Helping Students in Reading

1. Helping Students in Reading

2. WHAT IS READING? ‘I define reading as a message-getting, problem-solving activity which increases in power and flexibility the more it is practised.’ Marie Clay Becoming Literate Meaning facilitates reading; it is not just the outcome of it.

3. There are three cueing systems. We use all three simultaneously. Structure Meaning understanding the author’s message Visual

4. Foundations for success in reading • Confident users of language • Enjoyable and varied experiences with books • Understanding of concepts about print • Awareness of basic elements of stories • Expectation that books are a source of pleasure and information which will help them

5. Reading independently Students need: • Experiences and understandings of the world • Knowledge of the forms of language • Knowledge of directional or positional language • Knowledge about visual details of letters or words

6. Early reading behaviours • Finger pointing • Voice pointing • Pausing • Hesitating • Repeating • Self-correcting • Omitting words • Substituting words

7. What can you see the reader doing? Maddisyn – aged 6 years

8. Supporting the reader • 3 P’s – pause, prompt, praise • Try that again • Does it make sense? Look right? Sound right? • Shadow reading • MP3 players – audio books • Choosing ‘just right’ texts • Using contextual clues • Reading for meaning • Scaffold tasks

9. Finding out what they can do-formative assessment- • Running record • Reading journal • Individual conference

10. Running record • The student reads aloud while the teacher observes and records what the student says. • Omissions, substitutions and insertions are noted as well as repetitions and self-corrections. • Once completed, the teacher analyses the running record and uses the information to decide what the student needs to learn next.

11. You try Y

12. Reading journal • Students use reading journals to record what they have read, to respond personally to texts and to analyse their thinking. • Reading journals require clear guidelines and regular opportunities to make entries during class time. • Students need to be presented with a range of ideas for responding in their journals.

13. Individual conference • Teacher and student sit and talk about the student’s reading. • The teacher asks questions about the text to ascertain the students level of comprehension. • The teacher listens to the student read a section of the text. • They jointly develop a reading goal.

14. An effective reader • Maintains focus on meaning • Checks on understanding and print • Uses language structures to anticipate text • Processes print with fluency • Varies the rate of fluency • Uses many different sources of information together • Has questions in mind • Attends to important ideas • Recognises many words automatically • Uses a variety of strategies for solving words while reading for meaning • Extends the meaning of texts using synthesising and inferencing skills • Integrates information Fountas & Pinnell

15. Try this • Listen to at least one student read aloud and take note of their reading behaviours. OR • Have an individual conference with a student and find out what they can do well and what they need to work on.

16. Creating Thoughtful Readers

17. Thoughtful readers • Think aloud • Monitor comprehension • Use their prior knowledge (or schema) • Ask questions (or wonder) as they read • Make inferences • Use sensory and emotional images • Determine importance in text • Synthesise

18. We need to show students how • Insert pic of teacher modelling • Behavioiurs are obsrevable and strategies are things we cannot see that are occurring in the head.

19. Model of think aloud • RMO and sticky notes

20. Find examples on video clips

21. Model of predictogram • Try and find the book David Hornsby used

22. Responses to text • Examples of some

23. Modifying tasks • What can we do to support struggling readers?