Approaches to ReadingWord格式.docx
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Approaches to ReadingWord格式.docx
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∙Duringguidedreadingsessionschildrenwhoarenotthefocusgroupundertakedifferentactivities,suchasreadingindividuallyorwithapartner,follow-upworkfromapreviousguidedreadingsession,poetryreading,playingwordgames,listeningtostorytapes,readingtoanotheradult,orusingtalkingbooksonthecomputer.
∙Classroomsarefullofappealingbookswherechildrencanbrowseincomfort.Walldisplays,pictures,notices,topicwordsandcaptionsareonviewtostimulateaninterestinreading.
∙Awiderangeofbooks,bothfictionandnon-fiction,includingbigbooks,poetry,picturebooks,folktales,traditionaltales,mythsandlegends,plays,dictionaries….areusedineachclassroom.
∙ChildrenhavetimetabledaccesstotheschoollibraryandaretaughthowtoaccessinformationusingasimplifiedDewysystemfornon-fictionbooksandalphabeticallybyauthorinthecaseoffiction.Childrenareencouragedtobrowseforbooksontheirown,withadulthelpersandeachother,toreadforpleasureaswellasinformation.
∙Aschoollibraryclubpromotestheuseofthelibrary,aswellastheenjoymentofreading.
∙Jollyphonicsinintroducedatthefoundationstagetosupporttheteachingofreading,writingandspelling.
∙Wholewordrecognitionformoredifficultwordsaswellasphonicapproachesareused.
∙Childrenaregivenopportunitiestoreadinavarietyofcontexts–individually,toanadult,toanolderoryoungerpupil,asamemberofagroup,totheclass,inassembliesandinschoolperformances.
∙UseismadeofICTwheneverpossible,usingtalkingbooks,Clicker4,TexteaseandavarietyofCDROMs.
∙Childrentaketurnstotakehomestorysacks,foraweekatatime,tosharewiththeirfamilytoencourageanenjoymentofreadinginavarietyofways.
IndividualReading
Atthebeginningofeachyearchildrenareassessedusingthe‘Benchmark’materialstoinformtheteacherastothecorrectlevelsforgroupingsandreadingmaterials.
Anumberofreadingschemesareusedtohelpchildrendeveloptheirreadingskillsinastructuredway.Thereadingschemebooksarecolourcodedusing‘BookBands’tocoincidewiththesebenchmarklevels.InfantsbeginwithacombinedstructuredapproachusingAllAboard,supplementedbyorprogressingtoOxfordReadingTreeandNewReading360.Bytheorangestage,childrenhaveprogressedtochoosing‘real’books,colourcodedintoourreadingscheme.
Inlowerkeystage2Lookandreadisusedtoenhancespelling,phonicsandgrammar.ThroughoutthekeystageAllAboardisusedforgroupwork,discussionsofcomprehensionandinference.
GuidedReading
Forguidedreadingavarietyofbookshavebeengradedusing‘BookBands’.Wehaveawideselectionofrealbooks,RigbyStar,Collinsnon-fictionandORTpoetrybooks.Thesebooksarekeptinacentralareaforeachkeystageandarrangedincolourbands.
Arecordoreachguidedreadingsessioniskeptbytheclassteacher,indicatinganynotableinformationonhoweachchildcopedwiththetext.(AnexampleofaguidedreadingrecordisattachedasAppendixI.However,itisnotessentialthatsuchrecordsarekeptinthisexactformat,solongasusefulandmeaningfulrecordsarekept.)
Aims
LevelDescriptions
Approach
FromPOS
TeachingStrategies
Level1
Pupilsrecognisefamiliarwordsinsimpletexts.Theyusetheirknowledgeoflettersandsound-symbolrelationshipsinordertoreadwordsandtoestablishmeaningwhenreadingaloud.Intheseactivitiestheysometimesrequiresupport.Theyexpresstheirresponsetopoems,storiesandnon-fictionbyidentifyingaspectstheylike.
Pupilsshould:
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begivenextensiveexperienceofchildren’sliteratureincluding:
stories,poetry,plays(fromvariouscultures),traditionalfolkandfairytalesandpicturebooks
readontheirown
readwithothersandtotheteacher
readinformationonscreensandaroundthem
discussallmaterialsthatareused
Constantreadingandshowingbookstothechildren.Picturelotto,pairsgamesandmatchingactivities.Vocabularyofabook–pages,characters,pictures,sequenceofbeginningandend.
Choosingabook–commentingtoateacheraboutit.
Careofbooks.
Storytapesforlisteningtoencourageawarenessofwords.
Onetheclassroomroutinehasbeenestablishedchildrenencouragedtotakehomepre-readingbooks.
Withpre-readingbookschildrenencouragedtotellwhatishappeninganddiscuss.
Level2
Pupil’sreadingofsimpletextshowsunderstandingandisgenerallyaccurate.Theyexpressopinionsaboutmajoreventsorideasinstories,poemsandnon-fiction.Theyusemorethanonestrategy,suchasphonics,graphic,syntacticandcontextual,inreadingunfamiliarwordsandestablishingmeaning.
Fluency
Accuracy
Understanding(overallsense)
Alphabet
Phonicknowledge
Graphicknowledge
Wordrecognition
Grammaticalknowledge
IntroductiontoLanguageMasterforwordrecognition.
WorkonLetterland(phonics)andAnimatedAlphabet(IT)
Progresstoreadingbookswithwordtinsforeachbook.
Anewbookisgivenwhenteacherfeelsthatthechildisproficientwiththeirexistingbook.
Aimistohaveallchildrenlistenedtoatleastthreetimesperweekbyandadult(teacher,classroomassistant,parent).Somechildrenmayneedtobehearddaily.
Progressisrecordedinpupil’sreadingrecordbookandteacher’sreadingrecordfile.
Libraryskillsintroducethroughclass“BookClub”totakehomeandshare.
Level3
Pupilsreadarangeoftextsfluentlyandaccurately.Theyreadindependently,usingstrategiesappropriatelytoestablishmeaning.Inrespondingtofictionandnon-fictiontheyshowunderstandingofthemainpointsandexpresspreferences.Theyusetheirknowledgeofthealphabettolocatebooksandfindinformation.
Pupilsshouldbeintroducedtoawiderangeofliteratureandhavetheopportunitytoreadextensivelyforinterest,pleasureandinformation.
Textsshouldincludemodernandclassicfiction,modernandclassicpoetry,textsfromavarietyofculturesandtraditions,myths,legendsandtraditionalstories.
Opportunitiesshouldincludebothindependentandsharedreadingoftextbygroupsofwholeclass.
Sustainedsilentreading-choicefromclassroomincludingnon-fiction.
Studyskills(research)–choiceofreferencebookstostudyandcopyinformationfrom.
Teachercontinuestoreadregularlyandtodiscussbooksandtoencouragebooksfromhometobereadinclass.
Childrenencouragedtoreadtoclassandtolistentoothers.
Level4
Inrespondingtoarangeoftexts,pupilsshowunderstandingofsignificantideas,themes,eventsandcharacters,beginningtouseinferenceanddeduction.Theyrefertothetextwhenexplainingtheirviews.Theylocateanduseideasandinformation.
Increasefluency,accuracyandunderstanding.
Discuss,plot,characters,ideas,vocabulary,organisationoflanguage.
Inference,deductionandevaluation.
Readforinformationinbooks/othersources.
Adoptappropriatereadingstrategies-skimming,scanningordetailedreading.
Posequestions.
Distinguishbetweenfactandopinion.
Makenotes.
Usedictionaries,glossaries,thesauri.
Representinformationindifferentforms.
Discusstextswithregardto-author,settingplot,format.
Shoulduseknowledgefromreadingtodevelopandunderstandingofstructure,vocabularyandgrammarofstandardEnglish.
Letterland(phonics),Capitalletters,alphabeticalorder.
Using100CommonWordList.
IntroductiontoStarspell(cc.I.T.)
Readingofownwork.
Readingwithexpressionandunderstanding.
WordsandPictures(T.V.)forsoundandwordrecognition.
Letterland2(phonicblends)andvoweldigraphs.
Usingdictionary–findingwordsbeginningwithacertainletter(cansometimesuseanybookforthisactivity).
Alphabeticalorder–2ndletteretc.
Selfcorrectiontechniques.
T.V.programme(cc.)toenhancevocabulary.
Introductiontoreadingcomprehension.
Level5
Pupilsshowunderstandingofarangeoftexts,selectionessentialpointsandusinginferenceanddeductionwhereappropriate.Intheirresponses,theyidentifykeyfeatures,themesandcharactersandselectsentences,phrasesandrelevantinformationtosupporttheirviews.Theretrieveandcollateinformationfromarangeofsources.
Re
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