ED2631 Lecture Notes - Lecture 1: Onomatopoeia, Libby Gleeson, Helen Oxenbury
English 2: Reading and Viewing
Tutorial Two – Week Two
Topic
• Books
o Banjo and Ruby Red by Libby Gleeson and Freya Blackwood
o We’re Going on a Bear Hunt by Michael Rosen and illustrated by Helen Oxenbury
• Session Focus
o Week 2 readings summary
o Reading Procedure – Modelled Reading
o Demonstration – ‘Modelled Reading’ procedure
o Understanding the reading and viewing process
o Activity 1 – Reading response Journals
o Activity 2 – Word Walls
o An observation Survey of Early Literacy Achievement, Marie Clay (2005)
o Review Assignment One guidelines and the resources
o Reading a picture
• Week 2 Readings
o Literacy: Reading, Writing and Children’s Literature
▪ Towards a Model of Reading
• The contexts in which we read
• The texts we read
• The knowledge we need in order to read
• The skills readers use
o Observation Survey of Early Literacy Achievement
▪ Ch 1 Observing changes in Early Literacy Behaviours
• Systematic observation of learners
• Assessments that guide our teaching
• Observing emerging literacies
▪ Ch 6
• Review – Think/Pair/Share
o One Feature
▪ Demonstrating behaviours
▪ Teacher reading and children listening
▪ Continuous – shouldn’t be stopping throughout the story
▪ 10-15mins long
▪ How your reading
• Engaging manner etc.
o One Benefit
▪ Students are exposed to different types of texts
▪ Learn to pronounce different types of words
▪ New vocabulary/language
o Assessment Focus
▪ Did the book work?
▪ Were they interested/engaged?
• First Steps Reading Procedures (This is how you teach reading)
find more resources at oneclass.com
find more resources at oneclass.com
2
o Reading to students
▪ Modelled reading
▪ Language experience
▪ Shared reading
▪ Guided reading
▪ Book discussions group
▪ Independent Reading
o Why are they important?
• Modelled Reading
o Description
▪ Focus on the explicit planning and demonstration of reading behaviours
▪ This includes the demonstration of comprehension and word identification strategies
▪ Students participate by actively listening and watching
▪ Most effective when use just before students are ask to have a go
o Key Features
▪ Clear ‘Think aloud’ statement are used
▪ the focus is singular
▪ The same behaviour is modelled many times
▪ Sessions are kept brief (5-10mins)
o Benefits
▪ Helps students to understand how effective readers understand and process text
▪ Understand when, how and why particular reading strategies are used
▪ See how a particular text form can be read
• Modelled Reading in action
o Planning
▪ Determine the focus of the session and choose an appropriate text
▪ Pre-read the text to determine where ‘think aloud’ statements will be used
▪ Consider the language that will be used
o Conducting
▪ Explain the reading strategy that you will be demonstrating
▪ Introduce the text. Pause at a pre-determined place in the text to think aloud and demonstrate the
strategy
o After Strategy
• Effective Readers use a range of reading/viewing strategies
o Predicting
o Inferring
o Sounding out
o Chunking
• Assessment
o Observation of students applying the modelled strategy are made during shared, guided and
independent reading
o Reflecting on effective use of the procedure
▪ Did I keep the lessons short and sharp?
▪ Did I focus on the selected behaviours?
• Cues for Understanding
o Semantic
▪ Topic/concept knowledge
▪ Cultural/world knowledge
▪ Vocabulary knowledge
o Syntactic
▪ Grammatical knowledge
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
The knowledge we need in order to read. The skills readers use: observation survey of early literacy achievement, ch 1 observing changes in early literacy behaviours, systematic observation of learners, assessments that guide our teaching, observing emerging literacies, ch 6, review think/pair/share, one feature. Teacher reading and children listening: demonstrating behaviours, continuous shouldn"t be stopping throughout the story, 10-15mins long, how your reading. Engaging manner etc: one benefit, students are exposed to different types of texts, new vocabulary/language. Learn to pronounce different types of words: assessment focus, did the book work, were they interested/engaged, first steps reading procedures (this is how you teach reading, reading to students. Language experience: modelled reading, shared reading, guided reading, book discussions group. Independent reading: why are they important, modelled reading, description. Focus on the explicit planning and demonstration of reading behaviours. Explain the reading strategy that you will be demonstrating.
