What Language Looks Like: A Conceptual-Metaphoric Reading ...
Course Reading - Pearson Education · 2016. 6. 14. · This resource looks at reading as a dynamic...
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new First Steps® in LiteracyCANADIAN EDITION
Reading
CourseBook
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
First Steps® Reading Course Book, Canadian Edition
Published in Canada by
Pearson Canada Inc.26 Prince Andrew Place
© Western Australian Minister for Education 2013
Canadian editions are adapted from resources originally developed by STEPS ProfessionalDevelopment and the Department of Education and Training, Western Australia.
Vice-President, Publishing and Marketing, School Division: Mark CobhamVice-President, Marketing and Professional Field Services: Anne-Marie ScullionPublisher, Pearson Professional Learning: Debbie DavidsonResearch and Communications Manager: Chris AllenCanadian Edition Advisors: Noreene Decker, Norma MacFarlane, Mary Lou StirlingManaging Editor, Pearson Professional Learning: Joanne CloseAssociate Editor: Jacquelyn BusbySenior Production Editor: Jennifer HandelProofreader: Laura NevesProduction Coordinator: Zane KanepsComposition: Computer Composition of CanadaPermissions: Amanda McCormickCover Design: Alex LiCover Image: Pick and Mix Images/Alamy
ISBN-13: 978-0-13-207282-3ISBN-10: 0-13-207282-3
For permission to reproduce copyrighted material, the publisher gratefully acknowledgesthe copyright holders listed in the sources throughout the text, which are considered anextension of this copyright page.
ii
Don Mills, ON M3C 2T8
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
ContentsGetting StartedFirst Steps Reading Course, Canadian Edition:
Overview of Materials vClass Profile Sheet viWhole-Class Plan viiSmall-Group Plan viii
Session 1: BeliefsUnderpinning First Steps 1
Successful Learning 2Professional Reading 1.1: About Reading 3A Comprehensive Approach to Teaching Reading 7Self-Reflection Notes: Beliefs Underpinning
First Steps 9
Session 2: Understanding theReading Map of Development 10
Physical Mobility Map of Development 11Defining the Substrands 12Role Play Reading Indicators 14Reading Map of Development Phase Review 15Self-Reflection Notes: Understanding the
Reading Map of Development 16
Session 3: Use of Texts 17
First Steps Whole-Class Plan 18 Gradual Release of Responsibility Model
of Teaching and Learning 19Overview of Instructional Approaches to Reading 20Self-Reflection Notes: Use of Texts 22
Session 4: Processes andStrategies 23
First Steps Whole-Class Plan 24Strategy Demonstration Plan 25Self-Reflection Notes: Processes and Strategies 26
Session 5: Conventions 27
First Steps Small-Group Plan 28Investigating Synonyms 29Self-Reflection Notes: Conventions 30
Session 6: ContextualUnderstanding 31
What Do I Bring to My Reading of a Text? 32Contextual Understanding: What Do Students
Need to Know? 33Reading: Harvesting Timber in British Columbia 34How Particular Groups Are Represented 35First Steps Small-Group Plan 36Self-Reflection Notes: Contextual Understanding 37
Session 7: Assessing Students’Reading Development 38
Assessment Tools and Substrands 39First Steps Reading Map of Development:
Class Profile Sheet 40Individual Student Profile Sheet
(Key Indicators Only) 41Individual Student Profile Sheet (All Indicators) 43Class Profile Sheet (Key Indicators Only) 44Class Profile Sheet (All Indicators) 45Collecting Information About Reading Development:
Laura’s Transcript 46Famous Five Key Word Search 50Same and Different 51Clouds of Wonder 52Reading Interview—Focus on Attitude 53Parent–Teacher Interview Questions—Focus on
Reading 54Self-Reflection Notes: Assessing Students’
Reading Development 55
Bibliography 56
iiiFSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Getting StartedThis section contains pages that you will refer to throughout the course.
Linking Assessment,Teaching and Learning
Chapter 1First Steps, Canadian Edition
Chapter 2
Planning for SuccessfulImplementation of First Steps
Chapter 3Understanding First Steps Beliefs
Chapter 4First Steps and Diversity
Chapter 5Establishing a Positive Teachingand Learning Environment
Chapter 6Assessment and Evaluation:Theory, Principles, and Practices
Chapter 7Effective Teaching and LearningPractices
Chapter 8Classroom Planning and Grouping
Chapter 9The Metacognitive Process:Reflecting, Representing, andReporting
Chapter 10Communicating with Parents
Reading Map ofDevelopment
Chapter 1About Reading
Chapter 2Understanding the Reading Map
Chapter 3Collecting Data on ReadingDevelopment
Chapter 4Role Play Reading Phase
Chapter 5Experimental ing Phase
Chapter 6Early Reading Phase
Chapter 7Transitional Reading Phase
Chapter 8Proficient Reading Phase
Chapter 9Accomplished Reading Phase
Reading Resource Book
Chapter 1
Use of TextsSection 1: Instructional Approaches to ReadingSection 2: Developing FluencySection 3: Promoting ReadingSection 4: Selecting Texts for Students
Chapter 2
Contextual UnderstandingSection 1: Developing ContextualUnderstanding
Chapter 3
ConventionsSection 1: DevelopingPhonological AwarenessSection 2: TeachingGraphophonicsSection 3: Developing VocabularyKnowledgeSection 4: Developing Text-FormKnowledge
Chapter 4
Processes and StrategiesSection 1: TeachingComprehension and WordIdentification StrategiesSection 2: Teaching Students toAccess and Use Information
First Steps Reading, Canadian EditionOverview of Materials
Read
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Role
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Smal
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Session 1
Beliefs Underpinning First Steps
SESSION OUTLINE• Provide an overview of the First Steps
resource.
• Consider factors that support and hindersuccessful learning.
• Discuss the reading process.
• Examine the components of acomprehensive approach to teachingreading.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 3: Understanding First Steps BeliefsChapter 5: Establishing a Positive Teaching and Learning Environment
READING MAP OF DEVELOPMENTChapter 1: About Reading
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Successful Learning
Factors That Supported My Learning
Factors That Hindered My Learning
My new learning was ___________________________________________________________________
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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SUBSTRAND READING IS …Use of Texts – how students interact with texts - making meaning with texts
Contextual Understanding – how the contextaffects the interpretation and choice oflanguage
- a socio-cultural practice that is used toaccomplish a wide range of purposes
- questioning and critiquing texts
Conventions – structures and features of texts - cracking the code of letters, words, sentences,and texts
Processes and Strategies – how students read,view, speak, and listen
- the active, integrated problem-solving processof making sense of texts
Professional Reading 1.1
About ReadingFirst Steps Reading Map of Development is designed to help teachers map their students’ progress and offers
suggestions of teaching and learning experiences that will assist with further development in reading.
The first chapter focuses on the beliefs about reading and reading instruction that underpin the FirstSteps Reading. Key ideas are outlined below.
Defining ReadingReading is a complex process. What counts as effective reading varies from context to context according towhat the reader wants to and needs to achieve, the texts that are being encountered, and what the dominantculture expects. One-dimensional definitions have an appeal of simplicity, but ignore the complexity of thereading process and can often lead to narrow or skewed teaching.
Reading is one strand of literacy. Within the First Steps resource, each strand is composed of a few keysubstrands.
The following table summarizes how these substrands combine to capture the nature of reading, eachsubstrand providing a different lens for consideration.
Alone, none of the substrand definitions would adequately define reading in today’s world. Instead, eachis an essential component of a multidimensional view of reading that provides lenses for understandinghow the reading process unfolds, and how reading should be taught.
Luke and Freebody (1999) suggest that readers draw on a family of practices when they read. Readers
• use texts functionally• critically analyze and transform texts• break the code of texts• participate in the meanings of texts
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Understanding the Reading ProcessEffective teachers have an understanding of how reading occurs and are able to plan teaching andlearning experiences that support students in becoming more successful readers. Developing a clearunderstanding of the reading process is a challenge as reading is often a silent, motionless, personal actinvolving cognitive and social processes that are transactional and not always observable. Furthermore,beginning readers and skilled readers often go about the reading task in different ways.
First Steps uses a substrand framework and major cueing systems as a basis to illustrate themultidimensional process of reading and to provide an impetus for recommended teaching approaches tosupport reading development.
This resource looks at reading as a dynamic process between
• the context of the reading event (pragmatics)• the knowledge within cueing systems• the use of reading strategies
• The Context of the Reading Event (Pragmatics)Reading serves multiple purposes in people’s lives. All reading happens within a socio-cultural contextand for a particular purpose. The purpose and context of a reading event guide the reader to decide whatis important and what must be understood to achieve success. Purpose and context drive the selection ofreading strategies and support the reader in accessing appropriate cueing systems, often without beingconscious of the connections being made.
• The Knowledge Within Cueing SystemsEffective readers comprehend text by drawing on a range of sources of information, or cues. During theprocess of reading text, effective readers draw on various cueing systems simultaneously. The cueingsystems are not sequential or hierarchical and are equally important in contributing to the process ofcomprehending texts. It is critical that students from a very early age be provided with the opportunityto build up knowledge and skills related to major cueing systems. Collectively, cueing systems make upan individual’s prior knowledge, or schema. Major cueing systems include the following:
Semantic Cueing System: Readers draw on semantic cues to help them know if what they are readingmakes sense. Semantic cues are associated with the meanings of words, phrases, and sentences; thestructure of words; and knowledge of the topic. They are tied to the reader’s cultural and worldknowledge of the concept or topic, and vocabulary knowledge. They help readers to make personalassociations with a text.
Syntactic Cueing System: Readers draw on syntactic cues to help them decide if the text sounds right.Syntactic cues are associated with the structure of the language. These cues include a reader’sknowledge of grammatical features, or word order in sentences, and knowledge of word functions.As viewed by First Steps, they also include knowledge of the organization and structure of wholetexts.
Graphophonic Cueing System: Readers draw on graphophonic cues to help them identify unknown
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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words. These cues focus on the relationships between sound and symbols. They include knowledgeof letters and groups of letters, knowledge of the sounds associated with letters and groups of letters,and knowledge of print concepts.
Knowledge within the cueing systems makes up a reader’s prior knowledge, or schema.
• The Use of Reading StrategiesMany teachers work hard to ensure that all students build up a bank of knowledge within the majorcueing systems. The sources of information within the cueing systems include knowledge about
• graphophonics • grammar• word meanings • text forms• words and word parts • topics and concepts• orthography • culture and the world
However, one of the most critical elements of supporting reading development is often neglected. Theexplicit teaching of reading strategies is vital to ensure that students are able to successfully access theircueing systems to support reading. Cueing systems can be used flexibly and independently only throughthe application of a range of reading strategies, applied before, during, and after reading. Strategies usedto identify unknown words, prepare for reading, and monitor and adjust reading are all imperative tosuccessful reading. Reading strategies include predicting, making connections, inferring, comparing,synthesizing, creating images, summarizing, paraphrasing, self-questioning (generating questions),skimming, scanning, determining importance, monitoring and revising comprehension (rereading,reading on, adjusting reading rate, sounding out, chunking, using analogy, and consulting a reference).
Comprehending text is a transaction between the author, the reader, and the socio-cultural context,driven by the purpose of the reader. The author contributes the words and an intended meaning withinthe text. The reader actively integrates a range of strategies, including word identification andcomprehension, to draw upon all available knowledge within the cueing systems. Effective readers willhave automated many of these strategies, so they occur without conscious deliberation. By bringing in-head knowledge to interpret the information supplied by the author, the reader makes unique, personalmeaning. Goodman (1996) says, “The sense you make of a text is the sense you bring to it.”
Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge
Syntactic• Grammatical (word order) knowledge• Word function knowledge• Text knowledge
Graphophonic• Graphophonic knowledge• Orthographic knowledge
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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PRIOR KNOWLEDGE
CUEING SYSTEMS
READING STRATEGIES
CONTEXT OF THE READING EVENT (Pragmatics) SituationReader’s purpose
Subject matterRelationship between author and reader
makingconnections
skimming
comparing synthesizing
creating images
inferring
predicting
scanning
-using analogy
-sounding out
-chunking
-consulting a reference
summarizing and paraphrasing
-reading on
generating questions/self-questioning determining importance -adjusting reading rate
Beginning readers may be unsure of the reading purpose, or even misconstrue the reading act. They mayhave limited knowledge within the graphophonic, syntactic, and semantic cueing systems. They mayhave a narrow range of reading strategies to access these systems. If the text is too difficult, leading tothe mispronunciation of words and disconnected sentence fragments, the beginning reader will be unableto reconcile what is being read to meaningful oral language. If the reader has English as an additionallanguage, syntactic cues from the primary language may contradict those in standard English. The resultmay be confusion about which cueing system to draw on in order to read with fluency andcomprehension.
*Note that the strategies using analogy, sounding out, chunking, consulting a reference, reading on, rereading, and adjustingreading rate are aspects of the broad strategy monitoring and revising comprehension.
-rereading
Semantic Syntactic
Graphophonic
monitoring and revisingcomprehension*
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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A Comprehensive Approach to Teaching Reading
Introduces a Range ofReading Strategies
Reading Resource Book Chapter 4: Processes andStrategies
Builds KnowledgeWithin All Cueing
Systems
Reading Resource Book Chapter 3: Conventions
Uses a Range of Instructional
Approaches to Reading
Reading Resource Book Chapter 1: Use of Texts
Uses Varied GroupingStructures
Linking Assessment, Teachingand LearningChapter 8: Classroom Planningand Grouping
Uses a Range of Data-Collection Tools
Reading Map of Development Chapter 3: Collecting Data onReading DevelopmentLinking Assessment, Teachingand LearningChapter 6: Assessment Theoryand Principles
Uses a Variety of Texts
Reading Resource Book
Chapter 1: Use of Texts
Supports ReadingThrough Other Literacy
Strands
Integrates ReadingInstruction Across the
Curriculum
Incorporates a Range ofEffective Teaching and
Learning Practices
Linking Assessment, Teachingand Learning
Chapter 7: Effective Teachingand Learning Practices
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
How a Comprehensive Approach Reflects the Beliefs Underpinning First Steps
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F
I
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S
T
S
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Focused onStrategies
Investigative
Reflective
Scaffolded
Tailored/
Differentiated
Supportive
Tested
Embedded
PurposefullyPractised
Shared
Teachers• explicitly teach students a range of reading strategies• encourage students to be aware of, apply, monitor, and adjust reading strategies • encourage students to apply reading strategies across the curriculum
Teachers• involve students in problem solving to discover how texts work• promote metacognitive thinking and reflection• plan opportunities to engage students in authentic reading events that build upon
existing foundations
Teachers• provide time and support for students to reflect, represent, and report on their
reading, e.g., use of strategies• model the process of reflection
Teachers• support students’ reading by adopting the Gradual Release of Responsibility Model—
modelling, sharing, guiding, and applying• provide specific and targeted feedback to guide students to independence
Teachers• recognize assessment for learning• map the milestones of reading development and devise plans that meet the needs of
students• develop organizational structures that allow all students to participate at their
developmental level, using a balance of small-group, whole-class, and individualinstruction
Teachers• create an environment in which students feel safe to ask for help when they need it
and to express themselves readily without fear of judgment or ridicule
Teachers• use a range of research-based instructional approaches to reading• use a range of effective teaching and learning practices
Teachers• create reading experiences that are engaging, authentic, and culturally and
developmentally appropriate• embed experiences in texts to build students’ knowledge within the cueing systems• help students to make connections between their current understandings and what is
new
Teachers• select experiences from across curriculum areas to allow students to consolidate and
integrate new understandings and skills • plan activities that are focused, scaffolded, and contextualized
Teachers• understand that responsibility for implementing a balanced reading program needs to
be shared among all stakeholders — teachers, parents, students, and the school• work collaboratively to develop appropriate programs to support students
experiencing difficulty
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Self-Reflection NotesBeliefs Underpinning First Steps
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Session 2
Understanding the Reading Map of Development
SESSION OUTLINE• Discuss developmental teaching and
developmental learning.
• Examine the organizational framework ofthe First Steps Maps of Development.
• Explore the layout of the Reading Mapof Development.
• Outline the process for using the ReadingMap of Development.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 1: First Steps, Canadian Edition
READING MAP OF DEVELOPMENTChapter 2: Understanding the Reading Map
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
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Defining the Substrands
Use of Texts
Contextual Understanding
• Read the behaviours across the phases in each substrand.• Describe the focus of each substrand.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Defining the Substrands, cont’d
Conventions
Processes and Strategies
• Read the behaviours across the phases in each substrand.• Describe the focus of each substrand.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
14
Role Play Reading IndicatorsUse of Texts
◆ Listens to and demonstrates comprehension by talking about significant ideas from the text
◆ Displays reading-like behaviour, e.g., holds book right way up, clicks mouse to see new window
◆ Knows that print carries a message, but may read own writing and unfamiliar texts differentlyeach time
◆ Selects texts primarily for enjoyment, e.g., uses cover and illustrations
• Attempts reading-like behaviours
• Recognizes significant environmental print, e.g., signs, logos, labels
Contextual Understanding◆ Makes links to own experience when listening to or reading texts, e.g., points to illustrations
saying, “I had a party.”
◆ Identifies and talks about familiar characters/people from texts
Conventions• Recognizes own name or part of it in print
• Knows repetitive patterns in familiar stories, e.g., Run, run as fast as you can ...
• Uses some book language in retellings and play, e.g., Once upon a time …
• Is beginning to understand directionality of print, e.g., front to back when turning pages
• Responds to and uses simple terminology, such as book, right way up, front, back
• Is beginning to recognize some letters by name or sound, e.g., Sam says, “That’s my name,”pointing to “s” in a Stop sign
• Distinguishes print from drawings
• May know alphabet by rote, but may need a visual clue to connect a letter with its name
• Identifies and supplies some simple rhyming words, e.g., hot, pot
Processes and Strategies◆ Relies upon knowledge of topic and text organization, such as pictures, when reading
◆ Relies on the strategy of connecting to comprehend, e.g., connects text to self
• Comments on specific features in pictures
• Asks questions about signs, pictures, and labels
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
15
Role
Pla
yPh
aseRe
adin
g M
ap o
f De
velo
pmen
t Ph
ase
Revi
ewRe
ad t
he G
loba
l Sta
tem
ent
and
Indi
cato
rs f
or y
our
allo
cate
d ph
ase.
Re
cord
key
wor
ds t
o su
mm
ariz
e st
uden
ts’ r
eadi
ng a
t th
is p
hase
.What Students Do
Expe
rim
enta
lPh
ase
Earl
y Ph
ase
Tran
siti
onal
Phas
ePr
ofic
ient
Phas
eAc
com
plis
hed
Phas
e
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Self-Reflection NotesUnderstanding the Reading Map of Development
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
17
Session 3
Use of Texts SESSION OUTLINE• Practise the process of using the Reading
Map of Development to link assessment,teaching, and learning.
• Select Major Teaching Emphases andTeaching and Learning Experiences forwhole-class instruction.
• Discuss the reading process.
• Review seven key instructionalapproaches to reading.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping
READING MAP OF DEVELOPMENTChapters 4–8: Use of Texts substrand
READING RESOURCE BOOKChapter 1: Use of Texts
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
18
Firs
t St
eps
Who
le-C
lass
Pla
n
Wee
ks:
____
____
____
____
____
____
____
_Ph
ase:
___
____
____
____
____
____
____
__
Gra
de:
____
____
___
Long
-Ter
mM
ajor
Tea
chin
gIn
stru
ctio
nal
Appr
oach
esTe
achi
ng a
nd L
earn
ing
Reso
urce
sGo
als
Emph
ases
and
Teac
hing
Pra
ctic
esEx
peri
ence
s
Inst
ruct
iona
l Ap
proa
ches
•Re
adin
g Al
oud
to S
tude
nts
•M
odel
led
Read
ing
•La
ngua
ge E
xper
ienc
e•
Shar
ed R
eadi
ng•
Guid
ed R
eadi
ng•
Lite
ratu
re C
ircle
s•
Inde
pend
ent
Read
ing
Teac
hing
Pra
ctic
es
• • • •
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Source: Based on Pearson, P.D., and M. Gallagher. 1983.“The Instruction of Reading Comprehension,”
Contemporary Educational Psychology 8: 112–123. © 1983 Elsevier.
Gradual Release of Responsibility Model of Teaching and Learning
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
20
Over
view
of
Inst
ruct
iona
l Ap
proa
ches
to
Read
ing
Read
ing
Alou
d to
Stu
dent
s M
odel
led
Read
ing
Lang
uage
Exp
erie
nce
Shar
ed R
eadi
ng
Read
ing
a te
xt a
loud
to
stud
ents
wit
h th
e pu
rpos
e of
enga
ging
the
m
Dem
onst
rati
ng r
eadi
ngbe
havi
ours
and
str
ateg
ies
and
verb
aliz
ing
the
cogn
itiv
epr
oces
ses
invo
lved
wit
h th
em
To u
se a
sha
red
expe
rienc
e as
aba
sis
for
join
tly
crea
ting
a t
ext
that
is
then
use
d fo
r fu
rthe
rre
adin
g
A te
ache
r-m
anag
ed b
lend
of
mod
ellin
g, c
hora
l rea
ding
,ec
ho r
eadi
ng,
and
focu
sed
disc
ussi
on
Prim
ary
purp
ose
to s
hare
enjo
ymen
t of
rea
ding
Read
ing
larg
ely
unin
terr
upte
d
Good
mod
el f
or r
eadi
ng i
spr
ovid
ed
Read
ing
10 t
o 15
min
utes
daily
Clea
r Th
ink-
Alou
d st
atem
ents
Sing
ular
or
limit
ed f
ocus
Mul
tipl
e de
mon
stra
tion
s
Brie
f (5
to
10 m
inut
es)
Base
d on
a s
hare
d ex
perie
nce
Text
cre
ated
as
a re
sult
of
the
expe
rienc
e
Stud
ents
’ lan
guag
e us
ed i
n th
ecr
eati
on o
f th
e te
xt
Use
of t
he c
reat
ed t
ext
for
furt
her
read
ing
acti
viti
es
Shor
t (1
0 to
20
min
utes
)
Sing
ular
or
limit
ed f
ocus
Text
vis
ible
and
acc
essi
ble
toal
l
Diff
eren
tiat
ed a
ctiv
itie
s
Mul
tipl
e re
adin
gs o
f th
e te
xt
Definition Key Features Role of Teacher
Role of Student
Grouping Typesof Texts
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21
Over
view
of
Inst
ruct
iona
l Ap
proa
ches
to
Read
ing,
con
t’dGu
ided
Rea
ding
Lit
erat
ure
Circ
les
In
depe
nden
t Re
adin
g
Teac
her
scaf
fold
s an
dsu
ppor
ts a
gro
up o
f st
uden
tsas
the
y re
ad a
com
mon
tex
t.
Smal
l gro
ups
of s
tude
nts
mee
tto
rea
d an
d di
scus
s te
xts
they
have
sel
ecte
d.
Stud
ents
sel
ect
text
s an
d re
adin
depe
nden
tly,
app
lyin
gpr
evio
usly
lear
ned
stra
tegi
es.
Clea
rly d
efin
ed p
urpo
se
Grou
p of
stu
dent
s w
ith
iden
tifie
d co
mm
on n
eed
Mos
t re
adin
g do
ne s
ilent
ly
Sess
ion
has
a pa
tter
n of
aski
ng g
uidi
ng q
uest
ions
,re
adin
g, a
nd d
iscu
ssin
g.
Stud
ents
sel
ect
text
s
Tem
pora
ry g
roup
for
mat
ions
Stud
ents
fac
ilita
te d
iscu
ssio
n
Regu
lar
mee
ting
tim
e
Grou
ps e
ngag
e in
tex
t st
udy
Stud
ents
sel
ect
own
text
s
Unin
terr
upte
d ti
me
span
Definition Key Features Role of Teacher
Role of Student
Grouping Types ofTexts
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014
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22
Self-Reflection NotesUse of Texts
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
23
Session 4
Processes and Strategies SESSION OUTLINE• Identify and define reading strategies
that effective readers use.
• Examine practices that help to explicitlyintroduce reading strategies to students.
• Explore learning experiences that allowstudents to practise new strategies inmeaningful contexts.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 7: Effective Teaching and Learning PracticesChapter 9: The Metacognitive Process
READING MAP OF DEVELOPMENTChapter 1: About Reading
READING RESOURCE BOOKChapter 4: Processes and Strategies
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
24
Firs
t St
eps
Who
le-C
lass
Pla
n
Wee
ks:
____
____
____
____
____
____
____
_Ph
ase:
___
____
____
____
____
____
____
__
Gra
de:
____
____
___
Long
-Ter
mM
ajor
Tea
chin
gIn
stru
ctio
nal
Appr
oach
esTe
achi
ng a
nd L
earn
ing
Reso
urce
sGo
als
Emph
ases
and
Teac
hing
Pra
ctic
esEx
peri
ence
s
Inst
ruct
iona
l Ap
proa
ches
•Re
adin
g Al
oud
to S
tude
nts
•M
odel
led
Read
ing
•La
ngua
ge E
xper
ienc
e•
Shar
ed R
eadi
ng•
Guid
ed R
eadi
ng•
Lite
ratu
re C
ircle
s•
Inde
pend
ent
Read
ing
Teac
hing
Pra
ctic
es
• • • •
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014
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ps in
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racy
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25
Strategy Demonstration Plan
Strategy to Be Introduced:
When and Why It’s Useful:
Key Points to Model:
•
•
•
•
Text Selected:
Pages to Be Used Language to Describe My Thinking
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
26
Self-Reflection NotesProcesses and Strategies
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
27
Session 5
Conventions SESSION OUTLINE• Discuss the conventions associated with
phonological awarenessgraphophonicsvocabulary knowledgetext-form knowledge
• Explore a teaching plan that supports aninvestigative approach to teachingconventions.
• Plan for small-group needs for theConventions substrand.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 7: Effective Teaching and Learning PracticesChapter 8: Classroom Planning and Grouping
READING MAP OF DEVELOPMENTChapters 4–8: Conventions substrand
READING RESOURCE BOOKChapter 3: Conventions
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
28
Firs
t St
eps
Smal
l-Gr
oup
Plan
Wee
ks:
____
____
____
____
____
____
____
_Ph
ase:
___
____
____
____
____
____
____
__
Gra
de:
____
____
___
Long
-Ter
mM
ajor
Tea
chin
gIn
stru
ctio
nal
Appr
oach
esTe
achi
ng a
nd L
earn
ing
Reso
urce
sGo
als
Emph
ases
and
Teac
hing
Pra
ctic
esEx
peri
ence
s
Inst
ruct
iona
l Ap
proa
ches
•Re
adin
g Al
oud
to S
tude
nts
•M
odel
led
Read
ing
•La
ngua
ge E
xper
ienc
e•
Shar
ed R
eadi
ng•
Guid
ed R
eadi
ng•
Lite
ratu
re C
ircle
s•
Inde
pend
ent
Read
ing
Teac
hing
Pra
ctic
es
• • • •
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014
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Investigating Synonyms
Work with a partner to complete the following.
GLAD is a synonym for HAPPY.THIEF is a synonym for ROBBER.EAGER is a synonym for KEEN.DELIGHTED is a synonym for PLEASED.PARCHED is a synonym for DRY.
Read the above and write your definition of a synonym.
• Read the text below and circle five words that you could recordsynonyms for.
• Replace selected words with synonyms.
• Discuss if and how the inclusion of the synonyms influences themeaning of the text.
Burglar calls police for help
A man trying to rob a pizza store had tophone police using his own cellular phonewhen he got trapped inside the store. Policerushed to the scene after receiving the callthat begged for help.
The embarrassed 18-year-old youthexplained that he had wedged his foot inthe skylight in the ceiling and was unable toset himself free.
Police arrived with smiles on their faces,along with the equipment to help thetroubled youth. The hanging bandit is nowin hospital, in stable condition, with abroken ankle.
On closer inspection of the building it wasdisclosed that the robber could have enteredthe store through an unlocked front door.
The youth will appear in court on Monday.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
30
Self-Reflection NotesConventions
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
31
Session 6
Contextual Understanding SESSION OUTLINE• Define Contextual Understanding.
• Consider what students need to know todevelop Contextual Understanding.
• Explore elements of ContextualUnderstanding.
• Discuss teaching practices and activitiesthat will support students in developingContextual Understanding.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping
READING MAP OF DEVELOPMENTChapters 4–8: Contextual Understanding substrand
READING RESOURCE BOOKChapter 2: Contextual Understanding
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
32
What Do I Bring to My Reading of a Text?
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
33
Contextual Understanding
What Do Students Need to Know?
Read the Major Teaching Emphases for your allocated phase andrecord key words about what students need to know in relation toContextual Understanding.
Phase:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
34
Harvesting Timber in British Columbia
British Columbia is Canada’s most westerly province. It is bordered by the Pacific Ocean to thewest and the Rocky Mountains to the east. It is most famous for its breathtaking natural beauty andremarkable landscape. Full of lush forests, sparkling lakes, snow-capped mountains and diversewildlife, this province attracts countless visitors who come to glimpse one of the world’s mostspectacular regions.
The province is also well-known for its forests, which cover about two-thirds of the province’s landmass. The forestry industry is a major source of employment and income for many residents ofBritish Columbia. Some people are employed directly in the industry—harvesting and processingtimber. Others are employed in related industries—sawmills, pulp and paper factories, andshipping, for example. In many rural communities, logging is the primary source of income.
Almost all of the wood that grows in BC is softwood, a term used to describe wood fromconiferous (or needle-bearing) trees. Softwood-producing trees include spruce, fir, larch, cypress,redwood, pine, yew, cedar, hemlock and douglas-fir. Softwood is very easy to work with andaccounts for the bulk of wood used by people all over the world. It is used to make lumber,plywood, shingles, newsprint, and pulp and paper products. Roughly half of the softwood harvestedin Canada comes from British Columbia.
While many people are concerned about exhausting Canada’s natural resources and damaging theenvironment, the fact is that the province of BC harvests less than 1 per cent of its forests. BritishColumbia has some of the world’s most stringent environmental forest management policies. Hereare some facts:
• More than half of the forests in this province will likely never be logged.
• The area of protected forests amounts to about 35 million hectares.
• Once an area has been logged it must be reforested with species suited to the conditions of the land.
In recent years the forests of British Columbia have been threatened by wildfire, disease, andinsects, specifically the mountain pine beetle. This insect has ravaged much of the area’s forestsand poses a massive threat to the future of all industries that rely on the forests for theircontinuation. Loggers have been encouraged to salvage what they can from dead and dying trees inorder to preserve more of the forests. Managing the pine beetle infestation is the real issue at handand a true threat to BC’s forests—not clear-cutting or harvesting timber that provides much neededraw materials to people all over the world.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
35
How Particular Groups Are Represented
Discussion:Read the statements on Slide 14. Use the followingquestions as a basis for discussion in your small group.
• What groups of people/characters were represented?
• How is each group represented?
• How is this similar or different to what you know aboutthat particular group?
• In what type of text might this group be represented in adifferent way?
• Why have the authors chosen to represent the groups inthis way?
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
36
Firs
t St
eps
Smal
l-Gr
oup
Plan
Wee
ks:
____
____
____
____
____
____
____
_Ph
ase:
___
____
____
____
____
____
____
__
Gr
ade:
___
____
____
Long
-Ter
mM
ajor
Tea
chin
gIn
stru
ctio
nal
Appr
oach
esTe
achi
ng a
nd L
earn
ing
Reso
urce
sGo
als
Emph
ases
and
Teac
hing
Pra
ctic
esEx
peri
ence
s
Inst
ruct
iona
l Ap
proa
ches
•Re
adin
g Al
oud
to S
tude
nts
•M
odel
led
Read
ing
•La
ngua
ge E
xper
ienc
e•
Shar
ed R
eadi
ng•
Guid
ed R
eadi
ng•
Lite
ratu
re C
ircle
s•
Inde
pend
ent
Read
ing
Teac
hing
Pra
ctic
es
• • • •
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014
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37
Self-Reflection NotesContextual Understanding
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
Session 7
Assessing Students’ Reading Development
SESSION OUTLINE• Discuss the most reliable and valid ways
of collecting and recording informationabout reading development.
• Identify a student on the Reading Map ofDevelopment.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 6: Assessment and EvaluationChapter 8: Classroom Planning and Grouping
READING MAP OF DEVELOPMENTChapter 3: Collecting Data on Reading Development
38FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
39FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
40
Role
Pla
yEx
peri
men
tal
Earl
yTr
ansi
tion
alPr
ofic
ient
Acco
mpl
ishe
d
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Grad
e Le
vel:
____
____
____
____
____
____
____
____
___
Teac
her:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Firs
t St
eps
Read
ing
Map
of
Deve
lopm
ent:
Cla
ss P
rofi
le S
heet
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014
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41
Indi
vidu
al S
tude
nt P
rofi
le S
heet
(Ke
y In
dica
tors
Onl
y)St
uden
t’s N
ame:
____
____
____
____
____
____
____
____
____
____
____
____
___
Grad
e:__
____
____
____
____
___
T
each
er:
____
____
____
____
____
____
____
____
__
Sch
ool:
____
____
____
____
____
____
____
____
__
USE
OF
TEXT
S
•Li
sten
s to
and
dem
onst
rate
s co
mpr
ehen
sion
by
talk
ing
abou
tsi
gnif
ican
t id
eas
from
the
tex
t
•Di
spla
ys r
eadi
ng-l
ike
beha
viou
r, e.
g.,
hold
s bo
ok r
ight
way
up,
clic
ksm
ouse
to
see
new
win
dow
•Kn
ows
that
pri
nt c
arri
es a
mes
sage
, bu
t m
ay r
ead
own
wri
ting
and
unfa
mili
ar t
exts
dif
fere
ntly
eac
h ti
me
• Se
lect
s te
xts
prim
arily
for
enj
oym
ent,
e.g
.,us
es c
over
and
illus
trat
ions
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•M
akes
lin
ks t
o ow
n ex
peri
ence
whe
n lis
teni
ng t
o or
rea
ding
tex
ts,
e.g.
, po
ints
to
illus
trat
ions
say
ing
“I h
ad a
par
ty”
•Id
enti
fies
and
tal
ks a
bout
fam
iliar
cha
ract
ers/
peop
le f
rom
tex
ts
CON
VEN
TION
S
•Re
cogn
izes
ow
n na
me
or p
art
of i
t in
pri
nt
•Kn
ows
repe
titi
ve p
atte
rns
in f
amili
ar s
tori
es,
e.g.
,Ru
n, r
un a
s fa
stas
you
can
PROC
ESSE
S AN
D ST
RATE
GIES
•Re
lies
upon
kno
wle
dge
of t
opic
and
tex
t or
gani
zati
on,
such
as
pict
ures
, w
hen
read
ing
•Re
lies
on t
he s
trat
egy
of c
onne
ctin
g to
com
preh
end,
e.g
.,co
nnec
tste
xt t
o se
lf
USE
OF
TEXT
S
•Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– re
calli
ng s
ome
idea
s ex
plic
it i
n a
text
– id
enti
fyin
g th
e to
pic
of a
tex
t–
sele
ctin
g a
limit
ed n
umbe
r of
exp
licit
eve
nts
to r
etel
l a
text
– lin
king
tw
o id
eas
expl
icit
in
a te
xt,
e.g.
,an
act
ion
and
its
resu
lt
•De
mon
stra
tes
that
pri
nt r
emai
ns c
onst
ant,
e.g
.,tr
ansf
ers
know
ledg
e of
fam
iliar
wor
ds f
rom
one
con
text
to
anot
her
•M
aint
ains
the
sto
rylin
e w
hen
read
ing
fam
iliar
tex
ts,
alth
ough
a l
imit
ed
num
ber
of w
ords
are
rea
d ac
cura
tely
•W
ith
assi
stan
ce,
loca
tes
and
sele
cts
text
s ap
prop
riat
e to
pur
pose
or
inte
rest
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•Ex
pres
ses
an o
pini
on a
bout
a t
ext,
but
may
not
alw
ays
be a
ble
to j
usti
fy i
t
•Id
enti
fies
the
rol
e of
the
aut
hor
and
illus
trat
or o
f a
text
•Ta
lks
abou
t th
e w
ays
diff
eren
t pe
ople
or
char
acte
rs a
re r
epre
sent
ed i
n te
xts,
e.
g.,
“The
girl
in t
his
stor
y pl
ays
hock
ey”
CON
VEN
TION
S
•Re
cogn
izes
a s
mal
l ba
nk o
f kn
own
wor
ds i
n di
ffer
ent
cont
exts
, e.
g.,
pers
onal
lysi
gnifi
cant
wor
ds
•Id
enti
fies
the
let
ters
of
the
alph
abet
by
nam
e or
sou
nd
•De
mon
stra
tes
unde
rsta
ndin
g of
the
con
cept
s an
d co
nven
tion
s of
pri
nt,
e.g.
,le
ft t
o rig
ht,
top
to b
otto
m,
capi
tal l
ette
rs
PROC
ESSE
S AN
D ST
RATE
GIES
•Dr
aws
upon
a l
imit
ed k
now
ledg
e ba
se t
o co
mpr
ehen
d, e
.g.,
topi
c kn
owle
dge,
sent
ence
pat
tern
s, a
nd s
ound
–sym
bol r
elat
ions
hips
•Us
es a
lim
ited
ran
ge o
f st
rate
gies
to
com
preh
end,
e.g
.,pr
edic
ting
, co
mpa
ring
•De
term
ines
unk
now
n w
ords
by
usin
g w
ord
iden
tifi
cati
on s
trat
egie
s, e
.g.,
pred
icting
usi
ng b
egin
ning
lett
ers
and/
or p
ictu
res
USE
OF
TEXT
S
•Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– re
calli
ng k
ey i
nfor
mat
ion
expl
icit
in
a te
xt–
iden
tify
ing
the
mai
n id
ea e
xplic
it i
n a
text
– se
lect
ing
even
ts t
o re
tell
a te
xt,
som
etim
es i
nclu
ding
unn
eces
sary
eve
nts
orin
form
atio
n–
linki
ng e
xplic
it i
deas
in
a te
xt,
e.g.
, co
mpa
ring
a ch
arac
ter
at d
iffer
ent
poin
tsin
the
tex
t
•Lo
cate
s an
d se
lect
s te
xts
appr
opri
ate
to p
urpo
se,
inte
rest
, an
d re
adab
ility
,e.
g.,
uses
libr
ary
syst
ems,
ski
ms
cont
ents
pag
e
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•Ex
pres
ses
and
just
ifie
s pe
rson
al r
espo
nses
to
text
s, e
.g.,
“I d
idn’
t lik
e…be
caus
e…”
•U
nder
stan
ds t
hat
auth
ors
and
illus
trat
ors
sele
ct i
nfor
mat
ion
to s
uit
a pu
rpos
e an
d au
dien
ce
•Re
cogn
izes
how
cha
ract
ers,
peo
ple,
and
eve
nts
are
repr
esen
ted
and
offe
rssu
gges
tion
s fo
r al
tern
ativ
es
CON
VEN
TION
S
•Re
cogn
izes
a b
ank
of f
requ
entl
y us
ed w
ords
in
diff
eren
t co
ntex
ts,
e.g.
, hi
gh-f
requ
ency
wor
ds,
pers
onal
ly s
igni
fican
t w
ords
•Re
cogn
izes
all
lett
ers
by n
ame
and
thei
r re
gula
r so
und
•Ex
plai
ns h
ow k
now
n te
xt f
orm
s va
ry b
y st
atin
g–
purp
ose,
e.g
., p
roce
dure
s in
stru
ct–
som
e el
emen
ts o
f or
gani
zati
on,
e.g.
,pr
oced
ures
hav
e he
adin
gs–
som
e el
emen
ts o
f st
ruct
ure,
e.g.
,pr
oced
ures
list
mat
eria
ls a
nd s
teps
PROC
ESSE
S AN
D ST
RATE
GIES
•Dr
aws
upon
a s
mal
l kn
owle
dge
base
to
com
preh
end,
e.g
., s
ight
voc
abul
ary,
conc
ept
and
text
str
uctu
re k
now
ledg
e
•Us
es a
sm
all
rang
e of
str
ateg
ies
to c
ompr
ehen
d, e
.g., s
elf-
ques
tion
ing,
adj
usting
read
ing
rate
•De
term
ines
unk
now
n w
ords
by
usin
g w
ord
iden
tifi
cati
on s
trat
egie
s, e
.g.,
deco
ding
usi
ng p
hone
mes
, on
set,
and
rim
e
•Fo
cuse
s on
dec
odin
g w
ords
acc
urat
ely
whe
n re
adin
g an
unf
amili
ar t
ext,
whi
chm
ay r
esul
t in
lim
ited
flu
ency
, ex
pres
sion
, an
d lo
ss o
f m
eani
ng
ROLE
PLA
YEX
PERI
MEN
TAL
EARL
Y
FSIL
014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
42
Indi
vidu
al S
tude
nt P
rofi
le S
heet
, con
t’d (
Key
Indi
cato
rs O
nly)
Stud
ent’s
Nam
e:__
____
____
____
____
____
____
____
____
____
____
____
____
_Gr
ade:
____
____
____
____
____
_
Tea
cher
:__
____
____
____
____
____
____
____
____
S
choo
l:__
____
____
____
____
____
____
____
____
USE
OF
TEXT
S
•Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– id
enti
fyin
g th
e m
ain
idea
(s),
cit
ing
supp
orti
ng d
etai
l–
sele
ctin
g ev
ents
fro
m a
tex
t to
sui
t a
spec
ific
pur
pose
– lin
king
ide
as,
both
exp
licit
and
im
plic
it,
in a
tex
t,
e.g.
,ca
use
and
effe
ct
•Lo
cate
s an
d se
lect
s te
xts
appr
opri
ate
to p
urpo
se a
nd
audi
ence
, e.
g.,
uses
sea
rch
engi
nes,
che
cks
curren
cy o
f in
form
atio
n
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•Re
cogn
izes
ow
n in
terp
reta
tion
may
dif
fer
from
tha
t of
oth
er
read
ers
or t
he a
utho
r
•Re
cogn
izes
dev
ices
tha
t au
thor
s an
d ill
ustr
ator
s us
e to
in
flue
nce
cons
truc
tion
of
mea
ning
, e.
g.,
visu
al c
lues
, om
issi
ons
•Re
cogn
izes
tha
t au
thor
s an
d ill
ustr
ator
s at
tem
pt t
o po
siti
on,
or i
nflu
ence
, re
ader
s
•Re
cogn
izes
how
cha
ract
ers
or p
eopl
e, i
deas
, an
d ev
ents
are
re
pres
ente
d an
d ca
n sp
ecul
ate
abou
t th
e au
thor
’s c
hoic
es
CON
VEN
TION
S
•Re
cogn
izes
an
incr
easi
ng b
ank
of w
ords
in
diff
eren
t co
ntex
ts,
e.g.
, su
bjec
t-sp
ecifi
c w
ords
, le
ss c
omm
on w
ords
•Ex
plai
ns h
ow k
now
n te
xt f
orm
s va
ry b
y us
ing
know
ledg
e of
– pu
rpos
e,e.
g.,
to p
ersu
ade
– te
xt s
truc
ture
,e.
g.,
prob
lem
and
sol
utio
n–
text
org
aniz
atio
n, e
.g.,
head
ings
, su
bhea
ding
s, in
dex,
glo
ssar
y–
lang
uage
fea
ture
s, e
.g.,
conj
unct
ions
PROC
ESSE
S AN
D ST
RATE
GIES
•Dr
aws
upon
an
incr
easi
ng k
now
ledg
e ba
se t
o co
mpr
ehen
d,e.
g.,
text
str
uctu
rean
d or
gani
zation
, gr
amm
ar,
voca
bula
ry
•Us
es a
n in
crea
sing
ran
ge o
f st
rate
gies
to
com
preh
end,
e.g
.,
crea
ting
imag
es,
dete
rmin
ing
impo
rtan
ce
•De
term
ines
unk
now
n w
ords
by
usin
g w
ord
iden
tifi
cati
on
stra
tegi
es,
e.g.
, re
adin
g on
, re
read
ing
USE
OF
TEXT
S
•Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– ex
plai
ning
how
the
mai
n id
ea a
nd s
uppo
rtin
g in
form
atio
n re
late
to
the
auth
or’s
pur
pose
and
the
int
ende
d au
dien
ce–
sele
ctin
g ev
ents
fro
m a
tex
t to
sui
t a
spec
ific
aud
ienc
e–
linki
ng i
deas
, bo
th e
xplic
it a
nd i
mpl
icit
, in
a t
ext,
e.g
.,th
esis
and
sup
port
ing
argu
men
ts
•Lo
cate
s an
d ev
alua
tes
appr
opri
aten
ess
of t
exts
and
inf
orm
atio
n in
tex
ts i
nte
rms
of p
urpo
se a
nd a
udie
nce,
e.g
.,va
lidity,
bia
s
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•Re
cogn
izes
how
one
’s v
alue
s, a
ttit
udes
, an
d be
liefs
hav
e an
im
pact
on
the
inte
rpre
tati
on o
f te
xt
•Di
scus
ses
the
targ
et a
udie
nce
for
a sp
ecif
ic t
ext
and
how
the
aut
hor
has
tailo
red
the
lang
uage
, id
eas,
and
pre
sent
atio
n to
sui
t
CON
VEN
TION
S
•Re
cogn
izes
man
ipul
atio
n of
tex
t st
ruct
ure
and
text
org
aniz
atio
n, e
.g.,
hist
oric
alac
coun
t w
ritte
n as
a n
arra
tive
•Re
cogn
izes
the
sel
ecti
on o
f la
ngua
ge f
eatu
res
such
as
– w
ords
to
dist
ingu
ish
fact
fro
m o
pini
on a
nd b
ias,
e.g
., I
thin
k, it
has
bee
n re
port
ed–
wor
ds/p
hras
es t
hat
sign
al r
elat
ions
hips
,e.
g.,
sim
ilarly
—to
com
pare
; on
the
othe
r ha
nd—
to c
ontr
ast
– sy
nony
ms
to d
enot
e co
nnot
atio
ns,
e.g.
, th
ief,
ban
dit,
pic
kpoc
ket
PROC
ESSE
S AN
D ST
RATE
GIES
•Se
lect
s fr
om a
bro
ad k
now
ledg
e ba
se t
o co
mpr
ehen
d, e
.g., t
ext
stru
ctur
e an
dor
gani
zation
, cu
ltura
l/w
orld
kno
wle
dge,
gra
mm
ar,
voca
bula
ry
•Se
lect
s ap
prop
riat
e st
rate
gies
fro
m a
wid
e ra
nge
to c
ompr
ehen
d
•De
term
ines
unk
now
n w
ords
by
sele
ctin
g ap
prop
riat
e w
ord
iden
tifi
cati
onst
rate
gies
USE
OF
TEXT
S
•Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s us
ing
both
exp
licit
and
impl
icit
inf
orm
atio
n to
ach
ieve
a g
iven
pur
pose
•Sy
nthe
size
s in
form
atio
n fr
om t
exts
, w
ith
vary
ing
pers
pect
ives
, to
dra
wco
nclu
sion
s
•Lo
cate
s an
d ev
alua
tes
appr
opri
aten
ess
of t
exts
and
the
inf
orm
atio
n in
tex
tsin
ter
ms
of p
urpo
se a
nd a
udie
nce
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•Di
scus
ses
reas
ons
why
a t
ext
may
be
inte
rpre
ted
diff
eren
tly
by d
iffe
rent
read
ers,
e.g
., pe
rson
al b
ackg
roun
d of
rea
der,
auth
or b
ias,
soc
io-c
ultu
ral b
ackg
roun
d
•Di
scus
ses
how
the
con
text
(ti
me,
pla
ce,
situ
atio
n) o
f an
aut
hor
infl
uenc
es t
heco
nstr
ucti
on o
f a
text
•An
alyz
es t
he u
se o
f de
vice
s, s
uch
as r
heto
ric,
wit
, cy
nici
sm,
and
iron
y,de
sign
ed t
o po
siti
on r
eade
rs t
o ta
ke p
arti
cula
r vi
ews
CON
VEN
TION
S
•Us
es k
now
ledg
e of
one
tex
t fo
rm t
o he
lp i
nter
pret
ano
ther
,e.
g.,
liter
ary
feat
ures
in in
form
atio
nal t
exts
•Re
cogn
izes
the
eff
ecti
vene
ss o
f la
ngua
ge f
eatu
res
sele
cted
by
auth
ors
PROC
ESSE
S AN
D ST
RATE
GIES
•Co
nsci
ousl
y ad
ds t
o a
broa
d kn
owle
dge
base
as r
equi
red,
to
com
preh
end
•Se
lect
s ap
prop
riat
e st
rate
gies
fro
m a
wid
e ra
nge
to c
ompr
ehen
d
•De
term
ines
unk
now
n w
ords
by
sele
ctin
g ap
prop
riat
e w
ord
iden
tifi
cati
onst
rate
gies
ACCO
MPL
ISH
EDPR
OFIC
IEN
TTR
ANSI
TION
AL
FSIL
014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
43
Indi
vidu
al S
tude
nt P
rofi
le S
heet
(Al
l Ind
icat
ors)
Stud
ent’s
Nam
e:__
____
____
____
____
____
____
____
____
____
____
____
____
_Sc
hool
:__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
USE
OF
TEXT
S
◆Li
sten
s to
and
dem
onst
rate
s co
mpr
ehen
sion
by
talk
ing
abou
t si
gnif
ican
t id
eas
from
the
tex
t
◆Di
spla
ys r
eadi
ng-l
ike
beha
viou
r, e.
g.,
hold
s bo
ok r
ight
way
up,
clic
ks m
ouse
to
see
new
win
dow
◆Kn
ows
that
pri
nt c
arri
es a
mes
sage
, bu
t m
ay r
ead
own
wri
ting
and
unf
amili
ar t
exts
dif
fere
ntly
eac
h ti
me
◆Se
lect
s te
xts
prim
arily
for
enj
oym
ent,
e.g
.,us
es c
over
and
illus
trat
ions
•At
tem
pts
read
ing-
like
beha
viou
rs
•Re
cogn
izes
sig
nific
ant
envi
ronm
enta
l pri
nt,
e.g.
,si
gns,
logo
s,la
bels
.
CON
TEXT
UAL
UN
DERS
TAN
DIN
G◆
Mak
es li
nks
to o
wn
expe
rien
ce w
hen
liste
ning
to
or r
eadi
ngte
xts,
e.g.
, po
ints
to
illus
trat
ions
say
ing,
“I
had
a pa
rty.
”
◆Id
enti
fies
and
tal
ks a
bout
fam
iliar
cha
ract
ers
or p
eopl
efr
om t
exts
Note
: Th
is p
age
prov
ides
an
exam
ple
of A
ll In
dica
tors
for
thr
eeph
ases
, bu
t on
ly a
s fa
r as
tw
o su
bstr
ands
. Di
amon
dsin
dica
te K
ey I
ndic
ator
s.
USE
OF
TEXT
S
◆Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– re
calli
ng k
ey i
nfor
mat
ion
expl
icit
in
a te
xt–
iden
tify
ing
the
mai
n id
ea e
xplic
it i
n a
text
– se
lect
ing
even
ts t
o re
tell
a te
xt,
som
etim
es i
nclu
ding
unn
eces
sary
eve
nts
orin
form
atio
n–
linki
ng e
xplic
it i
deas
in
a te
xt,
e.g.
, co
mpa
ring
a ch
arac
ter
at d
iffer
ent
poin
tsin
the
tex
t
◆Lo
cate
s an
d se
lect
s te
xts
appr
opri
ate
to p
urpo
se,
inte
rest
, an
d re
adab
ility
, e.
g.,
uses
libr
ary
syst
ems,
ski
ms
cont
ents
pag
e
•Co
mpa
res
text
s, s
elec
ted
by t
he t
each
er,
to d
eter
min
e th
e m
ost
appr
opria
te
•At
tem
pts
to d
ecod
e a
rang
e of
tex
ts w
ith
less
fam
iliar
con
tent
, st
ruct
ure,
or
voca
bula
ry,
but
does
not
alw
ays
sust
ain
com
preh
ensi
on
•Di
scus
ses
som
e in
form
atio
n im
plic
it i
n a
text
•Re
ads
fam
iliar
tex
ts f
luen
tly
•Re
cogn
izes
the
dif
fere
nce
betw
een
liter
ary
and
info
rmat
iona
l tex
ts
CON
TEXT
UAL
UN
DERS
TAN
DIN
G◆
Expr
esse
s an
d ju
stif
ies
pers
onal
res
pons
es t
o te
xts,
e.g
.,“I
did
n’t
like…
beca
use…
”
◆U
nder
stan
ds t
hat
auth
ors
and
illus
trat
ors
sele
ct i
nfor
mat
ion
to s
uit
a pu
rpos
ean
d an
aud
ienc
e◆
Reco
gniz
es h
ow c
hara
cter
s, p
eopl
e, a
nd e
vent
s ar
e re
pres
ente
d an
d of
fers
sugg
esti
ons
for
alte
rnat
ives
•Ex
pres
ses
pers
onal
vie
ws
abou
t th
e ac
tion
s of
a c
hara
cter
and
spe
cula
tes
on o
wn
beha
viou
r, e.
g.,
“If
I ha
d be
en…
I w
ould
hav
e…”
•Di
scus
ses
the
auth
or’s
purp
ose
in w
riti
ng a
tex
t
•Re
cogn
izes
cha
ract
er t
rait
s, p
rovi
ding
det
ails
fro
m t
he t
ext
USE
OF
TEXT
S
◆Re
ads
and
dem
onst
rate
s co
mpr
ehen
sion
of
text
s by
– re
calli
ng s
ome
idea
s ex
plic
it i
n a
text
– id
enti
fyin
g th
e to
pic
of a
tex
t–
sele
ctin
g a
limit
ed n
umbe
r of
exp
licit
eve
nts
to r
etel
l a
text
– lin
king
tw
o id
eas
expl
icit
in
a te
xt,
e.g.
,an
act
ion
and
its
resu
lt
◆De
mon
stra
tes
that
pri
nt r
emai
ns c
onst
ant,
e.g
.,tr
ansf
ers
know
ledg
e of
fam
iliar
wor
ds f
rom
one
con
text
to
anot
her
◆M
aint
ains
the
sto
rylin
e w
hen
read
ing
fam
iliar
tex
ts a
ltho
ugh
a lim
ited
num
ber
of w
ords
are
rea
d ac
cura
tely
◆W
ith
assi
stan
ce,
loca
tes
and
sele
cts
text
s ap
prop
riat
e to
pur
pose
or
inte
rest
CON
TEXT
UAL
UN
DERS
TAN
DIN
G◆
Expr
esse
s an
opi
nion
abo
ut a
tex
t, b
ut m
ay n
ot a
lway
s be
abl
e to
jus
tify
it
◆Id
enti
fies
the
rol
e of
the
aut
hor
and
illus
trat
or o
f a
text
◆Ta
lks
abou
t th
e w
ays
diff
eren
t pe
ople
or
char
acte
rs a
re r
epre
sent
ed i
n te
xts,
e.
g.,
“The
girl
in t
his
stor
y pl
ays
hock
ey.”
•De
mon
stra
tes
that
pri
nt a
nd i
llust
rati
ons
com
bine
to
carr
y th
e m
essa
ge
•Co
mpa
res
self
to c
hara
cter
s an
d ev
ents
in
text
s
EARL
YEX
PERI
MEN
TAL
ROLE
PLA
Y
SA
MP
LE
FSIL
014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
ROLE
PLA
Y RE
ADIN
G PH
ASE
44
Clas
s Pr
ofile
She
et (
Key
Indi
cato
rs O
nly)
Clas
s:__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
USE
OF
TEXT
S
•Li
sten
s to
and
dem
onst
rate
s co
mpr
ehen
sion
by
talk
ing
abou
t si
gnif
ican
t id
eas
from
the
tex
t
•Di
spla
ys r
eadi
ng-l
ike
beha
viou
r, e.
g.,
hold
s bo
ok r
ight
way
up,
clic
ks m
ouse
to
see
new
win
dow
•Kn
ows
that
pri
nt c
arri
es a
mes
sage
, bu
t m
ay r
ead
own
wri
ting
and
unf
amili
ar t
exts
diff
eren
tly
each
tim
e
•Se
lect
s te
xts
prim
arily
for
enj
oym
ent,
e.g.
,us
es c
over
and
illu
stra
tion
s
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
•M
akes
link
s to
ow
n ex
peri
ence
whe
n lis
teni
ng t
o or
rea
ding
tex
ts,e
.g.,
poin
ts t
o ill
ustr
atio
nssa
ying
, “I
had
a p
arty
.”
•Id
enti
fies
and
tal
ks a
bout
fam
iliar
cha
ract
ers
or p
eopl
e fr
om t
exts
CON
VEN
TION
S
•Re
cogn
izes
ow
n na
me
or p
art
of i
t in
pri
nt
•Kn
ows
repe
titi
ve p
atte
rns
in v
ery
fam
iliar
sto
ries
,e.
g.,
Run,
run
as
fast
as
you
can…
PROC
ESSE
S AN
D ST
RATE
GIES
•Re
lies
upon
kno
wle
dge
of t
opic
and
tex
t or
gani
zati
on,
such
as
pict
ures
, w
hen
read
ing
•Re
lies
on t
he s
trat
egy
of c
onne
ctin
g to
com
preh
end,
e.g
., c
onne
cts
text
to
self
Read
ers
in t
his
phas
e di
spla
y re
adin
g-lik
e be
havi
ours
whe
n in
tera
ctin
g w
ith
text
s, s
uch
as p
ictu
re b
ooks
, tr
adit
iona
l tal
es,
and
sim
ple
info
rmat
iona
l tex
ts.
They
rel
y he
avily
on
topi
c kn
owle
dge,
pic
ture
s, a
nd m
emor
izat
ion
whe
n re
adin
gte
xts
prev
ious
ly h
eard
. Al
thou
gh R
ole
Play
rea
ders
may
beg
in t
o id
enti
fy t
heir
own
nam
es o
r pa
rts
of n
ames
, th
ey a
re y
et t
o m
atch
spo
ken
and
wri
tten
wor
ds.
Students’ Names
FSIL
014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
ROLE
PLA
Y RE
ADIN
G PH
ASE
45
Clas
s Pr
ofile
She
et (
All I
ndic
ator
s)Cl
ass:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Teac
her:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
USE
OF
TEXT
S
◆Li
sten
s to
and
dem
onst
rate
s co
mpr
ehen
sion
by
talk
ing
abou
t si
gnif
ican
t id
eas
from
the
tex
t
◆Di
spla
ys r
eadi
ng-l
ike
beha
viou
r,e.
g.,
hold
s bo
ok r
ight
way
up,
clic
ks m
ouse
to
see
new
win
dow
◆Kn
ows
that
pri
nt c
arri
es a
mes
sage
, bu
t m
ay r
ead
own
wri
ting
and
unf
amili
ar t
exts
dif
fere
ntly
eac
hti
me
◆Se
lect
s te
xts
prim
arily
for
enj
oym
ent,
e.g.
,us
es c
over
and
illu
stra
tion
s
•At
tem
pts
read
ing-
like
beha
viou
rs
•Re
cogn
izes
sig
nific
ant
envi
ronm
enta
l pri
nt,
e.g.
,si
gns,
logo
s, la
bels
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆M
akes
lin
ks t
o ow
n ex
peri
ence
whe
n lis
teni
ng t
o or
rea
ding
tex
ts,e
.g.,
poin
ts t
o ill
ustr
atio
ns s
ayin
g,“I
had
a p
arty
.”
◆Id
enti
fies
and
tal
ks a
bout
fam
iliar
cha
ract
ers
or p
eopl
e fr
om t
exts
CON
VEN
TION
S
◆Re
cogn
izes
ow
n na
me
or p
art
of i
t in
pri
nt
◆Kn
ows
repe
titi
ve p
atte
rns
in f
amili
ar s
tori
es,
e.g.
,Ru
n, r
un a
s fa
st a
s yo
u ca
n…
•Us
es s
ome
book
lang
uage
in
rete
lling
s an
d pl
ay,
e.g.
,On
ce u
pon
a tim
e…
•Is
beg
inni
ng t
o un
ders
tand
dire
ctio
nalit
y of
pri
nt,
e.g.
, fr
ont
to b
ack
whe
n tu
rnin
g pa
ges
•Re
spon
ds t
o an
d us
es s
impl
e te
rmin
olog
y, s
uch
as b
ook,
rig
ht w
ay u
p, f
ront
, ba
ck
•Is
beg
inni
ng t
o re
cogn
ize
som
e le
tter
s by
nam
e or
sou
nd,
e.g.
, Sa
m s
ays,
“Th
at’s
my
nam
e,”
poin
ting
to
“S”
in a
Sto
p si
gn
•Di
stin
guis
hes
prin
t fr
om d
raw
ings
•M
ay k
now
the
alp
habe
t by
rot
e, b
ut m
ay n
eed
a vi
sual
clu
e to
con
nect
a le
tter
wit
h it
s na
me
•Id
enti
fies
and
supp
lies
som
e si
mpl
e rh
ymin
g w
ords
, e.
g.,
hot,
pot
PROC
ESSE
S AN
D ST
RATE
GIES
◆Re
lies
upon
kno
wle
dge
of t
opic
and
tex
t or
gani
zati
on,
such
as
pict
ures
, w
hen
read
ing
◆Re
lies
on t
he s
trat
egy
of c
onne
ctin
g to
com
preh
end,
e.g
., c
onne
cts
text
to
self
•Co
mm
ents
on
spec
ific
fea
ture
s in
pic
ture
s
•As
ks q
uest
ions
abo
ut s
igns
, pi
ctur
es,
and
labe
ls
Read
ers
in t
his
phas
e di
spla
y re
adin
g-lik
e be
havi
ours
whe
n in
tera
ctin
g w
ith
text
s, s
uch
as p
ictu
re b
ooks
, tr
adit
iona
l tal
es,
and
sim
ple
info
rmat
iona
l tex
ts.
They
rel
y he
avily
on
topi
c kn
owle
dge,
pic
ture
s, a
nd m
emor
izat
ion
whe
nre
adin
g te
xts
prev
ious
ly h
eard
. Al
thou
gh R
ole
Play
rea
ders
may
beg
in t
oid
enti
fy t
heir
ow
n na
mes
or
part
s of
nam
es,
they
are
yet
to
mat
ch s
poke
n an
dw
ritt
en w
ords
.
Students’ Names
FSIL
014
| Firs
t Ste
ps in
Lite
racy
: Rea
ding
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
46
Collecting Information About Reading Development:
Laura’s Transcript...Before you start reading. Things that you often do.
• I did this in school last year.• Look at the copyright date.
What does that tell you?• Officially made in 2002.
What else might you do before you start reading a book?• Read the back.
What does the back part tell you?• Tells you some of the things that happen.
Anything else? You are doing it now. What are you doing?• Look at the pictures.• Have to start from here.• Doesn’t look happy.
Getting some ideas in your head about what it might be about.
When you are reading a book like this, you come to a really hard word or a word youhaven’t seen before. What might you do?
• If it was like one of these words like impatient that I didn’t know. I thought it was im-pa ti ent.
[Laura sounds out the word.] im pat ient• Look it up in a dictionary.
What else could you do?• Sound it out ...
Any other way?• Find little words in big words.
If you got halfway through and lost your understanding, what would you do?
Laura flicks to That’s a hard word “on strike.”
What would you do to try to fix it up?• Put different words.• Read it again.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
47
LAURA NOW READS ALOUD THE BOOK “CLICK CLACK MOO COWS THAT TYPE,” by Doreen Cronin.
Any words that were tricky or didn’t know or hadn’t seen before?• That [points to sincerely].
What is that word?• Sin er rely
When you were trying to work out what that word said, what did you do?• It might have said “from the cows.”
What could have been another word, what it meant. But how did you work out what itsaid?
• I just [sounds out the word]. It’ s a soft or silent c. There’s supposed to be two rs but thereis only one.
Let’s pretend somebody had never seen that story before and they didn’t have time toread the book. What would you tell them? Retell the story.
LAURA NOW RETELLS THE STORY “CLICK CLACK MOO COWS THAT TYPE,” by Doreen Cronin.
Good girl, well done. Great job of the retelling. Talk about some of the things thathappened in that story. What were the cows after in the very first place? What startedthe problem?
• Electric blankets. They were getting cold.
But Farmer Brown decided not to give them the electric blankets at first. What did hedecide to do to deal with the problem?
• He decided to take no notice of it. Then they typed him another note. Um on the doorway, itsaid no milk.
And then the cows decided to make a deal with Farmer Brown, didn’t they? What wasthe deal?
• The chickens did it too. There was no eggs.
That’s right, but the deal with Farmer Brown was…• They would give him the typewriter and he would give them the electric blankets. They
asked duck to bring it down but the duck took it and used it to type a message. Can wehave a diving board? The pond is too boring.
If you were Farmer Brown and you read duck’s note… What would you have done if youwere Farmer Brown?
• I would just give them a little board with a little spring that they jump on the little board.They jump on it and fall in the water head first.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
48
So you would have given them a diving board?• I would and I would call it the Crazy Farm, the Crazy Cows, the Horrendous Hens and the
Diving Ducks that go head first.
Do you think the cows were good characters in this story or bad characters?• They were good.
Why do you think they were good characters?• Because they thought what did he give us – nothing – and we have to give him milk so they
typewrited.
So that’s what made them good?• Yeah.
So the person who wrote this story (her name was Doreen), if she was going to writethis story, what other farm animals might she have put in there instead of the cows?
• Horse.
Why would she choose a horse to go in there?• Because horses, the farmers ride them, they used to use them to plough and she probably
wrote it when they used to plough it.
Okay.• And the horse might have said. Sorry closed no ride.
No ploughing today. That would be a very good choice. Very good. Take a break.
Okay, Laura. That text that we just read is called “Click Clack Moo Cows That Type.”Sometimes we call that a literary text or sometimes a narrative and those sorts of textsusually tell a story and have characters in them and sometimes even have chapters inthem.
But can you tell me some other types of texts that you might find that are not stories?• Non-fiction ones. They tell you a REAL story.
Okay, they tell you real things. This book here is a non-fiction one.• Because it has real pictures.
That’s right, and that’s what I was going to ask you to tell me in one second. It iscalled “Looking After the Egg” so this is a non-fiction book which isn’t a storybook.What sorts of things do you think we might find inside that book? I know it will beabout penguins. What sorts of things that we wouldn’t find maybe in a storybook? Wewould find real pictures, you said. What else?
• Wouldn’t have lines.
Okay, so it wouldn’t have lines of drawings. What else might be inside this book?• Real contents.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Yes, there might be a contents page. Good girl. What else might you see inside a booklike this?
• You might see drawings, but they tell you things.
Okay, good girl. • They always have a title, names like Introduce—tion, or About the Egg.
Great. Let’s see if you can point out some of those things that you just said. Titles,headings...
• There are pictures.
Diagrams. What are these ones here?• They are real.
LAURA READS ALOUD THE FIRST THREE PAGES OF THE BOOK “LOOKING AFTER THE EGG,” by Meredith Hooper.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
50FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
51FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
52FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Self-Reflection NotesAssessing Students’ Reading Development
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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BibliographyFreebody, P., and A. Luke. 1990. “Literacies Programs: Debates and Demands in
Cultural Context.” Prospect: Australian Journal of TESOL 5(7): 7–16.
Goodman, K. 1996. Ken Goodman on Reading—A Common-Sense Look at the Nature ofLanguage and the Science of Reading. Portsmouth, NH: Heinemann.
Pearson, P.D., and M.C. Gallagher. 1983. “The Instruction of ReadingComprehension.” Contemporary Educational Psychology 8: 317–44.
FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.