EARLY READERS

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EARLY READERS P-2
Loddon Mallee Region
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(No Transcript)
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GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
MODELLING The teacher demonstrates and explains
the literacy focus being taught. This is achieved
by thinking aloud the mental processes and
modelling the reading, writing, speaking and
listening
SHARING The teacher continues to demonstrate the
literacy focus, encouraging students to
contribute ideas and information
GUIDING The teacher provides scaffolds for
students to use the literacy focus. Teacher
provides feedback
APPLYING The teacher offers support and
encouragement when necessary
The student works independently to apply the use
of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and
peers to practise the use of the literacy focus
Students contribute ideas and begin to practise
the use of the literacy focus in whole class
situations
The student participates by actively attending to
the demonstrations
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Pearson Gallagher
Role of the student
Turn and Talk
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What do teachers need to know to enable
reading acquisition?
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Teachers need to know

• Teachers need to know about their students
• Observation skills
• Tools
• Teachers need to know what to teach
  curriculum/reading acquisition/reading process in
  its early stages
• VELS
• What students need to learn normal progress
• What reading looks like in early readers
• Teachers need to know how to teach
• The instructional approaches/elements

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PrecisionTeachers need to know about their
students

• Create a mind map
• Think of one student in your class or school and
  write down everything you know about him or her
• Socially
• Emotionally
• Academically
• Personally

Think Pair Share
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Precision. Knowing about your students.

• Knowing what to look for
• Knowing the best tools to use
• English Online interview
• Observation
• Observation Survey
• Running records
• Conversations and observations
• Other tools
• Record of Oral Language / Oral Language
  Assessment
• Knowing how to use the data to drive your
  teaching

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Precision Knowing about your students

• English Online interview
• eoifinasstsamplerpt.pdf
• http//www.education.vic.gov.au/studentlearning/te
  achingresources/english/englishonline/default.htm
• What does it tell you to help start teaching?
• What strengths can you utilise and build on?

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Precision Knowing about your students

• Tools
• Observation Survey
• obsurvey.pdf
• SKMBT_75010051014360.pdf
• Running records

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Precision Knowing about your students

• Conversations and Observations
• within Independent, Guided, Shared Reading
• Oral conversations, reflection, conferences
• Video observation

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Record of Oral Language. Clay
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Record Of Oral Language sample
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(No Transcript)
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Precision Knowing about your students

• Videos
• What do you learn from these videos about the
  student?
• Marilyn FLip Library for Early Reading
  Powerpoint\4. known words.AVI
• Marilyn FLip Library for Early Reading
  Powerpoint\3. multiple sourcescheckingtVID00006_2.
  AVI
• Marilyn FLip Library for Early Reading
  Powerpoint\5.Independent Pointing decisions-
  VID00008.AVI

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PersonalisationTeachers need to know what to
teach

• How do we make decisions about what to teach?

Turn and Talk
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Personalise Teachers need to know what to teach
curriculum/reading acquisition

• Concepts about print
• A few words and letters/sounds
• The reading process/ reading strategies
• Predict, check, confirm, self correct, search
• Use of all sources of information (MSV)
• Fluency development
• Comprehension/Reading for Understanding
• Decoding Strategies
• Vocabulary Learning

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Personalise Knowing what to teach

• Concepts about Print
• Left to right print/ words/ letters
• Matching 1 to 1
• Language of print as their functions
• eg first/last/letter/word/ first letter/ sound/
  name,
• full stop/question mark/picture etc..

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Personalise Knowing what to teach

• Knowing a few words and letters points of
  certainty
• My boat is little.
• Tom and Dad looked for the ball.
• Zahlia Book introduction.MP4

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Personalise Knowing what to teach

• The reading process/ reading strategies
• Predict, check, confirm, self correct
• Use of all sources of information (MSV)
• Readers bring to their reading their knowledge of
  language and of the world and their knowledge of
  how to use sources of information in text, and
  they make sense of the ideas and information in
  the text accordingly. Effective Literacy
  Practice in Years 1-4 p37
• http//www.eduweb.vic.gov.au/edulibrary/public/tea
  chlearn/student/keycharliteracyp6.pdf

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There are three cueing systems. We use all three
simultaneously.
Meaning Does it sound right?
Structure Does it make sense?
understanding the authors
message
Visual Does it look right?
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Personalise Knowing what to teach

• Fluency development
• Rate, expression, phrasing (including using the
  punctuation) and its influence on comprehension
  (Clay Snowball)
• Shifts might be ---- pointing/ mostly not
  pointing, reading some phrases/ more phrasing/
  using punctuation/ fluentphrasedexpressive)

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Personalise Knowing what to teach

• Comprehension
• Predicting
• Using test structures and features
• Visualising
• Asking questions
• Summarising
• Thinking aloud

Turn and Talk
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Personalise Knowing what to teach

• Decoding Strategies
• VELS
• Key Characteristics of Effective Literacy
  Teaching for P 2
• Fountas Pinnell continuum
• Literacy CAFE menu (Boushey Moser)
• Vocabulary learning
• Literacy CAFE menu (Boushey Moser)
• Hart Risley research

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High frequency words

• Oxford first 10 words

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Personalise Book Selection

• Texts must be readable (easy or instructional)
• Support students to create a readable text
  (crucial in early stages)
• Levels 1 and 2 are generally designed for
  students to practice the very early skills
  (direction, one to one, using some known words)
• From Level 3 onwards comprehension can be worked
  on

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Personalise Book Selection

• Some very low level texts can have extremely
  difficult structures for students to predict /
  hold - Keep It Simple
• example Whenever it rains.
• A few well chosen books and strong teaching can
  have students quickly into Level 3 and higher.
• Reading Level 1 and 2 books for 12 months or more
  can give students a skewed view on what reading
  is about.
• Individual reading has to be an achievable,
  enjoyable, successful experience not a test you
  often, or may fail just like a child's first
  attempts at language.
• Ronan Book Introduction.MP4

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Students who will benefit from
Are using meaning and syntax confidently but not paying enough attention to visual information texts that are not highly predictable or highly structured.
Need practice in distinguishing some high-frequency words texts that repeat these words in different contexts
Do not comprehend beyond literal, surface features -texts that require a critical response -an introduction by teacher to help them draw on background knowledge -questions to help them think about and respond to what they are reading
Are from diverse cultural backgrounds texts that reflect and validate their perspectives and experiences
Need further support in processing information in non-fiction texts texts that present non-fiction content in a range of ways charts, flow diagrams or summaries
Are new learners of English Careful prior discussion of vocabulary, idiom or concepts in text
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Professional LearningTeachers need to know how
to teach
What do we need to know?
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Effective literacy teachers of EARLY READING

• use students oral language competencies as the
  starting point for teaching reading and writing
• teach English language and conventions using
  relevant and authentic texts and contexts
• engage students in speaking and listening tasks
  in English to consolidate and expand student
  understanding of the social and learning contexts
  and purposes for which English is used - telling
  a personal story, responding to and asking simple
  questions, retelling stories, listening to
  stories, giving and following simple
  instructions, participating in social
  interactions
• teach phonological knowledge and phonemic
  awareness awareness of the sounds in spoken
  language including individual sounds within words
  
• teach reading of a range of simple texts,
  including multimedia textscomprehension of
  texts including prediction based on semantic and
  syntactic information, identifying the storyline,
  the use of pictures, vocabulary, fluency and
  letters-sound relationships (phonics)
• teach early concepts about print in reading and
  writing including spatial and directional
  conventions of writing, one-to-one matching,
  concept of a word and a letter and locating
  initial and final letters
• teach writing composition of brief texts about
  topics of personal interest in print and digital
  settings, introducing basic punctuation including
  full stops and capital letters, the formation of
  upper and lower case letters, spelling of
  frequently used vocabulary and strategies to
  attempting to spell words by writing one or more
  of the letters in words and matching letters with
  their common sounds.
• Key Characteristics of Effective Literacy
  Teaching P-6, DEECD

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LITERACY ELEMENTS
SPEAKING LISTENING OBSERVATION
ASSESSMENT

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing

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Knowing the instructional elements

• Read Aloud involves the whole class listening to
  a text read aloud by the teacher. The teacher
  models skilled reading behaviour, enjoyment and
  interest in a range of different styles of
  writing and types of text
• Shared reading involves teacher and students
  working together using an enlarged text. The text
  can be used to demonstrate the reading process to
  students or to demonstrate how texts work (e.g.
  concepts about print and organisational features)
• Guided Reading involves the teacher guiding
  students as they read, talk and think their way
  through a text
• Independent reading involves students selecting
  and reading texts of interest
• Language Experience illustrates the powerful
  relationship between spoken language, written
  language and reading in English.

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Personalise Putting it all together

• When you think about the skills and strategies
  that early readers need to acquire, what do we
  need to do as teachers support them?
• How do we support a student in Levels 1 to 5? How
  do we support them to move into Levels 6 to 12?
• Think about a Prep student on Level 4 in
  September, and a Year 1 student on Level 4 in
  July. How do we support them as early readers?

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Professional Learning

• What do you need to know more about? How will you
  achieve this?
• What do the teachers at your school need to know
  more about? How will you achieve this?

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References

• Breakthrough
• Fullan Hill and Crevola
• Literacy Lessons Designed for Individuals
• Marie M Clay
• Key Characteristics of Effective Literacy
  Teaching P-6
• Department of Education and Early Childhood
  Victoria http//www.eduweb.vic.gov.au/edulibrary/p
  ublic/teachlearn/student/keycharliteracyp6.pdf
• Teaching for Comprehending and Fluency
• Fountas and Pinnell
• Guided Reading
• Fountas and Pinnell
• Effective Literacy Practice 1-4 and 5-8
• NZ Ministry of Education
• Victorian Essential Learning Standards DEECD
• www.education.vic.gov.au/studentlearning/teachingr
  esources/english/literacy/default.htm

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Feedback

• Place your dot on the continuum to indicate how
  useful this module has been to you
• as a coordinator?
• as a classroom teacher?