TSL 3106 Coursework 2

7/29/2019 TSL 3106 Coursework 2

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Stages Of Reading Development

Stage 1: The pre-reader

Holds books and turns pagescorrectly

Recognises the beginning and end ofbook

Listens and responds to stories Interpret pictures Pretends to read

Stage 2: The emergent reader

uses pictures to tell stories know some sounds (phonemes) knows that the print for English language

runs from left to right

Joins in with the teacher or reader whenreading familiar books

recognises some words, read familiarbooks with word patterns

Stage 3: The early reader

knows most letter sounds and names recognises some common words can retell an age-appropriate story uses pictures to make meaning read aloud when reading to self still reads word by word can read 70% of words correctly in a

familiar text at their level

Stage 4: The developing reader

uses pictures to make meaning uses knowledge of sentence structure uses phonics combining words into phrases retells beginning, middle and ending

of the story

has basic sight word vocabulary begins to apply punctuation, read

silently

corrects self after making errorStage 5: The early fluent reader

uses cueing systems and general knowledgeto make meaning

recognises most familiar words on sight

uses punctuation to enhance comprehension begins to understand implied meaning demonstrates a developing knowledge of

story

read books with chapters that have smallerprint

read texts with longer, more complexsentences

uses reference materials, with guidance

Stage 6: The independent reader

uses cueing system unconsciously,having integrated them into his or her

general approach to new texts

understands books with unfamiliarsettings

reads and understand impliedmeanings

uses reference books independently


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Outlines Of Reading Skills

i) Word Identification Skills

Stages

Reading Skills

Beginning Reading

Skills

Intermediate Reading

Skills

Advanced Reading

Skills

Sight Word

Vocabulary

ability torecognise and

read high

frequency

words


read words

previouslydecoded

ability to readhigh frequency

words rapidly


read power

nouns common

to social studies

ability torecognize and

read terms

common to

primary school

science,

mathematics

ability to use allpreviously

learned skills

automatically

Phonics knowledge ofletter names

knowledge ofcommon soundswhich letters

record

(eg. b in boy)


learned skills


learned skills

automatically

Structural

Analysis

knowledge ofplurals

knowledge ofcommon word

parts (eg.

inflectional

endings) knowledge of

compound

words

knowldge ofcontractions

knowledge ofrules of dividing

syllables

knowledge ofhypernation

ability toidentify roots of

words

ability to modifyroots by meansof suffixes and

prefixes

ability toseparate

polysllabic

words into

syllables

ability to definenew words by

analysis and

synthesis of

roots and

affixes

ability to applyrules

concerning

syllabication

and stress


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Use Of Context ability to usepictures or

other graphics

to guess

pronounciation

and meaning of

words

ability to usesurrounding

words to guess

new words

presented in

phrases or

sentences

ability torespond

correctly to

cloze passages

ability to definewords from

their use in

passages

ability todiscover word

meanings from

pronunciation

and syntactical

clues

knowledge ofthe principle of

word

connotation

ability to usehomonyms and

homophones

appropriately

ability to definewords from

their use in

passages by

using roots and

affixes, word

origins,

defining

definitions and

explanations,

using

restatement

and examples,

means of

categorisations,

negativecontrasts,

figurative

languages

Use Of Dictionary knowledge ofalphabetical

order (1-3

letters)

ability to locatewords using

guide words ability to use

dictionary

entries for

pronunciation

and meaning

ability to alphabetise (by 4 or moreletters, eg. grand, grandeur, grandiose,

grandmother)

ability to use a textbook glossary ability to locate information in an

unabridged dictionary to identify wordorigins and history

ability to use a variety of diacriticalmarking systems

ii) Comprehension Skills

Beginning Reading Skills Intermediate Reading Skills Advanced Reading Skills ability to interpret

pictures

knowledge of wordmeanings

knowledge of phrase,sentence and

paragraph meanings

ability to relate storyfacts to own

experience ability to locate

ability to identify mainideas or topic

ability to locatesignificant details

which support or

explain main idea

ability to identifysequence, locate

information, solve

problems throughreading, make

ability to identify themain idea or topic by

verbalising or writing

the topic of long

passages like chapters,

and literary symbols or

themes from poetry,

short novels

ability to locate detailsand use them bytaking notes and


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answers to questions

in text

ability to identifysimple cause/effect

relationships

ability to retellinformation in own

words

ability to summarize

inferences, draw

conclusions

use context to predictoutcomes

ability to categorise orclassify words,

concepts or events

able to criticallyevaluate written

material

able to use readingtool for pleasure

organising them into

outlines, highlighting

with colour

ability to sequence inchronological

historical material and

literary passages

ability to locateinformation by

skimming and

scanning rapidly

ability to solveproblems through

reding, eg. using

literature

ability to makeinferences by using

figurative languages

ability to makesummmary by

discriminating relevant

from irrelevant facts

ability to categorise orclassify words by

translating

information

ability to criticallyevaluate written

material


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At this stage, readers respond to their reading and continue to negotiate

meaning. 2 ways that children make tentative and exploratory comments

immediately after reading;

Writing in reading logs as children write and draw their thoughts and

feelings about what they have read, they unravel their thinking, and

elaborate on and clarify their responses

Participating in Discussions children talk about stories with classmates in

grand conversations, and share their personal responses and tell what they

liked about the text. They also make connections between the text and

other literature they have read. Teacher asks questions to determine

childrens understanding of what they read.

As they read, they use their knowledge of decoding and word identification,

sight words, strategies, skills and vocabulary. They also apply knowledge of

structure of text as they create meaning, and continue reading as long as

what they are reading fits the meaning they are constructing. They read

independently, with a partner, or using shared reading or guided reading, or

listen to the text aloud. Apart from that, they read the illustrations, charts

and diagrams, and then taking notes. Children usually read the entire text

from beginning to end in one sitting, unless they are reading a longer

chapter book.

As children prepare to read, they activate background knowledge, set

purposes and plan for reading. Background knowledge means their prior

personal or literary experiences. They also connect to thematic units, make

predictions, do a picture walk or text walk to preview the text. At this stage,

they read the title of a book, look at the contents page and index pages,

read the sub-headings and chapter titles, read the short description of the

contents and also look at the illustrations.

READING PROCESS

Stage 1 : Pre-Reading

Stage 2 : Reading

Stage 3 : Responding


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Readers extend their comprehension, reflect on their understanding, value the

reading experience and connect with related books. Building on the initial and

exploratory responses they made immediately after reading, children create

projects, such as writing, role plays and drama.

Children go back into the text to examine it more analytically. The

procedures for this stage are as the following;

Rereading the Selection They think again about what they have read. They

also deepen their comprehension and make further connections between

the selection and their own lives or between the selection and other books

they have read.

Examining the authors craft Teachers plan exploring activities to focus

childrens attention on the structure of text and the literary language that

authors use. Children notice opposites in the story, use boards to sequence

the events in the story and make story maps to highlight the plot, characters

and other elements.

Focusing on words and sentencesTeachers and children add important

words to word walls after reading and post these word walls in the

classroom. Children make word posters and word clusters to highlight

particular words, make word chains, word sorts, create semantic feature

analysis charts to analyse related words and play word games.

Teaching mini lessons Teachers introduce the topic and make connectionsbetween the topic and examples in the featured selections students have

read.

Stage 4 : Exploring

Stage 5 : Applying


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Documents

TSL 3106 Coursework 2