Week 4, session 3 (Handout) A Model of Early Reading Development ‘These descriptions of reading behaviours and their phases (or categories) are typical, but they are not fixed. Some children will demonstrate some béhaviours in advance of others. Others will be in more than one category. Children's out-of school literacy experiences ~ or lack thereof — will affect their development. The important thing is to note the reading developmental behaviours of individual children, provide them with materials that match their reading needs, and plan the instruction in ways that meet those needs. Emergent pre-readers may or will: + listen to stories told orally ‘* engage briefly with books or illustrations on own. + rely on others to share or read books + respond to books during reading experiences P + hold books and tura pages properly 7 + make up their own stories with books . + begin to choose books on their own and have favourites ‘+ participate in group reading experiences: stories, rhymes, poems, and songs + repeat words or phrases with familiar books + ‘read’ favourite stories using illustrations and one’s ‘in-head text’ \ + exhibit an interest in the print as well as the illustrations + be aware that the print says something and remains the same in books, + read environmental print (such as signs, logos, and food packaging) ‘+ read their own names and other special words. Emergent/very early beginning level readers should:” * differentiate between letters and words + know a number of consonant letters and their sounds + use pictures to problem-solve unknown words + use known initial letters and sounds to solve and confirm unknown words + beable identify rhyme and play with rhyme. ‘+ read labels and their own dictated stories (language experience approach) + locate (not read) and talk about the title of a book + locate where to begin and end the reading ‘+ read aloud word after word in a conventional sequence ‘+ match one-to-one using their finger (spoken to printed words) *+ display directionality by running their finger along a line of text and use return ‘sweep for the next line * Srakd indomes wes Pe oases oat ‘Seen eevee Scanned with CamScanner+ begin to recognize and use language patterns to support reading + search the pictures to talk about the text + recall and discuss what has been read + locate and frame known and unknown words. Emergent/early beginning level readers should + use their developing bank of sight words (words recognized in different contexts) when they read * use letters and squnds to solve and confirm unknown words (initial and final, some medial) + use pictures to predict and confirm reading + notice when what they read does not make sense (stop, pause, reread) + use one-to-one correspondence to monitor and then self-correct errors + recognize and use repetitive patterns in text + develop fluency with familiar texts + begin to predict events, particularly endings + notice what is happening or is told as they read + recall and discuss the text in more detail + be willing to take risks and make some mistakes while reading Beginning level readers should: + use known words to help solve new words and search for and use appropriate word chunks (parts) + monitor their reading accuracy by checking pictures, sentence contest, sentence structare, and the visual (grapho-phonics) inforsnation when word solving + reread or repeat to confirm word predictions 5 + monitor their comprehension or what makes sense in the text + read as well as reread to establish meaning + begin to read by following the text with their eyes + attend to simple punctuation and attempt fluency *+ se the text and the pictures to recall and predict the story as they are reading + make connections with personal experiences and begin to make them with other texts (not just books) + retell and discuss aspects of stories when finished * retell information from non-fiction texts when finished + beable to select appropriate reading material Scanned with CamScannerTransitional/advanced beginning level readers should: *+ use chunks of words and analogies to solve words * use consonant digraphs (two consonant letters that make one sound) and blends (two or three consonant letters where the sounds are blended together) to solve words ‘use word segmenitation and syllabification to make sense of whole words self correct when reading does not make sense or when reading does not sound or look right integrate and use meaning, structure, and visual (grapho-phonics) information flexibility and intention read appropriate level texts with fluency and phrasing ‘make connections to personal and literary experience by comparison and contrast while reading or after reading make predictions using book language and story structure + reread text to confirm predictions and clarify meaning on their own relate a story in a logical sequence on their own discuss characters and their relationships, as well as setting, when prompted *+ locate information in non fiction texts by using non fiction features such as headings + demonstrate understanding through discussion and extension activities, such as related art and drama activities + support thinking by referring to text + sustain reading on longer and more complex texts, + choose appropriate books independently Transitional/early fluent level readers should: + use developing knowledge of consonant blends, affixes, roots, and compound words to solve new words rely much less on illustration and much more on print + ‘read’ all punctuation along with words in phrasal form for increasing fluency and expression + identify and read a variety of genres with accuracy, fluency, and understanding + retell a story with details and discuss, for example, characters, plot, and setting + determine the importance of information from non-fiction texts + understand texts that are beyond their personal experiences + support their inferences and opinions as they relate to the text *+ view selves as readers; and take risks often This document was adapted from New York City Public Schools, District 2 Balanced Literacy Initiative (Lawson and Reggett, 2003), reading developmental schemes from Bainbridge Island School District, Washington, USA (1996) and Upper Arlington Public Schools, Ohio, USA (1993), and the personal experience of Susan Stires, Bank Street College, New York, NY, USA. 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