Reading Instruction for Emergent and Progressing Readers

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Reading Instruction for Emergent and Progressing
Readers

• Balanced Reading Instruction for the Emergent
  and Progressing Reader
• How to Select Appropriate Books for Young Readers

• How to Have a Good Book Conversation With Your
  Child

Presented by Natalie Meek and Melissa
Vandermeer Designed and Developed by Belinda Cini
and Melissa Vandermeer for Rockets Fern Bluff
Elementary, Round Rock ISD, 2000
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What is an Emergent Reader?

• Emergent readers begin to
• Understand print carries a message.
• Display directional movement.
• Match voice to print with one-to-one word
  matching by finger pointing.
• Locate some known words and unknown words.
• Use picture clues.

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What is an Emergent Reader?

• Emergent readers begin to
• Understand print carries a message.
• Display directional movement.
• Match voice to print with one-to-one word
  matching by finger pointing.
• Locate some known words and unknown words.
• Use picture clues.

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Emergent Readers continued...

• Recognize the difference between a letter and a
  word.
• Invent text.
• Use pattern and repetition of text to read.
• Use oral language/story structure to make a
  connection to print.
• Use some letter sounds.
• Use known, high-frequency words to monitor
  reading.

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Sources of Information Used By the Reader
Meaning-Makes sense with our prior
knowledge-Fits with the sense of the story
ReadingMaking meaning from print
Structure-Sounds like language-Grammatically
correct
Visual Grapho-phonic-Uses letter/sound
symbols-Looks right
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Teacher Prompts
Meaning
Did that make sense?What do you think it could
be?Lets read it again to make sense.
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Teacher Prompts continued...
Structure of Language
Can we say it that way?Is that like the way we
talk?Does that sound right?
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Teacher Prompts continued...
Visual/Grapho-phonic
Does it look right?What letter would you expect
to see at the beginning? At the end?Read it
again. Get your mouth ready for the first
sound.Say it slowly.
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Reading Strategies
Monitor
The student notices that something is not right
with the reading and may attempt to check and or
correct errors.
Did it match?What did you notice?I like the way
you noticed something wasnt right.Were you
right? How did you know?How do you know it was
_______ ?Show me where it wasnt correct.
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Reading Strategies continued...
Search
When the reader notices something is not right in
her reading, she searches for more information
to correct it.
You said _______. Does that make sense?Does it
sound right? Does it look right?If it were
_______, what letter would you expect to see
first? Last?What do you know that might help?
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Reading Strategies continued...
Predict
The student anticipates as he reads to predict a
word or event in the story. He uses prior
knowledge, his knowledge of language, what makes
sense, and what would look right.
Think about what has happened in the story so
far. What would make sense?What would you
expect to see? (letters, words)What do you think
will happen next?
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Reading Strategies continued...
Check
The reader checks that what is read makes sense,
looks right, and sounds right. This may occur
after an error, or when she comes to an unknown
word.
What did you notice?Check to see if what you
read makes sense, sounds right, looks right.I
like how you tried more than one way to work that
out.
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Reading Strategies continued...
Confirm
The student uses one or more sources of
information to make certain that what he expected
to read is what he actually read.
Are you right?Did you check to make sure youre
right?Did you reread to see if youre right?
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Reading Strategies continued...
Self-Correct
The student notices on her own that something is
not right in the reading. She searches and
checks for more information to self-correct or
make it right.
I like the way you corrected that all by
yourself.Were you right? How did you know?
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Selecting Books for Your Students

• Book concepts
• Illustrations
• Language/Structure
• Text features/Layouts

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Selecting Books continued...
Book Concepts

• Can students relate to the concepts or
  experiences in the text?
• What background knowledge is necessary to
  understand?
• Do events in the story follow a sequential or
  predictable pattern?
• Are students able to understand this type of
  literary genre?

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Selecting Books continued...
Illustrations

• Do they provide high, moderate, or low support?
• Where are they located on the page?
• Are they clear, or do they need interpretation?

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Selecting Books continued...
Language/Structure

• Is the text repetitive, familiar, or natural to
  spoken language?
• Are there high-frequency words that can serve as
  anchors for emergent readers?
• Is there difficult or technical vocabulary that
  might present a problem?

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Selecting Books continued...
Text Features/Layouts

• How many lines of print are on a page?
• Is there clear spacing between words?
• Are the size and placement of the print
  supportive to the reader?
• Is the text length appropriate for the reader?
• Are there any unusual text formats?

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What is a Progressing Reader?
Progressing readers begin to 1. Have good
control of early reading strategies
(directionality, one-to-one word matching,
locating unknown and known words). 2. Rely less
on pictures and use more information from
print. 3. Search the print, check, and
self-correct more frequently. 4. Often
cross-check one source of information with
another. 5. Check and confirm, sometimes using
beginning, middle, and ending letters/sounds.
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What is a Progressing Reader continued...
6. Read familiar text with some phrasing and
fluency. 7. Start to attend to some punctuation
while reading. 8. Begin to build a core of
high-frequency words. 9. Begin to engage in
discussions about what is read. 10. Make
predictions and confirm or revise them while
reading. 11. Recognize the importance of
monitoring reading for understanding.
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What is a Progressing Reader continued...
12. Use familiar parts of words to problem-solve
unknown words. 13. Begin to read from different
genres. 14. Attend to more story structure and
literary language.
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What is Reading?
Reading is not walking on words. Its grasping
the soul of them.
-Paola Friere
Endangered Minds
The ability to bark at print is not
reading(Students) can wordcall, but comprehend
littleHow well do they understand what they have
read? Can they reason - and talk, and write -
about it? -Jane
M. Healy
Endangered Minds
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What is Reading continued...
Children must have good language development
before they can get the meaning. Ability to
recognize printed letters and words gets them
through early reading instructionhowever, many
long-term studies show that children superior in
oral language in kindergarten and first grade are
the ones who eventually excel in reading and
writing.
-Jane M. Healy
Endangered Minds
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How to Have a Good Book Conversation
Before Reading

• Discuss the cover and title.
• Activate prior knowledge.
• Make predictions.
• Set purpose for reading.

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Book Conversation continued...
During Reading

• Pause periodically to discuss the story.
• Continue to confirm and/or revise predictions.
• Invite connections with text.
• Ask questions that dig for deeper meaning.
• Explore further meaning through pictures.

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Book Conversation continued...
After Reading

• Retell story.
• Return to initial questions, prediction, and
  purpose for reading.
• Invite further questions, investigations, or
  readings.

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What is Comprehension?
Thoughtful, active, proficient readers are
metacognitive they think about their own
thinking during reading. Proficient readers know
what and when they are comprehending and when
they are not comprehending they can identify
their purposes for reading and identify the
demands placed on them by a particular text.
They can identify when and why the meaning of the
text is unclear to them, and can use a variety of
strategies to solve comprehension problems or
deepen their understanding of a text.
-Ellen Keene and Susan
Zimmermann Mosaic
of Thought
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Cognitive Strategies

• Activate schema
• Identify important parts
• Ask questions
• Create sensory images
• Infer

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A Reading Quiz
The Restaurant
John went into the restaurant and sat down at a
table. He ordered the bacon and eggs, ate his
meal, and went off to work. He forgot his
umbrella.
1. Why did John go into the restaurant? 2. What
did he order? 3. Why? 4. What was the weather
like?
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Developing Reading Comprehension
Progressing readers learn to
Activate Schema

• Make connections relating text to their prior
  knowledge and/or personal experiences
  text-to-self connections text-to-text
  connections text-to-world connections
• Use what is known about an author and his or her
  style to predict and better understand a text.
• Recognize when they need to build schema before
  reading.

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Comprehension continued...
Determine Importance in Text

• Make decisions about what is important in text
  at three levels Word level Sentence
  level Text level
• Determine the theme and draw final conclusions
  after rereading, discussing, and/or writing about
  the text.

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Comprehension continued...
Ask Questions

• Generate questions before, during, and after
  reading.
• Use critical questions to focus attention on
  important components of the text.
• Understand that many intriguing questions are
  not answered explicitly, but are left to the
  readers inference and interpretation.
• Are aware that hearing others questions can
  inspire new ones in their own minds.
• Ask questions to clarify meaning, speculate
  about text yet to be read, locate a specific
  answer in the text, and determine an authors
  intent or style.

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Comprehension continued...
Create Sensory Images

• Spontaneously and purposefully create mental
  images during and after reading. These images
  emerge from all five senses and the readers
  emotions, and they are anchored in the readers
  prior knowledge.
• Use images to add rich detail to the text, to
  draw conclusions, to create interpretations, to
  recall significant details, and to recall a text
  after it has been read.
• Adapt their images as they continue to read.
• Adapt their images in response to the shared
  images of others.

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Comprehension continued.
Draw Inferences in Text

• Create personal meaning from text by combining
  what is read with relevant prior knowledge.
• Create a meaning that is not stated explicitly
  in the text. They are aware of and actively
  search for implicit meaning. They read between
  the lines.
• Infer more widely for fiction than for
  nonfiction.
• Infer by drawing conclusions, making and
  revising predictions, answering their own
  questions, making connections between their own
  conclusions and other beliefs, and making
  critical or analytical judgments about what they
  read.

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Questioning Techniques
Types of Questions

• Empirical questions call for details or factual
  information.
• Analytical questions call for integration,
  analysis, and synthesis of information.
• Judgmental questions call for the students to
  evaluate and express opinions.
• Student-driven questioning is the ultimate goal!

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Questioning continued...
Types of Answers

• Right There - The answer is available in the
  text.
• Figure It Out - The answer can be implicitly
  inferred from the text.
• Anything Goes - The answer is not anywhere in
  the text. Any answer supported by evidence is
  correct.

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Questioning continued...
Extending Questions
1. What do you mean by ______________? 2. Could
you give me an example? 3. Could you explain
that further? 4. Could you put that another
way? 5. How does _________ relate to _________?
6. What evidence do you have? 7. Can you look
at this from another perspective?
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Questioning continued...
Extending Questions
8. What would someone who disagrees say? 9. If
that happened, what else would also happen as a
result? 10. How do you know? 11. How could we
go about finding out if that is true? 12. Why
did you say that? 13. Tell me more about why you
think that.
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Balanced Reading Instruction
Reading To
Teachers share quality literature and set the
example as expert readers by reading
aloud/thinking aloud at least once every day.
Reading strategies and behaviors, comprehension
strategies, and story elements or the writing
craft are a focus of these read tos.
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Balanced Reading Instruction continued...
Reading With
Shared ReadingTeachers use big books, large
poems and charts, or multiple small copies of
books to read together with students. This
demonstrates concepts of print, as well as
reading strategies and behaviors.
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Balanced Reading Instruction continued...
Reading With
Guided ReadingTeachers gather small, homogenous
groups for direct reading instruction.
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Balanced Reading Instruction continued...
Reading By
Students have daily opportunities to read from
texts at their independent reading level.
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Coming Workshop
Balanced Writing Instruction for the
Emergent/Progressing Writer
November 30, 2000 700 pm - 800 pm
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Helping Your Child to Read
1. Make weekly visits to the library. With your
child, choose books for you to read to your child
and books for them to practice reading. 2. Read
at least one book to your child daily. Use
questions that focus on comprehension. 3. Help
your child practice reading at least one book to
you daily. Observe reading behaviors and use
questions to encourage reading strategies. 4.
Write your child short notes and messages, then
help him/her read them. Use many familiar sight
words, with a few unfamiliar words to offer the
challenges.
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Helping Your Child To Read continued...
5. Spend time with your child reading the poetry
folder that comes home each weekend. 6. Play
Guess The Covered Word. 7. Create special
books that are personally meaningful for your
child. Gather photos or scrapbook items from a
special event, trip, party, etc. and mount them
into a book. 8. Have scavenger hunts with
written clues for your child to follow.
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Upcoming Workshops
Balanced Reading Instruction for the Progressing
Reader
Balanced Writing Instruction for the
Emergent/Progressing Writer
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Literacy Instruction for the Primary Student
A Parent Education Workshop

• Session Two
• Balanced Reading Instruction for the Emergent
  Reader
• How to Select Appropriate Books for Young Readers

Presented byBelinda Cini Melissa Buchanan