Teaching+Reading

 Teaching Reading  ‘Using the scaffolded approach to teaching reading the teacher moves from total control to having children read independently, which is the goal teachers aspire to for all their children’. (Hill, 2006, p.72) ** To-with-by **  ‘In the scaffolded approach to teaching reading the teacher and child move through different learning stages, starting with the teacher providing maximum support demonstrating and __modelling__ //to// children. The child can then gain more control as the teacher __shares__ and __guides__ reading //with// children. Finally the child may then take full control //by// reading __independently__’ (Hill, 2006, p.72)  Modelled Reading  Shared Reading  Guided Reading ** Guided reading procedure ** -Getting ready for reading involves discussing the topic and title of the book. -Talking about the plot of a narrative or the organisation of a factual book. This provides support and enables the reader to use their knowledge while drawing on cues from the book. It may also alert children to different genres requiring different ways of reading. ||  -Children read the book individually, while teacher observes. -Teacher prompts the student to solve problems. - //What do you expect to read? Does that make sense? Check the illustration. It could be but look at the letter first.// //Well done.That makes sense! -//Teacher makes notes about each child. ||  -The teaching focus provides additional support after the children have read the book. - Select only one or two main teaching points for each session eg. phonemic awareness or making analogies between known and similar words. -Ensure that in time the teaching opportunities selected allow children to develop the reading roles (discussed later). ||
 * Teacher models reading whole class.
 * Teacher has full control showing a model of how the reading process works.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The purpose is to engage children with texts beyond their reading level.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">This experience will provide vocabulary and syntax patterns children may use later.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Using a ‘big book’, the children may join in with the teacher chanting or reading the chorus or refrain.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Various focuses in shared reading may include; learning how to read different text types, identifying words and ways in which punctuation and grammar are used to convey meaning.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Texts may be above independent reading level as there is group support for the reader.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Involves the teacher working with small groups of 4-6 children reading individual copies of the same text.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Texts are selected by the groups reading level.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Teacher prepares children to use a range of problem solving strategies to read the text.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">There is specific procedure before, during and after reading that needs to be followed.
 * ** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Before Reading   ** || **  <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">During Reading   ** || **  <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">After Reading   ** ||
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">-Selecting an appropriate text relating to the childrens reading behaviours or to challenge the group.

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Independent Reading <span style="DISPLAY: block; FONT-SIZE: 10pt; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: center"><span style="FONT-FAMILY: Arial, Helvetica, sans-serif">(Hill, 2006, p 72-83) <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">**The roles of the reader** <span style="DISPLAY: block; FONT-SIZE: 10pt; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: left"><span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Children take on four roles when they begin to read: code breaker, meaning maker, text user and text critic. The four roles are integrated, and early readers need to understand and experience using all four roles in order to develop into fluent and flexible readers. <span style="DISPLAY: block; FONT-SIZE: 10pt; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: center"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="DISPLAY: block; FONT-SIZE: 80%; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: center">(Hill, 2006, p.172) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">**Comprehension** <span style="DISPLAY: block; COLOR: #0a0a0a; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: left"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"><span style="DISPLAY: block; COLOR: #0a0a0a; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: left"> ‘ Reading comprehension is the act of simultaneously extracting and constructing meaning from the text’. (Hill, 2006, p.190) ‘To measure a child’s understanding of a text comprehension questions may be used’. (Hill, 2006, pp.193-194) **<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">‘A Rainy, Windy Day’ ** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">It’s a rainy day at my house. It’s rainy and windy. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The pretty fall leaves are flying in my yard. They are beautiful. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">They are orange, red, brown, and gold. They are falling off the trees in my yard. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">I like to watch the leaves fly. The rain and wind make the leaves come off the trees. Soon the leaves will be all on the ground. I can help my mum and dad rake them up. I like this time of year <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> The type of questions that may be asked by the teacher may involve: <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Literal comprehension- Factual information that is written. // What colours of leaves did the boy see? // // What made the leaves come off the trees? // <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Interpretive- Children interpret information by reading between the lines. // What season is it? // // Where do you think the boy is when he is watching the leaves? // <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Inferential- These questions prompt the reader to think beyond the text and to make up information and come up with a critical or creative response. // What do you like best about this season? // // What is the boy going to do when all the leaves are on the ground? // Have a look at this website! http://www.abcteach.com/directory/reading_comprehension/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> There are more stories and questions and activities you could use to help teach comprehension.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The child selects books to read independently.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The purpose is to build fluency and motivation for reading.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The child is challenged to read on their own for a period of time.

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> **References:** //<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://www.abcteach.com/reading2/arainyday_a.pdf// // <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Developing early literacy: assessment and teaching,// Eleanor Curtain Publishing, Prahran, Vic. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Hill S 2006,