IN RANGANNA 1&2. Dr. Martin Gleeson Literacy Education Mary Immaculate College.

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1 SUPPORTING CHILDREN S READING DEVELOPMENT IN RANGANNA 1&2 Go wild read! Dr. Martin Gleeson Literacy Education Mary Immaculate College.

2 Guidelines for Teaching Practice During this teaching practice please try to include a range of reading genres each week including: Narrative Information Readers Theatre Please remember that the recommended time for English Language instruction in the curriculum is 4 hours per week. Each English Reading lesson should be of approximately 45 minutes duration and should include the following essential elements: An Appropriate Introduction Word Identification Vocabulary Development Comprehension Development Fluency Development Opportunities for paired /group work Students are encouraged to enhance children s understanding of text through the design of complementary approaches to reading and writing development.

3 A Strategic Approach to Comprehension Development Comprehension is the essence of reading and the effective development of children s comprehension skills requires explicit instruction in a range of appropriate strategies to: Support children s understanding prior to reading Enable children to monitor comprehension while reading Deepen experience through activities designed to promote reflection and response after reading Students are also encouraged to be conscious of the following principles of teaching and learning when devising appropriate methodologies to support children s literacy development:

4 BEFORE READING Activate prior knowledge Preview text structure Make predictions Establish a purpose Generate questions Explanation of key vocabulary Once children have been oriented to the text by an appropriately engaging pre-reading activity they are ready to begin reading. To facilitate this process, students need to monitor their understanding in an ongoing manner by: During READING Interacting actively with text Answering questions they have formulated during pre-reading Identifying points of miscomprehension and selecting appropriate fix-up strategies Examining the structure of unfamiliar words After READING Post reading activities encourage students to reflect on what they have read. Consolidation of knowledge and exploration of children s response to text may be most effectively fostered by: Discussion prompted by literal, inferential and evaluative questions Identification of key points of information in text Summarising Drawing conclusions Applying the information to a new situation

5 Students will previously have received a handout entitled Comprehension Through Active Reading, but may wish to add to their repertoire of strategies by referring to the following websites containing a wide range of graphic organisers to support comprehension development

6 Narrative Text Subject: Text: Strand: Strand Unit: Rang: Learning Objectives: Before Reading: During Reading: After Reading: Resources: Differentiation: Content: Process: Product: Step 1 INTRODUCTION Prediction based on title / illustration / theme Word Predictions Semantic Impressions Think Pair Share Give One Get One Recall of key events to date Explanation of key vocabulary

7 Step 2 WORD IDENTIFICATION Whole words - word wall chants / word games (cf. A Selection of Games for Developing Sight Vocabulary) Onset Rime - based on letter patterns in text Phonics- appropriate to stage of development of class / class grouping (I.T. support Wordshark / Sounds Great / Newell Literacy Programme / Jollyphonics / Letterland / if data projector / IWB is available) Step 3 TEACHER S READING Appropriate expression, phrasing and intonation Step 4 COMPREHENSION MONITORING Read Cover Remember Retell Comprehension Bookmark V.I.P. s Silent Reading S.C.U.B.A. word meanings Step 5 ENCOURAGING REFLECTION AND RESPONSE Effective Questioning - Question Tree Encouraging empathy and identification with characters Question Generation Long / short term prediction Story structure orientation; characters; inciting moment; sequence of events; denouement; conclusion; - STORY MAPS Weaving a Web of Understanding Story Grammar Wheel Base Interpretation of text through dramatic and artistic response hotseating; teacher-in-role; still image; role-on-the-wall etc. (Cf. Comprehension Through Active Reading

8 Step 6 VOCABULARY DEVELOPMENT Vo Back Ulary Interesting Words Chart Find That Word Word Sighting Anything Goes Please see Supporting Children s Vocabulary Development Web Sites for Word Study (\\:lecturenotesgleesonm\) Please maximise opportunities for vocabulary development across the curriculum Step 7 FLUENCY DEVELOPMENT Choral Reading Echo Reading Rehearsed Reading Repeated Reading Paired Reading Step 8 GROUP WORK Group A appropriate written activity based on prediction / comprehension / word identification / vocabulary development etc. Group B Running Record of individual children s reading

9 Information Text Subject: Text: Strand: Strand Unit: Rang: Learning Objectives: Before Reading: During Reading: After Reading: Resources: Differentiation: Content: Process: Product: Step 1 INTRODUCTION K.W.L. chart to activate prior knowledge Brainstorm and Categorise T.H.I.E.V.E.S. Think Pair Share Give One Get One Topic Web

10 Step 2 VOCABULARY DEVELOPMENT Direct explanation of new / challenging vocabulary Interesting Words Chart Find that Word Word Sighting Word Detective Knowledge Rating STARR Vocabulary Development Step 3 WORD IDENTIFICATION Whole words - word wall chants / word games Onset Rime - based on word patterns in text Phonics - appropriate to stage of development of class / class grouping (I.T. support Wordshark / Sounds Great / Newell Literacy Programme / Jollyphonics / Letterland / if data projector is available) Step 4 COMPREHENSION MONITORING Coding Comprehension Bookmark S.C.U.B.A. word meanings V.I.P. s Step 5 SYNTHESISING NEW INFORMATION Completion of K.W.L. chart Summary Frames Interpretation of text through dramatic or artistic response - hot seating / teacher-in-role / role-on-the-wall etc. Identification of key points using appropriate graphic organisers - topic web / main idea wheel / what s the big idea / Weaving a Web of Understanding / Alphaboxes Step 6 GROUP WORK Group A Group B written activity to consolidate previous elements of the lesson based on word identification, comprehension, vocabulary or synthesis of new information Running Record of individual children s reading