Distinguish between 4 different types of reading and 4 different types of writing

1
Reading

• Distinguish between 4 different types of reading
  and 4 different types of writing
• Recognise reading books levelled according to
  Reading Recovery
• Review your prior knowledge about reading running
  records
• Know what guided reading is
• List some essential resources for organising the
  reading environment
• Outline a suggested structure for the literacy
  block
• Describe some strategies for helping children
  read and write

2
Susan Hills (1999) Elements

• Teacher reads
• Teacher writes
• Shared reading
• Shared writing
• Guided reading
• Guided writing
• Independent reading
• Independent writing (from Guiding
  Literacy Learners)

3
Fountas Pinnell (1996)

• 4 kinds of reading
• Reading aloud
• Shared reading
• Guided reading
• Independent reading
• 4 kinds of writing
• Shared writing
• Interactive writing
• Guided writing or writing workshop
• Independent writing

4
Teacher Reads (Hill)Reading Aloud (Fountas
Pinnell)

• Teacher reads aloud to the whole class or small
  groups
• Reading is for enjoyment
• Carefully selected childrens literature
• Uses a range of text types
• Text types represent diversity in society
• Children engage with text at a more complex level
  than they can read

5
Teacher Reads (Hill)Reading Aloud (Fountas
Pinnell)

• Continued
• May use chapter books read over some weeks
• Favourite texts can be read and reread
• Special features of texts are pointed out
• 5 mins

6
Shared Reading (Hill)Shared Reading (F P)

• Whole group activity led by the teacher
• Children participate as choral readers and/or
  readers theatre
• Using big books with enlarged print and pointer
• Children read together following the pointer
• Focus on how to read various text types
• Focus on how to solve problems such as modelling
  what to do when an unfamiliar word is encountered

7
Shared Reading (Hill)Shared Reading (F P)

• Focus on punctuation, grammar and how they are
  used to communicate meaning
• Texts may be above childrens independent reading
  level because there is group support
• Reading and rereading, books, poems, songs
• Reread retellings
• Reread products of interactive writing
• 10-15 mins

8
Guided Reading (Hill)Guided Reading (F P)

• Involves teacher working with a small group of
  four to six children reading individual copies of
  the same text
• Texts are selected by the teacher to be at the
  childrens learning level
• Group will have similar reading ability
• Texts have some challenges and new features

9
Guided Reading (Hill)Guided Reading (F P)

• Teacher prepares children for this with a range
  of problem solving strategies which are taught in
  the lesson before reading begins and followed up
  after the reading
• Teacher introduces new books and supports them
  reading the whole text to themselves
• Texts gradually become more difficult over time
• Long session 40-60 mins, 3-5 days per week

10
Independent Reading (Hill)Independent Reading
(FP)

• Children read texts at their independent reading
  level
• Children encouraged to read on their own for a
  sustained period of time.
• Also known as DEAR Drop Everything and Read or
  USSR Uninterrupted Sustained Silent Reading
• 10 mins per day

11
Teacher Writes (Hill)

• Usually quick examples where teacher writes on
  whiteboard or chart in front of class
• Teacher models how a writer uses words, sentences
  and text types (genres)
• Range of text types (genres)and purposes is used
  by the teacher
• 5 mins

12
Shared Writing (Hill)Interactive Writing (FP)

• Whole group activity where teacher leads the
  class in exploring ways of writing various texts
• Together teacher and class constructs more
  complex sentences, edits and proofreads spelling
  and grammar
• Various types of texts used
• Big books may be used as a model
• Teacher supports as scribe, but children share
  the pen
• 10-15 mins

13
Guided Writing (Hill)Guided Writing/Writing
Workshop (FP)

• Individual children or small groups write a range
  of text types
• Teacher may provide short mini-lessons or
  conferences to demonstrate a particular aspect of
  a text type, some grammar, punctuation or
  spelling
• Linked to guided reading and various texts are
  used as models

14
Guided Writing (Hill)Guided Writing/Writing
Workshop (FP)

• Children may use writing frames or templates to
  scaffold reading (ie genre charts or cards, see
  also examples in Writing Resource Book from First
  Steps)
• Used with Independent writing 30 mins

15
Independent Writing (Hill)Independent Writing
(FP)

• Children write their own creative pieces
• Children produce different text types
• Children investigate and practice a variety of
  written forms
• Used with Guided writing or writing workshop 30
  mins

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Organising the Learning Environment

• Large group area
• An easel
• Pointers
• Magnetic letters organised in small containers
  (eg tackle box)
• Pens of various colours
• Large paper chart size

• Scissors
• White correction tape
• Magnetic board (show OHT)
• Sentence strips
• Sentence maker (show OHT)
• Masking tape
• Glue
• Name chart of children in the classroom
• Writing resources (eg ABC chart, dictionary)

17
Organising the Learning Environment

• Guided Reading Area
• Clipboard with running record forms
• Sentence strips
• Paper and writing materials
• Pens and pencils
• Whiteboard
• Easel

• Include students own class published books

18
Resources for a print rich classroom

• Big books in a range of genres
• Levelled books for Guided Reading
• Hardcover or paperback books for independent
  reading
• A range of quality childrens literature
• Charts of poems and songs
• Labels for directions and materials

• Material children have produced during writing
• A word wall organised alphabetically of
  frequently used words
• A name chart
• Word charts
• Published versions of childrens writing for
  others to read

19
Resources for a print rich classroom

• Continued
• Information books
• Alphabet charts and dictionaries
• Pocket charts to hold a variety of print
  materials
• Mailboxes
• A photo board
• A tub of daily writing folder envelopes

• What routines can be built in to provide real
  purposes for writing?

20
Structuring the Language / Literacy Block

• Shared reading or interactive writing (15 mins)
  part of morning session?
• Guided Reading - two groups per day (40-60 mins)
• Shared Reading (5 mins)
• Writing workshop (30-40 mins)
• Reading aloud (5 mins) after break (eg Little
  Lunch)
• Independent reading (10 mins) after break (eg Big
  Lunch)

21
Structuring the Language / Literacy Block

• Workboards (Hill, 1999 Fountas Pinnell, 1996)
• Julie Shepherd workshop ideas
• Julie Shepherds diagram

22
About Phonics

• Some resources include
• Susan Hill (2000) Phonics
• THRASS phonics
• LEM phonics
• Jolly phonics

23
Helping Children Read

• At Reading Recovery Levels Red Yellow
• Picture clue Does that look right?
• Make sense? Does that make sense?
• Read on (miss word)
• Known letters / sounds do you know what sound
  the word starts with?
• Rhyming sounds what might rhyme with?

24
Helping Children Read

• At Reading Recovery Level Blue
• Picture clue
• Reread (to establish meaning)
• Read on (miss word)
• Single phonograms -
• Multiple phonograms

25
Helping Children Read

• At Reading Recovery Level Green and up
• Picture clue
• Reread (to establish meaning)
• Read on (miss word)
• Single phonograms
• Multiple phonograms
• Letter patterns (ough)
• Little word (syllables)

26
Helping Children Write

• What to do if you cant spell a word
• Guess put a line under the word or circle it
  and check the spelling later
• Write as much as you can of the word and fill
  in the details later e.g. bec___s (because)
• Syllabify tap out the syllables, saying them
  quietly, then write the work bit by bit e.g.
  yes/ter/day

27
Helping Children Write

• Write the word several ways and choose the one
  that looks right e.g. lern, learn, lurn
• Ask someone
• Refer to a chart, class lists, books around the
  room
• Use a dictionary
• Try Look, Cover, Write, Check

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Assessment of Reading and Writing

• Observation
• Consultation
• Focused Analysis
• Childrens self and peer assessment
• Year 2 Diagnostic Net
• Literacy Benchmarks

29
Lesson Plans

• Basic framework for lesson plan
• Objectives relate to content relate to assessment
• Introduction, body, conclusion
• Orientating, enhancing, synthesising
• Extension activities and special needs

30
Gaining Attention Giving clear instructions

• Gaining Attention
• Clapping patterns and rhythms
• Rain stick
• Xylophone or musical tune
• Songs and rhymes
• Hands on ... (heads)
• Hand in the air
• Stop, Look, Listen (accompanied by visuals)

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Gaining Attention Giving clear instructions

• Giving Effective Instructions
• Start with a verb
• Keep them short, five words or less
• Chain the instruction to a pause and scan the
  class
• Use instructions only for have to tasks
• Phrase the instruction as a direction rather than
  a question
• Use thanks rather than please at the end of the
  instruction
• You may need to accompany with visuals
• Give in a firm, calm and measured voice

32
An open-ended resource

• Puppet
• Plasticine
• 3D shapes
• Story
• Poster
• Props
• Ruler
• Collage what else?

33

• Study Activities
• 1. Search and collect information on literacy and
  numeracy development P-3.
• 2. Investigate the teaching of Handwriting and
  learn the correct way to form hold the pencil and
  form the letters (between the guided writing
  lines for Year One). Test out the difference
  between writing with a soft lead pencil, a hard
  lead pencil and a biro.
• 3. Make sure you are familiar with the Year Two
  Net materials.
• 4. Critique this curriculum for Year One English
  and Mathshttp//members.optusnet.com.au/garricks
  mall/StarterKit/Curriculum.htm