Reading Instruction for Emergent and Progressing Readers

Reading Instruction for Emergent and Progressing Readers

• Balanced Reading Instruction for the Emergent and Progressing Reader

•How to Select Appropriate Books for Young Readers

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

• How to Have a Good Book Conversation With Your Child

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.

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.

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.

Sources of Information Used By the Reader

ReadingMaking meaning

from print

Meaning:-Makes sense with our prior knowledge

-Fits with the sense of the story

Structure:-Sounds like language-Grammatically correct

Visual Grapho-phonic:-Uses letter/sound symbols

-Looks right

Teacher Prompts

Meaning

Did that make sense?What do you think it could be?

Let’s read it again to make sense.

Teacher Prompts continued...

Structure of Language

Can we say it that way?Is that like the way we talk?

Does that sound right?

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.

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 wasn’t right.Were you right? How did you know?How do you know it was _______ ?Show me where it wasn’t correct.

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?


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?


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.


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 you’re right?

Did you reread to see if you’re right?


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?

Selecting Books for Your Students

• Book concepts

• Illustrations

• Language/Structure

• Text features/Layouts

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?

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?


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?


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?

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.

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.

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.

What is Reading?“Reading is not walking on words. It’s grasping the soul of them.” -Paola Friere Endangered Minds

“The ability to ‘bark at print’ is not reading…(Students) can ‘wordcall’, but comprehend little…How well do they understand what they have read? Can they reason - and talk, and write - about it?” -Jane M. Healy Endangered Minds

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 instruction…however, 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

How to Have a Good Book Conversation

• Discuss the cover and title.

• Activate prior knowledge.

• Make predictions.

• Set purpose for reading.

Before Reading:

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.

Book Conversation continued...

After Reading:• Retell story.

• Return to initial questions, prediction, and purpose for reading.

• Invite further questions, investigations, or readings.

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

Cognitive Strategies

• Activate schema

• Identify important parts

• Ask questions

• Create sensory images

• Infer

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.

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.


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 author’s intent or style.


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.

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.

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!

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.


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?


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.

Balanced Reading Instruction

Reading ToTeachers 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 to’s.

Balanced Reading Instruction continued...

Reading WithShared Reading:

Teachers 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.


Reading WithGuided Reading:

Teachers gather small, homogenous groups for direct reading instruction.


Reading ByStudents have daily opportunities to read from texts at

their independent reading level.

Documents

Reading Instruction for Emergent and Progressing Readers