Teaching Early Reading - Assissignment 2 - Krystl Brown
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Teaching Early Reading – Assignment 2 – Page 1 of 18 Assignment 2: Portfolio EDU30068 - Teaching Early Reading eLA Name: Jen
n
ifer Wood Due Date: 09.06.2023 Word Count: 3006
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 2 of 18 Introduction Throughout this portfolio, it will be researched and demonstrated the importance of assessment and how assessments shape students’ development of early reading; and the assessment strategy being analysed will be the miscue analysis or running record. Teachers can use this data to scaffold and implement appropriate learning instruction to support students’ individual needs. The portfolio will consist of two learning plans to support students of different abilities focusing on developing the student’s vocabulary, phonics, fluency and comprehension of early reading. Discussion
Assessments are a crucial element in determining where your students are at academically; teachers are consistently gathering evidence through every day practises on their students abilities and from this basis can assess what students’ area of needs are; depending on the area of need will determine what type of assessment will be most beneficial, the purpose of assessments is finding the area of weakness in students pre reading or reading skills, using assessment data helps teachers to plan and implement appropriate learning intentions (Rathvon, 2004, p. 11). The York Assessment of Reading for Comprehension (YARC) is used as a formal assessment for reading, this is a diagnostic reading assessment completed individually with students, they are given a section of text to read and asked a series of comprehension questions. Teachers can score their student’s comprehension and fluency through this process determine the areas of need (Westerveld, Armstrong, & Barton, 2020, p. 43).
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 3 of 18 English Online Interview (EOI) is an online platform designed to assess speaking, listening, reading, and writing capabilities and is mandatory assessment within Victoria school. Teachers gain additional information about students’ strengths and challenges, it is designed to measure expected achievements at stages of schooling and recognise a broad range of skills and abilities within the student year level (
Victorian Curriculum and Assessment Authority [VCAA], n.d. Running records is a form of diagnostic assessment, they are completed with individual students with step-by-step involvement with their teacher; it provides teachers with a better understanding of their students’ current abilities in a timely manner and supports teachers to develop appropriate literacy instruction (Shea, 2012, p. 22). To complete running records, students are given a task to read aloud, which includes reading text and being able to retell what they have written, the teacher will assess the students’ skills and strategies used to decode, comprehend, and interpret text (Shea, 2012, p. 25). Through the assessment, teachers will record the students’ errors which includes omissions, substitutions, insertions, self-- corrections, repetitions, attempts, and those requiring teacher support. Each of the errors will have their own definition and the running record is a method and structure to record the data being collected (Elish-Piper, Matthews, Risko & Milner, 2022, p 201).
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Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 4 of 18 The methods used for this assessment strategy require teachers to consider different barriers before the assessment takes place to minimise inaccurate data; it is important for teachers to consider the appropriate text choice for their students, data collection is the focus of the assessment and the material used will influence your data collection. Teachers need to understand if students’ have read this material or has been read aloud to the students, otherwise these factors can influence you collected data (Elish-Piper, et al., 2022, p 204). Assessments can be daunting for students to participate in, they may feel nervous, under pressure or unsure, teachers must reassure students are made to feel comfortable and relaxed, otherwise assessment data may be inaccurate, and the students’ current abilities have not been captured accurately (Elish-Piper et al., 2022, p 201). Reading is a core subject taught throughout the curriculum; the importance of literacy and reading acquisition is crucial for the success of students in the real world. Regardless of the diverse needs of students, it is the community’s obligation to ensure all students are given the same opportunities to learn in a positive and accepting environment (Rose, 2010, p. 3). Providing all students with meaningful instruction is the core context of teaching and learning; inclusive education requires modifying the curriculum, adapt teaching styles, communicate throughout your community and work collaboratively to foster the diverse needs of all learners. To provide an inclusive learning environment teachers must identify students that are falling behind and struggling; to acquire their literacy skills, certain barriers could include a learning disability. All students have the right to an education and every student can learn given the right foundations; interventions or inclusive classroom practises will ensure all students learn in the twenty-first century (Rose, 2010, p. 214). Effective teaching requires teachers to understand where their learners are, what their students need and how they are going to achieve their students’ learning goals. Reading
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 5 of 18 involves a range of skills, and each listen needs to address their literacy skills, students who are struggling with phonological awareness may require extra support in phonics teaching and supported using engaging reading materials (Rose, 2010, p. 219). Students with comprehension difficulties may benefit from reciprocal and inference teaching approaches to support a holistic and inclusive literacy environment. Teachers need to combine different experiences to support the learner's preferences; this approach engages sensors stimulation so learners can hear, say, and touch the materials being taught (Rose, 2010, p. 221). Miscue analysis
The miscue analysis suggests the reader makes use of repetition when an error has occurred to aid in word recognition, the reader uses these opportunities to understand context, language cues to make predictions or using initial letters in the text to try and determine the word. The reader used phonetic cues in letters to read words; for example, when the reader was reading in multiple sections, they reread the text to create a better understanding or if they were confused by the text (Mariotti & Homan, 2012, p. 73). The reader lacks orthographic mapping skills to recognise each letter of the alphabet and the sound it represents, for the reader to read text effectively they must learn skills to retrieve words from their memory automatically, without analysing and decoding each letter to make sense of the text. Mistakes the reader had made had certain similarities, for example the graphical elements, beginning letter was the same or had some of the meaning to understand their thinking (Schumm, 2006, p. 445). The readers phonological awareness has not been fully demonstrated by their ability of using memory stored meanings to represent their understanding of coding information phonologically (Kilpatrick, et al., 2019, p. 40).The reader needs to strengthen their semantic cues, the set a function word throughout the text
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 6 of 18 suggested the reader needs more instruction to understand semantic identities of the words, the context, and meaning behind those words will help readers spend less time act decoding words in sentences because they understand and can identify the words meaning (Kilpatrick, Joshi & Wagner, 2019, p. 8) Throughout the assessment the reader has omitted words while reading at loud, the reader has partial alphabetic knowledge and lacks the ability to segment pronunciations from the full alphabet phenomes, the reader is relying on visual cues to recall how to read the word (Kilpatrick, et al., 2019, p. 87). The reader lacks fluency in order to comprehend the text, the reader is focusing on decoding the words so they can read efficiently and accurately. The reader is reading slower in parts because they are unsure of the words to try and eliminate any errors and uses this time to study the text better. In other areas the reader is reading very fast and not taking into consideration the grammatical structure. Even with the errors made by the reader they were still able to provide simple understanding of the story (Mariotti & Homan, 2012, p. 175). The reader had limited retelling abilities, they required consistent prompting to retell elements of the story. The reader did have some background knowledge but continued to still have misunderstanding of meaning in the story because of incorrect words, there were elements of the story and important information to retell but they could not recall it due to limited fluency and comprehension (Schumm, 2006, p. 222). The reader was able to answer basic questions but needed support and prompting to retell any information, without the assistance from the teacher asking specific questions relating to the story, the reader would not have achieved the answers they did give (Schumm, 2006, p. 123).
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Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 7 of 18 Lesson Plan Title: Guided Reading. Australian Curriculum: Foundation Level. Phonics and word knowledge. Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146). Blend sounds associated with letters when reading consonant-vowel-consonant words (VCELA147). Literacy. Texts in context. Identify some familiar texts and the contexts in which they are used (VCELY151). Interpreting, analysing, evaluating. Read texts with familiar structures and features, practising phrasing, and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge (VCELY152). Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153). Expressing and developing ideas. Recognise that sentences are key units for expressing ideas (VCELA143). Recognise that texts are made up of words and groups of words that make meaning (VCELA144). Explore the different contribution of words and images to meaning in stories and informative texts (VCELA145) (Victorian Curriculum and Assessment Authority [VCAA], n.d). Learning intention: •
WALT: Stretch out words to hear every sound or group of sounds.
Success criteria. •
I can break up a word into smaller parts. •
I can stretch out a word to hear each sound. •
I can represent each sound I hear in a word by a single letter or group of letters.
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 8 of 18 Text title: Bedtime Story by John Carr, Illustration by Lynn Breeze.
(Image 1, Sunrise Books Australia. n.d).
Reading
This book will be read through guided reading, to focus on vocabulary. Students will learn high frequency words “I”, “can”. Content words will be “Just, skip, roll, flip, slide, hop, dive, flop”. Focusing on phonics the letter and sound will be C. Words to blend and segment cat, can, cab, cap, cot (Sunrise Books Australia. n.d).
Lesson sequence
1.
Read the title for students. 2.
Ask students what they usually do to get ready for bed. 3.
What do you do when you're fooling around instead? 4.
Look at the cover of the book. 5.
Read the names of author and illustrator. 6.
Ask questions about the picture on each page. 7.
Read title page with student. 8.
Together read the words” I can jump”. 9.
Have discussions about the pictures as you work through the book (Sunrise Books Australia. n.d). Reflection To finish this lesson, student and teacher well discuss the story, teacher can ask student to explain their understand of what happed through a retell, prompt student as needed. This will be a time of reflection to understand. •
Has the student understood the content read? •
Has the student achieved their outcome?
•
Has the student extended their understanding of blending letter and sound?
•
How did the student stretch out words to hear every sound or group of sounds?
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 9 of 18 Evaluation Phonics is best taught through programs designed for phonics instruction, the scope and sequence of phonics programs and the methods teachers use develops solid routines to support students and understand letters and their sounds. Programs create structure in the child’s brain so they can organise their understanding of the information through gradual release of responsibility and once students have their understanding of phonics, they can begin working on blending these sounds to represent words (Burkins & Yates, 2021, p. 64). When developing learning intentions, it is the responsibility of the teacher to align their lessons to suit the needs of students to better student performance, and better opportunities to learn (Scheerens, 2017, p. 12). The curriculum sets benchmarks for students’ knowledge acquisition, instructional alignment helps support teachers to make informed decisions about the content taught and ways to achieving student success (Scheerens, 2017, p 15). Vygotsky (1962) introduced the zone of proximal development (ZPD), his theory relates to learning through (ZPD) where learning is achieved through knowledge centered conceptions of teaching; initiation in teaching leads to development of knowledge transmitted in their capacity as tools to learn, Therefore, knowledge is transmitted from teachers to their students (Vygotsky, 1962, as cited in Nardo, 2021, p. 351). This lesson is providing the student with inclusive practices and the opportunity to practice with 1:1 support from their teacher, the teacher is supporting the student with guided assistance focusing on questioning, problem-solving, connecting, prediction and discovering. This learning environment gives the teacher and student the means to establish an authentic relationship building on trust, empathy, and respect. Teachers create a culture of belonging, their support through guided reading helps to connect with their student in a personally accepted and inclusive environment (Clarke & Gorrivan, 2023). Guided reading is facilitated
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Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 10 of 18 by the teacher to engage, be responsive to the students’ work and the student’s responsibility is to process the information (Burkins & Croft, 2017, p 57). Guided reading helps to prime students’ vocabulary, and set the purpose for reading, students use their phonics knowledge in context, extend their understanding of sound-letter recognition to decipher new words (Burkins & Croft, 2017, p 104). Lesson Plan Title: Modelled Reading. Australian Curriculum: Level 2. Interpreting, Analysing, Evaluating. Use comprehension strategies to build literal and inferred meaning about key events, ideas, and information in texts that they listen to, view, and read by drawing on growing knowledge of context, text structures and language features (VCELY186). Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge, and emerging text processing strategies, including prediction, monitoring meaning and rereading (VCELY187). Expressing and Developing Ideas. Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (VCELA178). Explore differences in words that represent people, places, and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where, and how (adverbs) (VCELA179). Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (VCELA180). Reading and Viewing/Language/Text structure and organisation. Understand that the purposes texts serve shape their structure in predictable ways (VCELA176). Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars, and links (VCELA177). (VCAA, n.d. b).
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 11 of 18 Learning intention. •
Reading of text with expression, noting the punctuation, rhythm, and rhyme.
•
Reading a text with expression and comprehending the text.
Success criteria. •
I can read fluently with expression.
•
I can comprehend the text. Text title: Getting Around. Text by Susan Frame (Sunrise Books Australia, n.d, a).
Reading. This book will be read through modelled reading, focus on fluency, modelling appropriate reading of text with expression, noting the punctuation, rhythming and rhyme, and asking student to repeat the process. Focus on comprehension, asking the student questions, “Is this book fiction or non-fiction? How do you know? What is the difference” (Sunrise Books Australia, n.d, a). Lesson sequence: 1.
Read the title together. 2.
Discuss how the children are getting around on the cover. 3.
Ask: Has anyone ever got around like this? (On rollerblades). 4.
What other ways do you get around? 5.
Read the author’s name together. 6.
Have students talk about whether this book is fiction or non-fiction. Ask: How do you know? What is the difference? (Fiction is not true). 7.
Make predictions about the text from the title and front cover illustration. 8.
On the title page, discuss what they see in the picture. 9.
Read the title and the table of contents to give an idea of what is in the text. 10.
Talk/walk through the pictures. 11.
Notice the different ways of getting around and how they relate to the contents page headings and page numbers.
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 12 of 18 12.
Bring words like bike, boat, bus, car, plane, scooter, skates, track, train, tram into the conversation. 13.
Read the cover and the table of contents together. 14.
Look for tricky words like ground. 15.
Read the words together. 16.
Do any words rhyme? (light/night). 17.
Look for the rhyming words. 18.
Teacher to model reading the text with expression, noting the punctuation, rhythm and rhyme asking student to repeat (Sunrise Books Australia, n.d, a). Reflection. To finish this lesson, teacher will determine if student has mastered their fluency and comprehension abilities. •
Did the student model their reading abilities? •
Did the student comprehend the understanding of the book? •
Was the reading expressive and fluent? Evaluation. Lesson two has the same similarities as lesson one; the focus of lesson two is to develop the student’s fluency, fluency is important to develop comprehension. The connections between fluency and comprehension are ascribed to faster, and consistent word recognition and decoding process (Kilpatrick, et al., 2019, p. 145). Fluency and comprehension rely on cognitive processing, the ability to read fluently relies on students’ having pre reading skills developed, they must know their phonological processes and be able to read in alphabetic languages (Kilpatrick, et al., 2019, p. 148). Children begin their language journey from listening to others speak; modelling correct language and context of words is something children are familiar with. Children develop the beginning vocabulary from listening to people around them, once children are at school they begin learning at a rapid rate and most of their learning comes from being modelled (Wise, et al., 2019, p. 23). Throughout this lesson the teacher is modelling how to read fluently in preparing the reader in becoming more fluent, as the teacher scaffolds the learning experience
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Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 13 of 18 the student is expanding their understanding in a joint construct and the student is given opportunities to practise their abilities (Wise, et al., 2019, p. 25). Conclusion To conclude this portfolio, assessments provide an integral part in determining the areas of support the student requires, teachers can use their data for explicit instruction and create learning intentions for students that foster their development in areas of need. Scaffolding the learning experiences will enable students extend their learning with the support of their teacher and support students to access the curriculum at the appropriate access point. It has been expressed throughout the portfolio the importance of students gradually learning pre-reading skills of phonics, phonological awareness, their abilities de code and sound out individual letters to be able to blend these sounds together to make words.
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 14 of 18 Reference List Burkins, J. M., & Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom. Stenhouse Publishers. https://web.p.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHh3d19fMjY4MzIyO
V9fQU41 Burkins, J., & Croft, M. M. (2017). Preventing misguided reading: next generation guided reading strategies. Stenhouse Publishers. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=5208912 Clarke, L. W., & Gorrivan, K. (2023). Nurturing Primary Readers in Grades K-3: Reading Instruction Centered in Students’ Social Emotional Needs. Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=7195860# Elish-Piper, L., Matthews, M. W., Risko, V. J., & Milner, H. R. (2022). Reading assessment to promote equitable learning: an empowering approach for grades K-5. The Guilford Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=7027150 Kilpatrick, D. A., Joshi, R. M., & Wagner, R. K. (2019). Reading Development and Difficulties: Bridging the Gap Between Research and Practice. Springer International Publishing AG. https://doi.org/10.1007/978-3-030-26550-2 Mariotti, A. S., & Homan, S. P. (2012). Linking reading assessment to instruction : an application worktext for elementary classroom teachers (5th edition.). Taylor and Francis. https://web.s.ebscohost.com/ehost/ebookviewer/ebook/bmxlYmtfXzUwNjc0OV9fQU
41?sid=d63776de-6c57-4c69-8e97-def1c4d19c59@redis&vid=0&format=EB&rid=1 Nardo, A. (2021). Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations. Educational Theory, 71(3), 331–352. https://doi.org/10.1111/edth.12485
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 15 of 18 Rathvon, N. (2004). Early reading assessment: a practitioner’s handbook. Guilford Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=406030&ppg=41 Rose, R. (Ed.). (2010). Confronting obstacles to inclusion: International responses to developing inclusive education. Taylor & Francis Group. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=547371 Scheerens, J. (2017). Opportunity to Learn, Curriculum Alignment and Test Preparation, a Research Review (J. Scheerens, Ed.; 1st ed. 2017.). Springer International Publishing. https://doi.org/10.1007/978-3-319-43110-9 Schumm, J. S. (2006). Reading assessment and instruction for all learners. Guilford Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=306784# Shea, M. (2012). Running records: authentic instruction in early childhood education. Routledge. https://doi.org/10.4324/9780203120408 Sunrise Books Australia. (n.d). Bedtime. https://www.sunshinebooks.com.au/product/bedtime-level-1-1x6-titles/ Sunrise Books Australia. (n.d, a). Getting Around. https://www.sunshinebooks.com.au/product/getting-around-level-12-1x6-titles/ Victorian Curriculum and Assessment Authority [VCAA]. (n.d). English. Foundation Level. https://victoriancurriculum.vcaa.vic.edu.au/english/english/curriculum/f-10 Victorian Curriculum and Assessment Authority [VCAA]. (n.d, b). Level 2. https://victoriancurriculum.vcaa.vic.edu.au/english/english/curriculum/f-10 Victorian Curriculum and Assessment Authority. (n.d.). Insight Assessment Platform https://www.vcaa.vic.edu.au/assessment/f-10assessment/insight/Pages/index.aspx
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Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 16 of 18 Westerveld, M. F., Armstrong, R. M., & Barton, G. M. (2020). Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention. Springer Nature. https://doi.org/10.1007/978-981-15-3492-8 Wise, F., Axford, B., & Harders, P. (2009). Scaffolding Literacy: An Integrated and Sequential Approach to Teaching Reading, Spelling and Writing. ACER Press. https://search.informit.org/doi/epdf/10.3316/informit.9780864318367
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 17 of 18 1.
Appendix
Teaching Early Reading – Assignment 2 – Krystl Brown – 103469507. Page 18 of 18
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