Workshop 4 Supporting Students’ Literacy Development (Reading)

Workshop 4

Supporting Students’ Literacy Development

(Reading)

Workshop 4 Supporting Student’s Literacy learningSlide 1

Reflection

Reflection on homework tasks from last workshop

Workshop 4 Session 1Slide 2

PLUS MINUS INTERESTING

How would you change or adapt what you did?

Some understandings about reading

• In reading, the goal is always comprehension of meaning.

• Reading is an active process using our:– knowledge of the world (non-visual information)– knowledge of language (visual information)

to construct meaning.

• The key to reading is prediction • We use our knowledge of the world and of language

to predict what will come next. We test our predictions by reading some of the text and then checking if what we are reading makes sense. If it makes sense we continue reading, if not we go back and revise our predictions


Some understandings about reading cont.

• We read different things in different ways. The reading strategies we use depend on what we are reading and our purpose for reading it.

• The more knowledge and experience we have on which to base our predictions, the less we need to rely on print.

• If this is our understanding of the reading process then developing reading skills is a continuing process that needs to be developed in context.

Taken from: S Hood and N Solomon, Focus on Reading: A handbook for teachersNational Curriculum Resource Centre, Adelaide, 1985In ESL in The Mainstream Teacher Development Course, 1993


Assisting ESL Students with the

Reading-Cueing Systems ‘Lambra Goots’

Fran Murray

1996Workshop 4 Session 2Slide 5

Introduction

This activity highlights the semantic and syntactic knowledge which we bring to reading that enables us to make sense of the printed word. For EAL/D learners critical factors in the reading process are:•the extent to which the experience of the reader and writer match i.e. knowledge of the world, topic, text and life experiences (Semantics)

•the knowledge of the word order and language patterns that determine how words fit together to convey meaning (Syntax)


The 3 cueing systems

• .


SEMANTIC

KNOWLEDGE

Knowledge of topic

(field), cultural

understandings &

links to life

experiences

GRAPHO-PHONIC

KNOWLEDGE

Knowledge that sounds are

represented by letters & clusters

of letters

SYNTACTIC

KNOWLEDGE

Knowledge

about the system

of language e.g.

word order, nouns,

pronouns,

tense,

Meaning making occurs when all three cueing systems work togetherMeaning making occurs when all three cueing systems work together

Meaning

Making

What are the three cueing systems?

• Grapho-phonic

• Syntactic

• SemanticWorkshop 4 Session 2Slide 8

Graphophonic cues

Knowledge of the

-conventions of print

- way words look

-relationship between sounds and letters


Scrap scrub scream

Ho – hot, house, hook, hoist, honey

Cat/car

Bar/bare,

there, their, they’re

Minute/minute

Syntactic cues

Knowledge

about the system of language.

How words fit together to convey meaning


NounsA big black fierce dog

Verbs and verb tense

PronounsI, she, you, he,

it,my, her, their,

Subject, verb

object

Word endings ing,-ed, -s

Connectives –although, on the other

hand ...

Conjunctionsand, because

Prepositionsby, with, on, under,

between ...

Semantic knowledge


Knowledge of

topic/field,

cultural understandings

& life experiences

to make out

what makes sense

Report

Persuasive

Genre

VocabularyIn summer it

is hot, in winter it

is ....

The aboriginal flag is red,

white and ......

The 3 cueing systems.


SEMANTIC

KNOWLEDGE

Knowledge of topic

(field), cultural

understandings &

links to life

experiences

GRAPHO-PHONIC

KNOWLEDGE



of letters

SYNTACTIC

KNOWLEDGE

Knowledge

about the system

of language e.g.

word order, nouns,

pronouns,

tense,


The 3 cueing systems.


SEMANTIC

KNOWLEDGE

Knowledge of topic

(field), cultural

understandings &

links to life

experiences

GRAPHO-PHONIC

KNOWLEDGE



of letters

SYNTACTIC

KNOWLEDGE

Knowledge

about the system

of language e.g.

word order, nouns,

pronouns,

tense,


Meaning

Making

Read the following

Lambra goots fal trup rew fal hepper. Ota namdo bup quock sa terip wuta gup sa flubbed jepo.


Reflection 1


•Were you able to read the text?•What do you think the text is about?•What specific strategies did you use to read? Why?•What cueing system/s did you use Workshop 4

Session 2Slide 15

Comments: Slides 1


•Not possible to predict •Possible to recognise the letters and sounds for the words read ( Knowledge of sound system) •No meaning •Graphophonic


Lambra Goots -2

Lambra goots fal dog rew fal hepper. Oto namdo bup quock sa car wuta gup sa flubbed jepo.


Reflection 2

Lambra goots fal dog rew fal hepper. Oto namdo bup quock sa car wuta gup sa flubbed jepo.

•What do you think the text is about now?•What helped you predict?•What strategies did you use? Why?•What cueing system/s did you use


Comments: Slide 2

Lambra goots fal dog rew fal hepper. Ota namdo bup quock sa car wuta gup sa flubbed jepo.

•Recognise two words: dog and car . •Can predict something has happened using knowledge of life experiences. (Semantics for L1 Learners)•Knowledge of syntax may predict that flubbed ( with use of ed ending) is a past tense verb Workshop 4

Session 2Slide 19

Lambra Goots - 3

Lambra goots fal dog rew fal vet. Oto namdo bup quock sa car wuta gup sa flubbed leg.


Reflection 3

Lambra goots fal dog rew fal vet. Ota namdo bup quock sa car wuta gup sa flubbed leg.



Comments: SLIDE 3


Lambra took -4

Lambra took fal dog rew fal vet. Oto namdo hit quock sa car wuta had sa flubbed leg.


Reflection 4:

Lambra took fal dog rew fal vet. Ota namdo hit quock sa car wuta had sa flubbed leg.



Comments :Slide 4

Lambra took fal dog rew fal vet. Ota namdo hit quock sa car wuta had sa flubbed leg.•Prediction: Lambra is the name of someone who took the dog to the vet. The dog hit a car and hurt its leg. ‘Ota’ could be he or she or the name of the dog•Syntax: Knowledge of verbs and word order in relation to them, i.e We know the subject of a sentence comes first in English and is followed by verb and object.•Syntax: Knowledge of pronouns as reference items.


Lambra took -5

Peter took fal dog rew fal vet. He was hit quock sa car wuta had sa flubbed leg.


Reflection 5:

Peter took fal dog rew fal vet. He was hit quock sa car wuta had sa broken leg.



Comment Slide 5

Peter took fal dog rew fal vet. He was hit quock sa car wuta had sa broken leg.

•PredictionsThe dog was hit by a car. Peter owns the dog. The dog has a broken leg.

•Syntax:Knowledge of past tense was hitKnowledge of prepositions predict that quock is by.


Lambra took - 5

Peter took the dog rew fal vet. He was hit quock a car wuta had a broken leg.

Please give others thinking time. If you have guessed, write your prediction in

your workbook. Workshop 4 Session 2Slide 29

Reflection 6:

Peter took the dog rew fal vet. He was hit quock a car wuta had a broken leg.



Comment slide 6

Peter took the dog rew fal vet. He was hit quock a car wuta had a broken leg.•Possible response: Peter took the dog to the vet. He was hit by a car which resulted in a broken leg•Semantic and Syntactic knowledge:•Note: At this point first language learners of English will have the semantic understanding of the text, even if they haven’t guessed every word. However, for EAL/D learners this may well not be the case.•What helped L1 to predict? •Knowledge of a variety of prepositions and how they work in English


At Last

Peter took the dog to the vet. He was hit by a car and had a broken leg.


The challenge for EAL/D learners :

Peter took the dog to the vet. He was hit by a car and had a broken leg.

•Even with the whole text, as an EAL/D learner the idea of reference may still cause confusion i.e.-‘he’ may refer to the dog, the vet or Peter.


Point to remember

Independent reading and writing will only occur when all three cueing systems are being used together.


The Cueing Systems – definitions

• Grapho-phonic cues Knowledge of the conventions of print, of the way

words look, and the relationship between sounds and letters.

• Syntactic cues

Knowledge of the conventions that determine how words fit together to convey meaning.

• Semantic cues

The meaning itself. Using knowledge of the topic and shared cultural knowledge to work out what makes sense. The meaning embodied in the vocabulary of the text. Workshop 4

Session 2Slide 35

Analysing texts

Framework for analysing textsWhat assumptions has the author made about the reader’s prior

knowledge?

Title:

What is the book about?

What ideas in the book might be unfamiliar to the students?

What is the purpose of the book? Tick one.

To entertain? To tell how to make or do something? To provide information?

What vocabulary in the book might be unfamiliar to the students?Workshop 4 Session 2Slide 36

Rate the text

How would you rate this text?

• Easy. Children will need little or no help to understand it.

• Children will need some help to understand it.

• Difficult. Children will need a lot of help to understand it.

This very much depends on the students you are thinking of.


Reflection

• What did you learn from this session?• What skills/help/understandings did you need

to be able to participate in the activities?• How did you feel while doing and / after

completing the session?• Have you ever used or seen similar

frameworks being used in the classroom? If so what do you think made the use of such a framework effective or not effective?

• Could you use/adapt the analysis framework activity for choosing texts for the students you work with? Workshop 4

Session 2Slide 38

Reading activities

Two major functions:

• They should help readers understand the text they are reading

• They should help readers develop good reading strategies for reading other texts


Divide your planning

1. What you will do with the students before the reading

2. What you and the students will do while (during) the reading is going on

3. What you will do after the book has been read

(Wallace in Gibbons, Scaffolding Language, Scaffolding Learning, 2002, p84) Workshop 4

Session 3Slide 40

Developing Reading Activities

• What is the reading task you have been asked to do with the children?

• What is the purpose of the task? • Read the book or text yourself. Think about it.

What are some things that the children may have difficulty with? (topic, content, language, the way the text/book is set out etc)

• What skills could this text/book help the children to develop?


Before reading activities

The purpose of before reading activities is to activate prior knowledge and to prepare the students for any unfamiliar/difficult content, language use or concepts that are in the text. Before reading activities should always aim to develop knowledge related to the overall meaning of the text. They are not meant to deal with every potential difficulty.


Before reading activities

In your groups:

• select activities you think are appropriate to the text

• add two or three of them to the ‘before reading’ section of Question 5 in the framework. Workshop 4

Session 3Slide 43

During reading activites

The purpose of during reading activities is to model good reading strategies and to examine how the text achieves its purpose.


During reading activities

In your groups:


• add two or three of them to the ‘during reading’ section of Question 5 in the framework. Workshop 4

Session 3Slide 45

After reading activites

Before attempting after reading activities

students need to be familiar with the text. In

these activities students will be required to

apply new knowledge. The three main

purposes of these activities are:– To use the now-familiar text as a basis for

language study – To allow students to respond creatively to the

text (through art, drama and/or writing activities)– To focus more deeply on information in the text

by representing the information in a different form (e.g. time line, diagram etc)


After reading activities

In your groups:


• add two or three of them to the ‘after reading’ section of Question 5 in the framework. Workshop 4

Session 3Slide 47

Reflection

• Have you ever used or seen similar frameworks being used for planning activities? If so what do you think made the use of such a framework effective or not effective?

• What did you learn from this session?• What skills/help/understandings did you need

to be able to participate in the activities?• How did you feel while doing and after

completing the session?• Will using such a framework be helpful to you

in your work? Why/why not?


Homework task 1

• Take a small group of students for a reading activity. Plan the before, during and after activities you will do with the group using the framework. Make a resource to go with one or more of your activities. Evaluate what you did.

• Use the framework we have just used, – or a lesson plan we have used in previous

workshops, – or one of your own choosing – or, if you are working towards a certificate, one

provided by your registered training organisation.


Reading assessment

Think about and brainstorm:

• The types of reading assessment activities that are used in your schools

• The assessment activities that you are involved in or responsible for

• What do you think is the purpose of assessment? Workshop 4

Session 4Slide 50

Running Records

Analysing the results of a running record enables teachers to:– gain insights into what children

are doing when they read– provide children with reading

books that are at their appropriate developmental level

– decide what reading skills and strategies to teach children Workshop 4

Session 4Slide 51

Did you see the teacher...

• Introducing the book;• Giving the student time to look at it/read it and to

attempt a retelling;• Deciding whether the text is appropriate and

changing if necessary;• Completing a running record as the student reads;• Checking the student’s understanding of what

he/she has read;• Calculating accuracy level, self-correction rate and

reading level of the student;• Analysing the student’s reading behaviours; and• Making recommendations for further work with the

student?Workshop 4 Session 4Slide 52

Common Notations


Behaviour Convention

Accurate √Omission ─── long dash

Insertion Λ caretRepetition R (R2; R3)

Self- correction Word/SCWord told T

Independent practice

Work with a student from the school and:• introduce the book to the student • allow the student to read or look through the book

then ask her/him to retell it• decide if the book is at an appropriate level. If not

select another one.• complete a running record• check student’s understanding of what he/she has

read• calculate accuracy level, self-correction rate and

reading level of the student• analyse the running record• make recommendations for future action


Reflection

• Have you ever used running records before?• What did you learn from this session?• What skills/help/understandings did you need

to be able to participate in the activity?• How did you feel while doing and / after

completing the session?• What do you think makes the use of running

records an effective or not effective assessment strategy?

• Could you use/adapt the running records assessment activity to use with the students you work with?


Homework task 2

Complete a running record assessment activity with one or more students.


Glossary

• Words on the poster?

• Any words you want to note to find out more about (Google, ask a colleague)

• Add to the Glossary page at the end of your workbook


ConclusionSupporting students reading

development

The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy

Documents

Workshop 4 Supporting Students’ Literacy Development (Reading)