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READING INSTRUCTION TO AGE GROUP 3-9

BY SUPARNA KOLEY

Children of preprimary group need to be instructed for READING STRATEGY

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WHAT IS READING FOR PREPRIMARY GROUP?1. an exciting

discovery

2.allows the child to connect with the thoughts of others from the past and thepresent.

3.Information platform

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In today’s developed countries, knowing to read and write is important for thedevelopment of the whole being.• INFORMATION

• DEVELOPMENT OF THOUGHTKNOWLEDG

E

• LITERACY• INDEPENDENCE

READING

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Reading can open up new worlds and

enrich children's lives.

Reading can enhance childrens's social skills.

Reading can improve hand-eye coordination.

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Musical Books. 

Chairs are placed back-to-back in a straight line, and the teacher places a book under each chair. Every child then sits on a chair. The children march around the chairs when the teacher starts the music. When the music stops the children sit down and begin to read the book under their chair. After a few minutes, the teacher starts the music again. After the game, the teacher puts the books in a special box marked "Musical Books" so that the children may later read the rest of the story. Grade 2

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Scavenger Hunt. Have a "scavenger hunt" by dividing the class into teams and giving each team a copy of the same book. Have them find the page numbers of particular objects, events, or people in the book. Give a reward to the winning team.

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SHOW THE COVER PAGEName That Book! Explain to your students how important the cover and title are to a story. Then read a book to your students without telling them the title or showing them the cover. After reading the book, give the children a piece of paper to draw what they think the cover and the title of this book should be. Finally, display the storybook surrounded by the children's covers.

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STORY WEB All you need for this game is a ball of string and a story to share. Have your students sit in a circle on the floor. One of the students gives the beginning sentence of a familiar story. Then the student holds onto the end of a ball of string and rolls the ball to another student, who will give the next part of the story in sentence form. This is repeated until the story has been told. Soon you'll have a spider's web in your students' circle. Any story can be used for variation, or new stories can be created with each student adding a new idea!

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Readers' BINGO.

 Brainstorm 25 to 30 words that deal with books and write them on the board. Give your students 9" x 12" newsprint and have them fold it into nine squares. Then have the students write nine of the words from the board into each of the squares on their sheet. Give them corn or candy for markers. Randomly call off words from the board. When a student has filled in a vertical, horizontal, or diagonal row, he/she should call out "BOOKS!" I give the winner a paperback book. For variety, the teacher can play Readers' BINGO by giving the definition of words rather than the words themselves.

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STRATEGIES OF READING1.Goal: To establish purpose for reading primary source, to activate and build background knowledge, and address unfamiliar vocabulary words/concepts.2.K-W-L-H ChartK - stands for what students already Know about the topic.W – stands for what students Want to Learn by reading the primary source.L – stands for what students have Learned while reading the primary source.H – stands for ideas of How to Learn more.

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Anticipation/Reaction Guide

1

1.Identify major concepts or “big ideas” you want students to learn from the primary source.

2.Create four to six statements that support or challenge students' beliefs about the topic.

3.Share the guide with students and ask them to Agree or Disagree with the statements and be prepared to defend their opinions.

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4.Discuss with class.Have students read the primary

source to find evidence to support or disprove their responses.

5.After reading, students will confirm or revise their responses.

response

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SEMANTIC MAPPING USES THE SAME TECHNIQUES AS BRAINSTORMING, BUT IDEAS AND ASSOCIATIONS REGARDING A PRIMARY SOURCE TOPIC ARE ORGANIZED EITHER BY THE TEACHER OR THE STUDENTS UNDER HEADINGS (MASTERS,MORI AND MORI, 1993).  IN THIS WAY, RELATIONSHIPS BETWEEN ITEMS, THEMES, AND BIG IDEAS ARE FLESHED OUT AND STUDENTS ARE TUNED INTO THESE RELATIONSHIPS PRIOR TO EXAMINING THE PRIMARY SOURCE

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ABC or Alphablocks BrainstormingABC Brainstorming activates student’s prior knowledge by asking students to brainstorm a list of words, phrases, or sub-topics related to the primary source’s topic and match those to a letter of the alphabet.  A variation, Alpha blocks, (credited to Janet Allen) speeds up the process by asking students to brainstorm items within alphabet groups (ABC, DEF, GHI, etc.)

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KNOWLEDGE RATING

Charts that ask the student to assess their prior knowledge are called Knowledge Ratings

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RESOURCE PROVISIONREADING ENHANCES WITH JOY

we must provide a number of good books. We need to be sure

we have a great variety. Children enjoy books about people, other places, about

animals and birds and flowers, about events from the past and about everyday life. The

child recognizes the enormity of information possible to get from reading

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READING CAN BE MADE CHILD’S HERITAGE

                                                                                                                                                                                    

1.Students should be divided into small groups (4-6 students). The younger the students the smaller the groups. (Learn more about grouping students).

2.Guided reading lessons are to be about 15-20 minutes in duration.

3.Appropriately leveled reading materials must be selected for the group and each child should have his/her own copy of the literature. Learn more about reading levels/leveled materials.

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READING: THE TEACHER OBSERVES THE STUDENTS AS THEY READ THE

TEXT SOFTLY OR SILENTLY TO THEMSELVES. THE TEACHER

PROVIDES GUIDANCE AND COACHING TO INDIVIDUALS BASED

ON HER/HIS OBSERVATIONS BY PROVIDING PROMPTS, ASKING

QUESTIONS, AND ENCOURAGING ATTEMPTS AT READING STRATEGY

APPLICATION.

POST READING: THE TEACHER ASKS QUESTIONS TO ENSURE THAT

THE TEXT HAS BEEN COMPREHENDED BY THE READERS

AND PRAISES THEIR EFFORTS. FURTHER, THE TEACHER MAY OBSERVE GAPS IN STRATEGY

APPLICATION AND ADDRESS THESE GAPS FOLLOWING THE READING IN

A MINI-LESSON FORMAT.

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Post Reading: The teacher asks questions to ensure that the text has been comprehended by the readers and praises their efforts. Further, the teacher may observe gaps in strategy application and address these gaps following the reading in a mini-lesson format.

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Tips for adapting: select one grade-level text and one easier than grade level to read each week so that your weaker students have the opportunity to read with greater ease & confidenceconsider alternative grouping (interest, social, ability)encourage rereading of selections to increase fluency each time selection is readuse reading partners, parent volunteers, and care partners to support the struggling readers and challenge the strong readersencourage reading time to provide more practice timeestablish a parent volunteer reading program (study buddy)

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What is Indirect Instruction?In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other

In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983).

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WHAT DO OTHER STUDENTS DO WHILE GUIDED READING?

When you teach guided reading you are busy observing and instructing a small group of students. The other students in your class must be kept engage in a literacy activity while you are with your GR group. To ensure success of guided reading, be prepared to invest time upfront teaching your students the procedures you would like them to follow while you are busy with the GR groups. Once you are certain that the students can follow the procedures THEN focus on actually teaching guided reading.

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THERE ARE MANY WAYS TO ADAPT GUIDED READING TO MEET THE NEEDS OF SPECIFIC LEARNERS. LEVELLED READING MATERIALS, PERSONALIZED SPELLING LISTS, MULTILEVEL LITERACY CENTRES, AND OPPORTUNITIES FOR INDEPENDENT PROJECTS ALL CONTRIBUTE TO MAKING THE PROGRAM FAIRLY ADAPTABLE.

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GUIDED READING

Text selection is a critical component of the Reading Workshop; it must be purposeful and have the needs of the learners in mind. According to Fountas and Pinnell, as a teacher reads "a text in preparation for teaching, you decide what demands the text will make on the processing systems of the readers." Texts should not be chosen to simply teach a specific strategy. Rather, the texts should be of such high quality that students can apply a wide range of reading comprehension strategies throughout the reading.

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BEFORE READING

A Teacher will access background knowledge, build schema, set a purpose for reading, and preview the text with students. Typically a group will engage in a variety of pre-reading activities such as predicting, learning new vocabulary, and discussing various text features. If applicable, the group may also engage in completing a "picture walk." This activity involves scanning through the text to look at pictures and predicting how the story will go. The students will engage in a conversation about the story, raise questions, build expectations, and notice information in the text

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DURING READING

During Reading: The students will read independently within the group. As students read, the teacher will monitor student decoding and comprehension. The teacher may ask students if something makes sense, encourage students to try something again, or prompt them to use a strategy. The teacher makes observational notes about the strategy use of individual readers and may also take a short running record of the child's reading. The students may read the whole text or a part of the text silently or softly for beginning readers

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AFTER READING

After Reading: Following the reading, the teacher will again check students' comprehension by talking about the story with the children. The teacher returns to the text for teaching opportunities such as finding evidence or discussing problem solving. The teacher also uses this time to assess the sudents' understanding of what they have read. The group will also discuss reading strategies they used during the reading. To extend the reading, students may participate in activities such as drama, writing, art, or more reading

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FEATURES COMMONLY FOUND IN A 'GUIDED READING' SESSIONBook IntroductionAdult with group. Prepare the children, providing support through reading the title, talking about the type of text, looking at the pictures and accessing previous knowledge. Aim to give them confidence without reading the book to them. If necessary, locate and preview difficult new words and unfamiliar concepts or names. A variety of books/genres can be usedStrategy CheckAdult with group. Introduce or review specific reading strategies that the children have been taught and remind them to use these when reading.Independent ReadingIndividuals. Children read the book at their own pace. Monitor individuals and use appropriate prompts to encourage problem-solving. Praise correct use of reading strategies.

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Returning to the TextAdult with group. Briefly talk about what has been read to check children's understanding. Praise correct use of reading strategies.

Response to the TextAdult with group. Encourage children to respond to the book either through a short discussion where they express opinions, or through providing follow-up activities.

Re-reading Guided Text"Individuals." Provide a 'familiar book' box for each group, containing texts recently used in Guided Reading. Children can re-read texts to themselves or with a partner as an independent activity to give them opportunities to develop fluency and expression and build up reading miles.

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Early ModelThis model is used for children who are reading up to about NC level 1A/2C. In this model the book introduction, strategy check, independent reading, return to text and response to text all take place generally within one session. This is aided by the fact that the books suitable for children reading at this stage are very short. (Baker, Bickler and Bodman)

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Transitional ModelThis model is used for children who are reading at NC level 2C to 3C/B. Generally two guided sessions will be needed to read a book. The first session generally focuses on the book introduction, strategy check and independent reading. Whilst children are reading at their own pace, it is important to start to introduce an element of silent reading. This is to develop the skills of meaning making when reading independently. Because books at this stage are generally longer, it is not possible to read the whole book in one session. Once the children have done some reading in the session they can be asked to read the rest of the book prior to the second session. This session then focuses on returning to the text and responding to the text. These are the more able children and not those at level 1

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Fluent ModelReaders working at a NC level of 3B upwards will need the fluent model of guided reading. Here it is not necessary for children to read the text during the guided sessions. At these levels children can generally decode the words. What is important is that they discuss the meaning that they make from the text which will form the basis of the discussion. Therefore the session tends to focus on return to text and response to the text with the strategy check implicit in the discussions.

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The indirect preparations for reading are the same as for writing in the preparation forthe mind. Everything the child has been working with up until this time with Practical Lifeand Sensorial materials help the child to read. Indirect preparation in the language areais also of extremely important for reading. The directress is another major role in thechild’s learning to read. By doing the Sound Games, Sandpaper Letters, and theMoveable Alphabet, the child is getting direct preparations for reading with the help ofthe directress. And when some of the children start reading with the words they createwith the Moveable Alphabet, it is then time to begin teaching them the readingExercises.

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EFFECTIVE INTERVENTION REQUIRES THAT TEACHERS RECOGNIZE AS EARLY AS POSSIBLE THOSE CHILDREN WHO ARE EXPERIENCING READING DIFFICULTIES, TAILOR INSTRUCTION TO ADDRESS THEIR NEEDS, AND PROVIDE FOR SUPPLEMENTARY INSTRUCTION WHEN NECESSARY.

Children with reading difficulties

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If adequate screening and assessment procedures are in place, early intervention may begin even before formal instruction in reading. Interventions that are begun when children are very young have a much better chance of success than interventions begun later.Interventions begun at Grade 3 are much less likely to succeed than early interventions. It is essential to identify reading difficulties by Grade 1 and to put appropriate supplemental interventions in place immediately. In this way, reading problems can be tackled before they become entrenched and before repeated failures affect children's motivation and compound their difficulties in learning to read and write.

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CHARACTERISTICS OF SUCCESSFUL INTERVENTIONS

NO ONE INTERVENTION WORKS FOR ALL CHILDREN WITH READING DIFFICULTIES. HOWEVER, INTERVENTIONS THAT SUCCEED FOR MANY CHILDREN HAVE SEVERAL CHARACTERISTICS IN COMMON. TYPICALLY THEY INVOLVE MORE INSTRUCTIONAL TIME FOR CHILDREN, BUT EXTRA TIME IS NOT ENOUGH. OTHER CHARACTERISTICS INCLUDE:

CAREFULLY PLANNED ASSESSMENTS THAT ALLOW FOR CONTINUAL MONITORING OF THE CHILD'S RESPONSE AND LEAD TO MODIFICATIONS OF THE INTERVENTION WHEN INDICATEDTEACHING METHODS THAT ARE SUPPORTED BY RESEARCH ON HOW CHILDREN LEARN TO READ AND HOW THEY SHOULD BE TAUGHT

CONSIDERABLE ATTENTION TO THE MATERIALS USED (E.G., PREDICTABLE, PATTERNED, EASY-TO-MORE-DIFFICULT TEXTS), WITH A FOCUS ON INTERESTING AND ENJOYABLE TEXTS AT APPROPRIATE READING LEVELSAN ARRAY OF ACTIVITIES (E.G., WORD STUDY, READING, REREADING, AND WRITING)

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To stay abreast of new and emerging literacy developments, teachers can consult with local university-based researchers.

So that effective classroom practices that support early identification and intervention might be encouraged, professional development must be available for teachers in Kindergarten to Grade 3 and beyond, with a focus on:

maintaining high expectations for children with reading difficultiesunderstanding the nature of reading difficulties and the impact on achievement

understanding and applying interventions and other modificationshelping children to capitalize on early gains

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Thank you by

suparna koley