Reading Process Stages
Reading Process Stages EDRD 400
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This 4 page Class Notes was uploaded by Brooke Kuersten on Wednesday April 6, 2016. The Class Notes belongs to EDRD 400 at Ball State University taught by Amy Leitza in Winter 2016. Since its upload, it has received 18 views. For similar materials see teaching of reading in today's schools in Education and Teacher Studies at Ball State University.
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Date Created: 04/06/16
Purpose: As readers get ready to read, they activate background knowledge, set purposes, and make plans for reading. Practices: Activating background knowledge- general and specific knowledge, through life experiences. Build knowledge by teaching reading strategies and skills, knowledge e g about genres through examination and explaining how reading varies accordingly, t knowledge about a topic by providing a text set of books for students to read, - introducing key vocabulary. r P Setting purpose - motivation and direction for reading, mechanism for students to 1 monitor their reading and see if they are fulfilling their purpose. Sometimes i a students are able to set their own purposes for reading and choosing a book that is r interesting and they want to learn more about. g Planning for reading - taking a look at the text and prepare to read, making predictions about the characters and events in the story, using the books title or cover illustration to help make predictions, share predictions orally or record them in a reading log, examine table of content to see how book is organized, when preparing to read non-fiction books and content-area textbook by previewing the selection by flipping through pages, noting section headings, illustrations, and diagrams, use index to locate specific information, teachers use anticipation guides and pre-reading plans g i Purpose: Read a book or other selection in the reading stage. Independent a reading, partner reading, guided reading, shared reading, reading aloud to e students. Teacher’s decide which type of reading to use and consider the purpose R for reading, students’ reading level, and the number of available copies of the text. 2 e Independent reading - students develop responsibility, learn to select texts, a S authentic experience Partner reading- students collaborate and assist each other, become for fluent readers, talk to develop comprehension. Guided reading- Teachers teaches reading strategies and skills, provides scaffolding, monitors student reading Shared reading- teacher teaches concept about print, models fluent reading and reading strategies, students become community of readers Reading aloud to students- access to books they can’t read themselves, teacher models fluent reading and reading strategies, students build background knowledge and vocabulary. Practices: Independent reading - most authentic type of reading, read silently at their own pace, book is appropriate for reading level of difficulty. Partner reading- students read or reread a selection with a classmate or older student, enjoyable social activity, students can read selection together that neither could read individually, often able to figure out unfamiliar words and talk out comprehension problems, take turns reading aloud or read in unison, often help each other identify unfamiliar word and summarize what they read at the end of the page(s). Guided reading - used with groups 4-5 students who all read at the same level, usually read books they haven’t read before, teachers are able to observe students who are reading during guided reading lessons and watch to see if they use different strategies/confirm student’s attempts to identify words and solve reading problems. Shared reading - teacher’s read books that are appropriate for the student’s interest level but may be to difficult for the student’s to read independently, children are able to see the text that the teacher is reading and follow along and join in on the reading of predictable refrains/rhyming words, and often read along with the teacher after reading the book enough to remember enough of the book, students can take turns reading while following along, participate in “popcorn reading” Reading aloud to students- teacher’s read books to students that are developmentally appropriate but are written above students’ reading levels, students are active participants during the reading by making predictions, repeat refrains, ask questions, identify big ideas, and make connections, model what good readers do and how good readers use reading strategies, reading aloud can be used to introduce vocabulary, modeling comprehension strategies, and increasing students’ motivation g i Purpose: n Student’s respond to what they have read and continue to negotiate the meaning o after they have finished reading. s R : Practices: 3 e a Writing in reading logs- students can write and draw their thoughts and feelings S about the books they have read, write about what they have read, unravel their thinking and elaborate on/clarify their responses. During thematic units/nonfiction books they use learning logs to document important information or draw charts/diagrams. Teachers check in on these logs and respond. Participating in discussions-grand conversations are used for students to talk about the text/stories/poems with classmates and share what they liked about the text, students make connections between the text and their own lives or with previously read literature, make predictions about what might come next, grand conversations are focused on the children and the teacher is not the leader, can be in small groups and meet after as a whole class or as a whole class. Purpose: This is where students go back to the text and examine it more analytically. Also, students reread the selection or experts for the text and examine the writer’s craft and focus on the words and sentences from the selection. This stage is more teacher directed. Practices: Rereading the selection- student think again about what they have read, deepen their comprehension and move beyond where they understand the theme of the story/relationships among the big ideas in a nonfiction text. n Examining the writer’s craft- teachers use activities that allow students to explore r and focus on the genre, text structures, and literary devices the author uses, story p boards are made from the illustrations where students can sequence the events of x the story, use graphic organizers to highlight the plot/characters and other E elements of story structure, students read several books by an author and make 4 comparisons, students also focus on literary devices where they reread excerpts to e g locate examples of onomatopoeia, similes, metaphors etc. t S Focusing on words and sentences- both teachers and students add important words to the word wall where they can refer back to it when they are writing and use the words for word-study activities, including drawing word clusters/posters to highlight particular words, and by doing word sorts to categorize words, completing semantic feature analysis charts to examine relationships between words, locate important sentences in books they read because the sentences contain figurative language, employ an interesting sentence structure, express a theme, or illustrate a character trait, students can copy sentences on a sentence strip where it can be used to help begin their reading log entry. Teaching minilessons- this is where teachers introduce procedures, concepts, strategies, and skills. Teachers introduce the topic and make connections between the topic and examples in the featured selection students have read. 5 Purpose: e This is where readers extend their comprehension, reflect on their understanding, a and value th reading experience. S n Practices: l p Students create projects to apply what they have learned: A Visual projects- design graphic organizer or model about a book, create a collage to represent theme of the book, prepare illustrations of the stories events, make a book box and fill it with objects and pictures that represent the book Writing projects- rewrite the story fro a different point of view, write a poem on a topic related to a book, write simulated letters from one character to another, write another episode or sequel for a book Talk and drama projects - perform readers theatre presentation of an excerpt from a book, create a choral reading using an excerpt from a book and have classmates read it, write a script and present a play based on a book, dress as a book character and answer classmates questions, present a rap, song or poem about a book Digital projects - write a blog about the book, create a podcast presentation about the book, create of complete a webquest about the book Social action projects- write a letter to the editor of the local newspaper on a topic related to a book, get involved in a community project related to a book.
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