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Foundational Skills and Processes of Comprehension in the Early Years (P-4)

Foundational Skills and Processes of Comprehension in the Early Years (P-4). Kingston Network of Schools 5 May 2010. Julie Kerr Educational Consultant. Instructional Level Text. Look at the text you have planned to use with a group of children this week/shortly.

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Foundational Skills and Processes of Comprehension in the Early Years (P-4)

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  1. Foundational Skills and Processes of Comprehension in the Early Years (P-4) Kingston Network of Schools 5 May 2010 Julie Kerr Educational Consultant

  2. Instructional Level Text • Look at the text you have planned to use with a group of children this week/shortly. • Why did you choose this text? • What is your planned teaching focus? • Why? What evidence do you have?

  3. Instructional Text Level

  4. Comprehension • Comprehending refers to the thinking readers do before, during and after reading. • Processingrefers to the reader’s complex set of strategic actions, including the use of visible information in the text print and art and the thinking that readers do before, during and after reading. Fountas and Pinnell, Teaching for Comprehending and Fluency, 2006, page 16

  5. Processing Visible and Invisible Information • In the Reader’s Head • Invisible Information • Language knowledge – phonology (sounds), vocabulary, syntax, (language structure), phrases, sentences, whole texts, literacy language • Content Knowledge – facts, concepts, categories • Personal knowledge – emotions, memories, images, culture • Textual knowledge – how texts are organised (narrative, expository), genre, literary elements (character, setting, plot) • In the text • Visible Information • Symbols and signs – letters, words • Print conventions – left to right, use of space, layout, font, punctuation, italics and boldface • Text tools – organisational tools (headings, table of contents), informational tools (captions, glossary, pronunciation guides) Processing a Written Text Fountas & Pinnell (2006) Teaching for Comprehending and Fluency, p. 17

  6. Knowledge Of Visual Signs Knowledge Of Language Knowledge Of Print Knowledge Of Content Visible Information Reader Processing a Text Invisible Information Knowledge Of Tools Knowledge From Personal Experience Knowledge Of Artistic Information Knowledge Of Texts Fountas & Pinnell (2006) Teaching for Comprehending and Fluency, p. 18

  7. Processing a Written Text Thinking Within the text Ways of Thinking Thinking Beyond the text Thinking About the text

  8. Thinking Within the Text

  9. Thinking Beyond the Text

  10. Thinking About the Text

  11. Matching Children to Text • Easy Reading Level . . . >94% • Instructional Reading Level . . . 90 – 94% • Hard Reading Level . . . < 90%

  12. Selecting Texts Texts are selected at the instructional level of the students within the broad-banded Text Groups that support and challenge the reader.

  13. When selecting texts, consider . . . • . . .the developmental stage of the learners and their identified needs. • The prior knowledge and experiences the learners bring to the text. • The learner’s interests. • The instructional approach being used. • The text type. • The supports and challenges in the text. • The specific text characteristics.

  14. To select appropriate text . . . • . . . you must be aware of: • the degree of difficulty of the text and • the balance between the supports and challenges identified in the text. Running records will assist in selection of an instructional text.

  15. The role of the teacher . . . • Is to assess the amount and type of support and suitability of the challenges for students when working with various texts. • Instructional text is one in which the student achieves 90-94% accuracy after being introduced to the material and having read the text prior to the running record being taken.

  16. Considerations when selecting texts from culturally and linguistically diverse backgrounds . . . • Need to provide links to students’ understandings and experiences • Need for texts that contain regular language patterns • Text layout

  17. Consideration should also be given to: • Possible tense confusions • Suffixes • Singular/plural irregularities

  18. Matching Students to Text • Look at the assessment data on a group you have identified as being “similar” in reading needs • What is the instructional level(s) of the children in this group? • What evidence do you have? • What are their reading strengths? • What skills do they need to develop? • What instructional level text have you chosen for this week? • What will be the focus of your teaching? • What evidence do you have that this is important now? • What supporting activities will you plan for this group following the teacher focused group session? Why?

  19. Group Brainstorming Time Use your assessment records and the Text Characteristics document to work out what supports and challenges there are in your chosen instructional text. Within your group, brainstorm the thinking that needs to be explicitly taught via this instructional text. (use the three categories)

  20. Instructional Text Level

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