Reading Scales ELT311 PDF

Reading Scales ELT311 – Term 4  Details Cell number: 0815442702 021 959 2287 (Please do not call me without confirming first!) Email: [email protected] Office 217 New Education building Consultation times. Monday Period 3 and 7 Thursday Period 4 I will att...

Reading Scales ELT311 – Term 4  Details Cell number: 0815442702 021 959 2287 (Please do not call me without confirming first!) Email: [email protected] Office 217 New Education building Consultation times. Monday Period 3 and 7 Thursday Period 4 I will attend to any ELT311 queries as soon as I can. Any other unrelated queries or questions, will be attended at a more convenient time. Focus for the week Reading and writing scales Children’s reading behaviours Supporting learner’s reading behaviours Fostering Independence  Introduction The Reading and Writing Scales describe the journeys that children make in order to become literate. The purpose of the scales is to help teachers understand what progression looks like in reading and writing. An environment that supports children’s development as readers and writers and to suggest some next steps that teachers can plan in order to take children into the next phase of their development.  Beginner Reader The main feature of this stage is that readers are not yet able to access print independently and may not yet have awareness that the text carries meaning. – learners would need to be supported. Children may join in with simple nursery rhymes, poems, songs and rhyming texts, which should be an integral part of the curriculum at this stage. Learners also respond to illustrations, character and narratives through questions and imaginative play. They know how to handle books and are aware of directionality and how print works from being read to. Learners also engage with activities that develop their early phonological awareness through play with sounds,  Beginner Reader cont. Older readers at this stage might have a limited experience of reading and may not choose to read for pleasure. Children at this stage are building up a repertoire of known texts to which they want to return again and again, as they are being read to and as they are developing as readers. Such readers may not yet have developed strategies to lift the words from the page. They are familiar with the storyline, the tune on the page and have a natural inclination to predict when working with memorable texts; so they become the storyteller and re-enact the text. It is this familiarization that helps these children develop  Early readers can tackle Early reader known and predictable texts with growing confidence but still need support with new and unfamiliar ones. Children within this stage are at an important transition from dependence on memory or on reading alongside an adult, to a growing independence of reading texts that are familiar but not known by heart. They are developing a growing enthusiasm for a wider range of reading material, which may include simple information books and picture books as well as text in the environment. They begin to evaluate the books they meet, expressing likes and dislikes with reasons for their views. Older readers at this stage may have a narrow range of  Developing reader A developing reader is gaining control of the reading process. Children within this stage link reading to their own experiences and are able to read simple texts independently. They show interest in a growing range of reading material and are able to branch out into a variety of books and other texts, which include simple information texts, poetry and picture books, as well as digital texts and print in the environment. They have a more extensive vocabulary of sight words and fluency is beginning to develop through recognition of larger units within words. Children continue to develop self-correction strategies when reading does not make sense and are able to use more than Moderately fluent readers Moderately fluent readers are well-launched on reading. They read with confidence for more sustained periods, but still need to return to a familiar range of texts, whilst at the same time beginning to explore new kinds of texts independently. Children at this stage will be looking at larger units of words to help them to decode more effectively and read more fluently. Moderately fluent readers are developing confidence in tackling new kinds of texts independently. They are showing evidence of growing enthusiasm for a wider range of reading material that they self select; this may include but is not limited to information books, Moderately fluent readers cont. They are more confident to express opinions including likes, dislikes and challenges, as well as responding to the questions and listening to the views of others. Older readers at this stage may still need help with the reading demands of the classroom and especially with reading across the curriculum. As their reading experiences increase, children’s reading strategies and the language cues of print begin to mesh and they take on more and more of the reading for themselves, bringing to the activity all they know and can do to make the text meaningful.  Fluent readers Fluent readers are capable readers, who now approach familiar texts with confidence but still need support with unfamiliar materials. They are developing stamina as readers, are able to read for longer periods and cope with more demanding texts. They will begin to read silently and monitor their reading. However, During this time children still need support and guidance. Children at this stage use a fuller range of cueing systems, relying less on phonics, and are able to identify larger units such as syllables, using these to decode unknown words. Their increased fluency aids comprehension and allows them to start  Fluent readers cont. Readers within this stage are confident and independent with familiar kinds of texts, such as shorter chapter books, but may need support with the reading demands of information texts or longer and more complex fiction, poetry and digital texts. They select books independently and can use information books and materials for straightforward reference purposes, but still need help with unfamiliar material. Children’s growing understanding of poetry, stories and texts of different sorts is revealed through discussion and writing. They are willing to reflect on reading and often use reading in their own learning. They are receptive to the views of others and engage in discussions about texts and their impact.  Experienced reader Experienced readers are avid readers; making choices from a wide range of material. They are comfortable with reading both silently and aloud to others. They can confidently break up words in ways that support them in decoding unknown vocabulary without impeding their fluency. They are likely to be developing strong reading preferences and showing interest in new authors and genres. They recommend books to others based on their own reading preferences, giving reasons for their choices. They ask questions to enhance their understanding of the text and are able to make comparisons within and across different texts. Through discussion and in writing about their reading, they show that they are able to read between the lines and make explicit connections  Independent reader Independent readers are self-motivated, confident and experienced, and may be pursuing particular interests through reading. They are capable of tackling some demanding texts and can cope well with the reading of the wider curriculum. They read thoughtfully and appreciate shades of meaning. They are capable of locating, retrieving and drawing on a variety of sources in order to research a topic independently and of presenting information to the reader. Learners at this stage will be willing to take on more extended and more challenging texts. They become more fluent and experienced across the wide range of reading demands that exist in the primary classrooms. With encouragement, these children become more critical of what they read, and what writers have to say, as well as beginning to notice the effect  Mature Independent reader Mature, independent readers are enthusiastic and reflective, with strong established tastes across a range of genres and reading materials. Readers at this stage can identify the effect of a text on the reader, with some explicit explanation as to how that effect has been created. They can identify themes and conventions demonstrating, through discussion and comment, an understanding of their use in and across a wide range of writing. They are able to evaluate evidence drawn from a variety of information sources. They can explain and discuss their understanding of what they have read in a variety of ways including cross-curricular presentations or writing. Learners at this level are developing critical awareness as readers, analysing how the language, form and structure are used by a writer to create meanings and effects, and developing an appreciation of how particular techniques and devices achieve the effects they do.  Let us discuss - tutorial How can we communicate reading scale progress and goals with parents to foster a supportive home literacy environment. (what do we do as teachers?)