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Children who are not yet fluent are emergent readers. The material that they read may have a low comprehension load meaning the text will be supported by the pictures and are often predictable. At this stage, comprehension can sometimes be ignored are not as important.
2. Comprehension of Diverse Genres
The Reader must actively seek to understanding the intended meaning of what the writer has written. It should not be confused with if a child can read each word in order then the meaning will appear.
Comprehending during language acts the participates work at monitor, repair, fill gaps in a face to face dialogue. Comprehending during literacy acts is when it shifts to the reader monitoring meta-cognitively about what the author is communicating through written language.
Understanding the differences of genres in written language is important to successfully learn to read.
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| (Griffin, 2012) |
- Triage Work- to understand that some students will need additional teacher assistance. The main purpose is the content.
- Teaching comprehension for preventing problems, transfer, and generalization
- Before reading to maximize comprehension through questions, summarizing, and predictions.
- After reading to maximize comprehension and learning
- Explain: model, name, describe purpose, specify steps
- Guided Practice: assist students to use in different contexts
- Review and Re-teach: let rest and then check
- Visualization: to make and use images of information giving form to abstractions. Use to have children formulate own understanding of concepts, events, and processes
Recognizing in print a possible word that can be pronounced in the language.
- Sight words-eventually all words can and should be sight words. Some start as GPC's and then become sight words.
- Phonics- GPC (grapheme-phoeme-conventions or letter sound correspondence)
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- Closed CVC (Consonant-Verb-Consonant)
- Open CV
- Silent e...VCe
- Cle (final syllable)
- r-controlled dialect traps (bird, car, chord)
- Double vowel
Fluent readers can assemble the full reading process; foundations, construct meaning, identify printed words. Fluency can vary will topic, vocabulary, genre, purpose for reading, reader's skills, and the level of text. Fluency lead to more reading and more reading leads to better fluency.
3 Aspects of Oral Reading Fluency measures
- Rate words per minute and Tempo: speed up and slow down
- Accuracy: correct word identification
- Expression: word emphasis, pause, intonation
- False starts
- Frequent stops
- Mispronunciations
- New to re-read almost every sentence or paragraph
- Good integrated reading instruction
- Extensive reading of different materials
- Repeated reading of same material
- Cultural variations of stories- have parental involvement to visit and tell a story
- Reading in different domains
- Different reading styles
- Different vocabulary
- Different conventions
- Use section headings, illustrations, tables and charts
ACTIVITIES AND RESOURCES FOR READING
Reading Rockets is a great resource giving great ideas to enhance reading. http://www.readingrockets.org/audience/parents/
Grocery Store Literacy Activity helps children become aware of not only letters and words, but also descriptive language that promote vocabulary.
Pre-K
-Play labeling games- label objects around your house
-Play rhyming word games or sing songs
-Talk about words and their sounds
These are ways to start off your child's awareness of language and sounds.
Kindergarten
-Sequence letters to create words
-Build sight vocabulary by playing a game of concentration-two copies of each word and lay them face down in rows. Object of the game is to match the pair of words.
1st Grade-3rd Grade
-Have your child read books to you. They could even write their own story using story maps and then when it is completed read it to the whole family.
References
Griffin, P. (2012). Language Acts [Powerpoint Presentation]. Retrieved from lecture notes.
Burns, S., Griffin, P. & Snow, C. (1999) Starting out Right: A guide to promoting children's reading success. Washington, D.C.:National Academy Press.
References
Griffin, P. (2012). Language Acts [Powerpoint Presentation]. Retrieved from lecture notes.
Burns, S., Griffin, P. & Snow, C. (1999) Starting out Right: A guide to promoting children's reading success. Washington, D.C.:National Academy Press.
Burns, S., Griffin, P. & Snow, C. (1999) Starting out Right: A guide to promoting children's reading success. Washington, D.C.:National Academy Press.
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