by teacher

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Orthographic Stage (Ages 7-8)

Child Knows

Needs to Learn

Strategies

Retells without summarizing or extracting main

idea

To paraphrase, summarize,

predict, question, connect

Guided discussion,

reader response, teacher

modeling of strategies

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Stage Three: Reading for Learning the New (Ages 9-13)

Stages 1 & 2--concerned more with the relating of print to speech and, finally, the mastery of print

Stage 3--concerned more with the relating of print to ideas and the mastering of ideas

Reading can finally become a better means of learning new things compared to listening and watching

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Stage Three: Reading for Learning the New (Ages 9-13)

Stage 3: Doesn’t usually require special knowledge to read informational materials; subject matter is introductory

Stage 3: Grow in ability to analyze what is read and to react critically to different viewpoints

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Stage Three: Reading for Learning the New (Ages 9-13)

Vocabulary growth through morphological study is important

Text structure must be addressed Graphic organizers should be introduced Study skills should be taught Usually only one point of view can be conceived

at a time

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Stage Four: Multiple Viewpoints: (Ages 14-18)

Dealing with more than one point of view Layers of facts and concepts Builds upon knowledge learned earlier Pattern recognition of different ideas and

points of view

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Stage Five: Construction and Reconstruction--A World View

(Ages 18 and above) From reading and from what others say, reader

constructs knowledge for him/herself Uses analysis, synthesis, and evaluation of what

is read and known Previous knowledge makes rapid reading rate

possible If texts and ideas are unfamiliar, a slower, study-

type pace is needed

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Implications: Stage 3 is necessary for the industrial workplace Stage 4 is an absolute for the informational age Many readers never get beyond Stage 3 and most

reading instruction ends before students are adept at Stage 3 skills

Most remediation is done in Stage 1 and Stage 2 as well as Stage 3

However, Stage 3 depends so heavily on adequate Stage 1 & 2 skills that decoding and fluency may be more important for older students whose comprehension seems low

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THE END

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How tired I am of this unbearable distance between us; How I long for the toll of the

recess bound; Have you forgotten me, grown

mindless of me; Tell me I am not writing into an

abyss or that is what will become of my heart