EML210 Reading Process &

Pedagogy
Observing the Reading Process

CSU: 11168546
Craig Edwards

Contents
Introduction: ........................................................................................................................................... 2
Analysis ................................................................................................................................................... 2
Strategies Classroom............................................................................................................................... 4
Activity One: .................................................................................................................................... 4
Activity Two:.................................................................................................................................... 4
Home Activities: ...................................................................................................................................... 5
Letter ....................................................................................................................................................... 6
Appendix One: ........................................................................................................................................ 8
Appendix Two: ........................................................................................................................................ 9
................................................................................................................................................................ 9
Appendix Three: .................................................................................................................................... 11
Appendix Four: ...................................................................................................................................... 12
Activity Three: ............................................................................................................................... 12
Activity Four: ................................................................................................................................. 12
Activity Five: .................................................................................................................................. 12
Activity Six: .................................................................................................................................... 12
Activity Seven: ............................................................................................................................... 13
Appendix Five:....................................................................................................................................... 14
Appendix Six .......................................................................................................................................... 16
Bibliography .......................................................................................................................................... 17

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Introduction:
Christophers reading of the book called The Baby Duckling, author unknown, is performed quite
well for his age and shows confidence throughout the high majority of the sample reading. He does
have issue periodically with more difficult and lesser common, unknown words; however he does
not skip any words due to being too difficult or need to be told a word. Christophers running record
does not allow for a detailed analysis on his correct responses. As an audio recording it does not
allow for observation of Christophers body language, e.g. eyes moving across to the picture or if
Christopher is reading using his finger across the page, and thinking processes used. Christopher
however, does verbalize several times his less confidence in some words.
Fellowes and Oakley provide an in-depth insight into both expressive and receptive learning and why
it is vital for children to learn both. Children need the opportunity to experience different types of
language so that they are able to gain a deeper understanding on how language works. They need
to witness and participate in a variety of talk experiences that call for, and assist them to develop,
different types of language competency. (Fellowes & Oakley, 2010, p. 4). Providing a range of
multimodal texts for Christopher to read and speak will benefit him, for example reading lyrics to
known songs of the Wiggles, reading the packaging to new toys purchased or common food items in
the house and using in full sentences.

Analysis
Christopher is a 5.9 year old at the time of the running record. The analysis of Christophers reading
reports fluency; this is demonstrated by his 94.5 percentage accuracy rating. This indicates the book
is at an Instructional Level for Christopher. His Error rate of 11:201 and self-correction ratio 1:1.85
indicate with every 201 words currently Christopher would make 11 errors, but has a very high
ability to self-correct himself. These books are typically selected by the student, and have many
supports and very few challenges for the reader. They are at the higher-end of what Clay has
identified as Instructional Texts (90-95%) (Clay, 2005). The chosen text would be appropriate for
guided reading. Christopher was requested to select the text, and chose The Baby Duckling book
as he felt he would enjoy it. Importantly Christopher had not read the book before. Christopher
enjoys reading a large variety of books, in any particular genre but especially books related to
animals. Of the 11 errors that Christopher experiences 5 of these are Omission as shown in lines 606
and 607. Without video evidence this may have occurred due to perhaps two pages being turned at
once (Clay, 2005).

Running Word Count:

201

Ratio of Errors
To Running Words
11
= 0.5

Running Words (201)

Total Errors (11) =
Score (190

Total Errors (11)+

Total Self-Corrections
(13) = Sum Total (24)

Error Rate 11: 201

Score (190) / Running

Words (201) x100
= % Accuracy (94.5%)

Sum Total (24) Total

Self-Corrections (13) =
SC Rate (1:1.85

201

Based on the sample readings, Christopher could be mapped on the NSW Literacy Continuum as
operating close to Cluster 5 for reading texts.

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(Department of Education
and Communities, 2013)

The early literacy plan lists students in Cluster 5 as working at the following syllabus outcomes from
the old K-6 English Syllabus (NSW Department of Education and Training, 2010).
TS1.2
Interacts in more extended ways with less teacher intervention, makes increasingly confident oral
presentations and generally listens attentively.
RS1.5
Reads a wider range of texts on less familiar topics with increasing independence and
understanding, making connections between own knowledge and experience and information in
texts.
RS1.6
Draws on an increasing range of skills and strategies when reading and comprehending texts.
RS1.7
Understands that texts are constructed by people and identifies ways in which texts differ according
to their purpose, audience and subject matter. (NSW Department of Education and Training, 2010)
Christopher has some issue with some sight words, Page 103 and 201 with the word saw. Even
with the word no more than 30 words later, Christopher is not yet able to recall from the previous
experience. On line 110 he substitutes
This indicates work needed with Sight words (EN1-4A) recognise an increasing number of highfrequency sight words (Department of Education and Communities, 2013).Christopher utilised the
strategy of visual
For words that Christopher struggles phonetically with, bring his attention to similar words which he
can pronounce. This can help him recognise how a given letter or letter pattern sounds and should
be spoken. For example saw can be applied in to the word paw (Clay, 2005).
Christophers pronunciation of words such as Baby, listed on numerous lines throughout indicates a
level of understanding of Syllabification and segmenting (EN1-4A) segment written words into
syllables (Department of Education and Communities, 2013).
When reading the story, Christopher uses visual cues to self-correct based on how the words look,
and how it sounds syntactically. This is highlighted in several lines in the running record, Lines 108,
201, and 501. Christophers makes several attempts to self-correct the sentence No your baby is
not here. It is evident from the method of his self-correction he read No you, you, you, your and
worked out that the meaning and syntax of the sentence didnt make sense until was able to recall
and pronounce the consonant and Diphthongs (Winch, Johnston, March, Ljungdahl, & Holliday,
2011).

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Strategies Classroom
Further Activities are listed in Appendix Four
Activity One:
Self-correcting
Prepare copies of a familiar text that can be found in the classroom.
Provide students with a recording sheet for keeping a tally of how the reader monitored and
corrected as they read:

My name:

Tally:

looked at the pictures for clue

read on
made a guess
sounded the word out
had another go
Ask students to take turns to read sections of text with a partner. Explain to students that while one
person is reading, their partner will listen carefully and keep a tally of the number of times the
reader monitors and self-corrects. Encourage students to provide each other with feedback about
what self-correcting strategies each reader tends to use and to make suggestions about
improvements.
Activity Two:
Reading with Expression
Prepare sound recording software and microphones so that students can record themselves reading.
Select a short text such as a narrative, rhyme, song or poem (no more than six lines) for students to
practise expressive reading. Remind students about varying their reading pace and paying attention
to punctuation, such as commas, exclamation marks. Students then record their reading. Provide a
checklist for students to use after they have read:

My reading checklist

Pace:
I wasnt too fast or slow.
I read smoothly without stopping.

Accuracy:
I read the words correctly.
I knew what to do when I couldnt read a word.

Phrasing and fluency:

I made my reading sound natural and not forced like a robot.
I read with expression.
Ask students to practise their reading together with a partner and then to
take turns to record their reading.
Tell them to listen to their readings and to use the checklist to provide
feedback to each other.

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Home Activities:
Suggested Books for Home are listed in Appendix One.
Read something every day
Morning: The newspapereven if it is just the comics or todays weather.
Daytime: Schedules, TV guides, magazines, online resources. For example, As Christopher is reading
the AFL ladder with dad; also have Christopher read an article. Highlight the words he has trouble
with and does not know with another colour. With the aim to reduce the unknown words and
improve fluency with known words.
Evening: End the day by having your child read to you from the book they are currently reading.
When Christopher is reading, have him do so aloud. At home you can also read books your child
cant access yet. This will build listening comprehension skills. This will increase their knowledge and
expand their experience with text, so that he will do better when they read on their own. (Pahl &
Rowsell, 2012)
Crash Bandicoot
Depending on the console used and the age of the game it can be possible to turn on all text whilst
playing the games. This will mean any words spoken in the game will be displayed on the screen.
Although it might be too quick for him to repeat all displayed, Christopher may be able to pronounce
some of the words.

(Clout, 2014)
Mapping the Neighbourhood
Draw a map of the neighbourhood. The map can use used as an inventory of all the literacy practices
in your local area (Pahl & Rowsell, 2012).
Mapping Home Objects
Make an inventory of objects in the home that carry print. How many contain hidden literacies,
either in the form of instruction manuals. Continue to log print in online and offline literacy practices
as you encounter different leisure activities. Each item listed can be used to improve Christophers
literacy.
Appendix Five is a sample card system used in the classroom that can be taken home each week to
work through. The sample provided is possibly above the literacy level of Christopher currently
however with assistance could work through cards.
It is recommended that reading four or more books over holidays and over summer may keep a
struggling reader from regressing (Scholastic Australia, 2014). Assistance will be provided to help
Christopher to choose books, that are just rightnot too hard and not too easy, examples provided
in Appendix One.
Check your childs November Book Club brochures for books that have been specially selected to
match their age, interests and abilities. And take advantage of your local library by fi nding out if
they run a summer reading program that motivates kids to read.

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Letter

SHIELD
PRIMARY SCHOOL
Phone: (02) 0011 2233
Fax:
(02) 0033 2211
Internet Address: shield-p.school@det.nsw.edu.au

PO Box 007
Banner Lane
Tumbarumba 2653

Friday, 28 March 2014

Mr S Rogers
01 Stark Towers Street
Tumbarumba NSW 2653

Dear Mr S Rogers,

In 2014 Shield Primary School has been working with the NSW Literacy Continuum (K-10) to inform
teachers of the strengths and weaknesses of all Christophers literacy skills. As a product of these
results, Shield Primary School will continue to develop and implement literacy improvement strategies
to aid the development of Christophers literacy ability.
Christophers progress in literacy has been assessed in terms of their ability to read, comprehend,
write, speak, and use vocabulary by teachers in Key Learning Areas. He is reading with a 94.5
percentage accuracy rating, his Error rate of 11:201 and self-correction ratio 1:1.85 indicates that
Christopher would make 11 errors every 201 words; however he has developed high ability to selfcorrect himself. As a result of this assessment, Christopher has been recommended for participation
in Lexia.
Lexia is an online program which provides explicit, systematic, adaptive learning on foundational
reading skills, scaffolding students as they struggle and advancing them to higher levels as they
demonstrate proficiency. This allows students to be placed at the proper level and work independently
on developing their foundational reading skills. In summary, Lexia is aimed at developing the basic
skills required for literacy and assists in building bridges where there are lapses in skill or knowledge.
http://www.lexialearning.com/.
The Lexia program will be conducted for the first 20 minutes of each school after recess beginning in
Week 1 Term 4, the program and Christophers placement will be reassessed at the end of term four
in preparation for the new school year.
Christopher has been selected to take part in this program to assist in developing basic literacy skills
that are useful for all school subjects. For this program to be successful we need your assistance in

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encouraging Christopher to participate with a positive attitude and willingness to learn. We believe
that this program will assist Christopher in developing his reading and comprehension skills.

The book bag which had a book to read each week will be replaced with Storysacks from Term 4, which
are bags with a book, and play items and artefacts connected to the story.
To assist in Christophers development we would like to meet with you at a mutually convenient time
to discuss strategies that can be implemented at home.
If you have any questions or require more information please feel free to contact the school.
Yours faithfully,

Mr Craig Edwards
K/1 Teacher

EML210 Assessment One Observing the Reading Process

Mrs J King
Principal

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Appendix One:
(Department of Education and Communities, 2013)
Title

Author

Syllabus mapping

Alfie Gets in First

Hughes, Shirley

Picture book

Belinda

Allen, Pamela

Picture book

Collecting Colour

Dunstan, Kylie

Australian Insights into Aboriginal

experiences in Australia

Dear Zoo

Campbell, Rod

Picture book

Dont Forget the Bacon

Hutchins, Pat

Picture book

Henry and Amy

King, Stephen Michael

Picture book

I Went Walking

Machin, Sue

Picture book

Im Not Scared

Allen, Jonathan

Picture book

Im the Best

Cousins, Lucy

Picture book

Invisible Me

Binks, Wendy

Picture book

Little Tim and the Brave

Sea Captain
Ardizzone, Edward

Look See, Look at Me

Norrington, Leonie

Picture book Australian literature

Literary text from other countries
and times
Picture book Australian literature
Insights into Aboriginal
experiences in Australia

Maisy Goes on Holiday

Cousins, Lucy

Picture book

Maisys Bus

Cousins, Lucy

Picture book

Maudie and Bear

Omerod, Jan

Picture book

Mr Archimedes Bath

Allen, Pamela

Picture book

Mr Gumpys Outing

Burningham, John

Picture book

Mr McGee Goes to Sea

Allen, Pamela

Picture book

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Appendix Two:

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Appendix Three:

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Appendix Four:
Activity Three:
Locating Errors
Prepare sets of sentence strips from a familiar text. Add an error to each of the sentences, e.g.
delete a punctuation mark, create a spelling mistake or add in a grammatical error. Ask students to
choose a partner and provide them with a set of sentence strips. Tell students to take turns to read
the sentences, to locate and discuss each error. Ask students to correct each error and then to reread the sentence with the correction to ensure it makes sense. Students can also be encouraged to
write their sentences.
Activity Four:
Reading Different Texts
Gather a selection of literary and information texts including media, visual and digital texts on a
familiar topic. Remind students of the range of ways that different texts can be read, e.g. different
places to start reading, different order of pages for reading, navigating different parts to locate and
read information, using contents pages, glossaries and viewing images for more information. Provide
groups of students with a selection of texts. Ask each student in the group to select one text and
browse through it. After some reading time, ask students to share with others in the group how they
read the text, e.g. flicked through and looked at the images, read chapter headings, looked at table
of contents, watched the text and rewound to watch again.
Activity Five:
Awareness of Early Grammar
Prepare sets of simple sentences from familiar texts and take out either a noun (subject or object) or
a verb. Students choose a partner and a set of sentences. Ask students to read the sentences and
then work together to supply suitable noun subjects or objects or verbs for each sentence.
Students can also write the sentences that they created
Activity Six:
Pause and Prompt
Remind students about how to help each other to read unfamiliar words. Tell students that they first
need to pause to allow time for the reader to work out the word. Remind students that then they
can prompt the reader about things they can do when they are unsure of a word:
check if the sentence makes sense
look at pictures for clues
go back and re-read the sentence
try to sound out the word
Think of words that look similar.
Provide copies of a familiar text to pairs of students.
Ask students to take turns to listen to each other reading sections from their text and help each
other when/if necessary. Remind students to provide each other with some positive feedback.

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Activity Seven:
Punctuation and Reading Aloud
Prepare sets of sentence strips from a familiar text, with half of the sentences ending in full stops
and half ending in question marks. Remind students about the purpose of punctuation and how it
influences the way a text is read aloud. Model the reading of a sentence that ends with a full stop
and then one that ends with a question mark. Ask students to choose a partner. Provide each
student with a sentence that ends with a full stop and one that ends with a question mark. Ask
students to take turns reading one of their sentences to their partner without showing them the
sentence. The partner then guesses if the sentence ended with a full stop or a question mark. After
guessing the answer, the students show each other their sentences and together, re-read them
using the correct intonation.

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Appendix Five:

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Appendix Six
Grandpa and Thomas and the Green Umbrella by Pamela Allen (2006)
https://www.youtube.com/watch?v=dPZRKNYqD3U (Wodonga City Council, 2012)
Home and Class Activities: As a class discuss healthy and unhealthy foods.

What foods can you see in the book?

Are these foods healthy or unhealthy?
What other food do you think Grandpa and Thomas may have taken to the beach?

Christopher could draw pictures of himself enjoying a healthy picnic at the beach with his family or
friends.

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Bibliography
Clay, M. M. (2005). An Observation Survey of Early Literacy Achievement. Rosedale: Pearson.
Clout, P. (2014, March). English 1: Language as Social Practice [EML110 Week 5]Multimodal
Literacies. Retrieved from CSU:
http://interact.csu.edu.au/portal/site/EML110_201430_A_I/page/f0685ce2-2af8-48cc-80ff79d4c2cddfe3
Department of Education and Communities. (2013). Additional Support Materials. Retrieved from
NSW Syllabuses for the Australian Curriculum:
http://syllabus.bos.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf
Department of Education and Communities. (2013). NSW Literacy Continuum K10. Retrieved from
NSW Department of Education and Communities.
Fellowes, J., & Oakley, G. (2010). In Language, literacy and early childhood education. South
Melbourne: Oxford University Press.
NSW Department of Education and Training. (2010). Literacy. Retrieved from Curriculum Support:
http://www.curriculumsupport.education.nsw.gov.au/beststart/teach_resources/literacy.ht
m
Pahl, K., & Rowsell, J. (2012). Literacy and Education. London: SAGE Publications Ltd.
Scholastic Australia. (2014). Catch the Summer Reading Buzz. Retrieved from Scholastic Australia:
http://www.scholastic.com.au/
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2011). Literacy. South Melbourne:
Oxford University Press.
Wodonga City Council. (2012, March 5). Grandpa and Thomas and the Green Umbrella. Retrieved
from You Tube: https://www.youtube.com/watch?v=dPZRKNYqD3U

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