LAN2240 Lecture Notes - Lecture 7: Reading Recovery, Automaticity
28 May 2018
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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!WEEK!7!
Criteria!for!levelling!texts!!
• Subject!matter!
• Storyline!
• Syntactic!patterns!
• Vocabulary!
• Density!of!information!!
• Amount!of!print!per!page!
• Conventions!of!print!
• Illustrations!!
• Text!organisation!
!!
Text!levels!
Only!used!as!a!guide,!they!are!an!approximation!of!text!difficulty,!levels!publishers!use!are!
arbitrary,!no!agreed!interval!between!the!levels,!levels!appear!to!differ!across!reading!
schemes,!publishers!commonly!also!provide!reading!recovery!text!levels.!Reading!recovery!
levels;!developed!by!experienced!early!childhood!teachers!in!NZ,!patterns!in!reading!books!
and!children's!literature!books,!mapped!onto!a!continuum!that!describes!how!texts!become!
increasingly!more!complex,!helps!teachers!scaffold!learning!by!gradually!increasing!the!level!
of!difficult!of!the!text!over!time!
When!selecting!texts!consider…!
• Students(background(experiences!
o Knowledge!of!topic!or!subject!matter!
o Knowledge!of!books!and!how!they!work!
o Knowledge!of!particular!kinds!of!books!
• Students(skills!
o Letter!sound!knowledge!
o Recognition!of!high!frequency!words!
o Automaticity!of!word!letter!recognition!
!!
Need!to!further!running!records!to!ascertain!the!fact!to!confirm!the!hard!level,!in!turn!
confirming!the!instructional,!guided!reading!teaching!strategies,!comprehension!strategies,!
during!reading!only!ask!two!questions,!must!be!LITERAL!questions!
After!reading!comes!the!3!levels!of!questioning,!you!can!have!some!literal!in!here,!but!more!
so!inferential,!more!than!two!questions,!after!reading!discussion!questions!will!focus!mainly!
on!comprehension!box,!prompts!will!mainly!focus!on!strategic!activity!section!
!!
Teaching!strategies!
sequencing!of!pictures!from!the!book,!-!comprehension,!sequencing!activities!develop!
comprehension,!see!if!the!child!has!actually!understood!what!is!meant,!pre!pared,!talk!
about!the!sequencing!first,!TEACHER!MODELS.!
!!
Example!lesson!ideas!
Have!sounds!on!the!board,!and!they!have!pictures!that!start!with!these!sounds!and!have!to!
categorise!them,!think!aloud!teaching!strategies!'hmm,!I!made!a!mistake!there,!why!did!I!
get!that!wrong?'!modelling!what!to!do!when!you!make!a!mistake,!no!appendices!
!
Document Summary
Criteria for levelling texts: subject matter, storyline, syntactic patterns, vocabulary, density of information, amount of print per page, conventions of print. Only used as a guide, they are an approximation of text difficulty, levels publishers use are arbitrary, no agreed interval between the levels, levels appear to differ across reading schemes, publishers commonly also provide reading recovery text levels. Need to further running records to ascertain the fact to confirm the hard level, in turn confirming the instructional, guided reading teaching strategies, comprehension strategies, during reading only ask two questions, must be literal questions. Teaching strategies sequencing of pictures from the book, - comprehension, sequencing activities develop comprehension, see if the child has actually understood what is meant, pre pared, talk about the sequencing first, teacher models.
