Approaches to ReadingWord格式.docx

Approaches to ReadingWord格式.docx

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∙Duringguidedreadingsessionschildrenwhoarenotthefocusgroupundertakedifferentactivities,suchasreadingindividuallyorwithapartner,follow-upworkfromapreviousguidedreadingsession,poetryreading,playingwordgames,listeningtostorytapes,readingtoanotheradult,orusingtalkingbooksonthecomputer.

∙Classroomsarefullofappealingbookswherechildrencanbrowseincomfort.Walldisplays,pictures,notices,topicwordsandcaptionsareonviewtostimulateaninterestinreading.

∙Awiderangeofbooks,bothfictionandnon-fiction,includingbigbooks,poetry,picturebooks,folktales,traditionaltales,mythsandlegends,plays,dictionaries….areusedineachclassroom.

∙ChildrenhavetimetabledaccesstotheschoollibraryandaretaughthowtoaccessinformationusingasimplifiedDewysystemfornon-fictionbooksandalphabeticallybyauthorinthecaseoffiction.Childrenareencouragedtobrowseforbooksontheirown,withadulthelpersandeachother,toreadforpleasureaswellasinformation.

∙Aschoollibraryclubpromotestheuseofthelibrary,aswellastheenjoymentofreading.

∙Jollyphonicsinintroducedatthefoundationstagetosupporttheteachingofreading,writingandspelling.

∙Wholewordrecognitionformoredifficultwordsaswellasphonicapproachesareused.

∙Childrenaregivenopportunitiestoreadinavarietyofcontexts–individually,toanadult,toanolderoryoungerpupil,asamemberofagroup,totheclass,inassembliesandinschoolperformances.

∙UseismadeofICTwheneverpossible,usingtalkingbooks,Clicker4,TexteaseandavarietyofCDROMs.

∙Childrentaketurnstotakehomestorysacks,foraweekatatime,tosharewiththeirfamilytoencourageanenjoymentofreadinginavarietyofways.

IndividualReading

Atthebeginningofeachyearchildrenareassessedusingthe‘Benchmark’materialstoinformtheteacherastothecorrectlevelsforgroupingsandreadingmaterials.

Anumberofreadingschemesareusedtohelpchildrendeveloptheirreadingskillsinastructuredway.Thereadingschemebooksarecolourcodedusing‘BookBands’tocoincidewiththesebenchmarklevels.InfantsbeginwithacombinedstructuredapproachusingAllAboard,supplementedbyorprogressingtoOxfordReadingTreeandNewReading360.Bytheorangestage,childrenhaveprogressedtochoosing‘real’books,colourcodedintoourreadingscheme.

Inlowerkeystage2Lookandreadisusedtoenhancespelling,phonicsandgrammar.ThroughoutthekeystageAllAboardisusedforgroupwork,discussionsofcomprehensionandinference.

GuidedReading

Forguidedreadingavarietyofbookshavebeengradedusing‘BookBands’.Wehaveawideselectionofrealbooks,RigbyStar,Collinsnon-fictionandORTpoetrybooks.Thesebooksarekeptinacentralareaforeachkeystageandarrangedincolourbands.

Arecordoreachguidedreadingsessioniskeptbytheclassteacher,indicatinganynotableinformationonhoweachchildcopedwiththetext.（AnexampleofaguidedreadingrecordisattachedasAppendixI.However,itisnotessentialthatsuchrecordsarekeptinthisexactformat,solongasusefulandmeaningfulrecordsarekept.）

Aims

LevelDescriptions

Approach

FromPOS

TeachingStrategies

Level1

Pupilsrecognisefamiliarwordsinsimpletexts.Theyusetheirknowledgeoflettersandsound-symbolrelationshipsinordertoreadwordsandtoestablishmeaningwhenreadingaloud.Intheseactivitiestheysometimesrequiresupport.Theyexpresstheirresponsetopoems,storiesandnon-fictionbyidentifyingaspectstheylike.

Pupilsshould:

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begivenextensiveexperienceofchildren’sliteratureincluding:

stories,poetry,plays（fromvariouscultures）,traditionalfolkandfairytalesandpicturebooks

readontheirown

readwithothersandtotheteacher

readinformationonscreensandaroundthem

discussallmaterialsthatareused

Constantreadingandshowingbookstothechildren.Picturelotto,pairsgamesandmatchingactivities.Vocabularyofabook–pages,characters,pictures,sequenceofbeginningandend.

Choosingabook–commentingtoateacheraboutit.

Careofbooks.

Storytapesforlisteningtoencourageawarenessofwords.

Onetheclassroomroutinehasbeenestablishedchildrenencouragedtotakehomepre-readingbooks.

Withpre-readingbookschildrenencouragedtotellwhatishappeninganddiscuss.

Level2

Pupil’sreadingofsimpletextshowsunderstandingandisgenerallyaccurate.Theyexpressopinionsaboutmajoreventsorideasinstories,poemsandnon-fiction.Theyusemorethanonestrategy,suchasphonics,graphic,syntacticandcontextual,inreadingunfamiliarwordsandestablishingmeaning.

Fluency

Accuracy

Understanding（overallsense）

Alphabet

Phonicknowledge

Graphicknowledge

Wordrecognition

Grammaticalknowledge

IntroductiontoLanguageMasterforwordrecognition.

WorkonLetterland（phonics）andAnimatedAlphabet（IT）

Progresstoreadingbookswithwordtinsforeachbook.

Anewbookisgivenwhenteacherfeelsthatthechildisproficientwiththeirexistingbook.

Aimistohaveallchildrenlistenedtoatleastthreetimesperweekbyandadult（teacher,classroomassistant,parent）.Somechildrenmayneedtobehearddaily.

Progressisrecordedinpupil’sreadingrecordbookandteacher’sreadingrecordfile.

Libraryskillsintroducethroughclass“BookClub”totakehomeandshare.

Level3

Pupilsreadarangeoftextsfluentlyandaccurately.Theyreadindependently,usingstrategiesappropriatelytoestablishmeaning.Inrespondingtofictionandnon-fictiontheyshowunderstandingofthemainpointsandexpresspreferences.Theyusetheirknowledgeofthealphabettolocatebooksandfindinformation.

Pupilsshouldbeintroducedtoawiderangeofliteratureandhavetheopportunitytoreadextensivelyforinterest,pleasureandinformation.

Textsshouldincludemodernandclassicfiction,modernandclassicpoetry,textsfromavarietyofculturesandtraditions,myths,legendsandtraditionalstories.

Opportunitiesshouldincludebothindependentandsharedreadingoftextbygroupsofwholeclass.

Sustainedsilentreading-choicefromclassroomincludingnon-fiction.

Studyskills（research）–choiceofreferencebookstostudyandcopyinformationfrom.

Teachercontinuestoreadregularlyandtodiscussbooksandtoencouragebooksfromhometobereadinclass.

Childrenencouragedtoreadtoclassandtolistentoothers.

Level4

Inrespondingtoarangeoftexts,pupilsshowunderstandingofsignificantideas,themes,eventsandcharacters,beginningtouseinferenceanddeduction.Theyrefertothetextwhenexplainingtheirviews.Theylocateanduseideasandinformation.

Increasefluency,accuracyandunderstanding.

Discuss,plot,characters,ideas,vocabulary,organisationoflanguage.

Inference,deductionandevaluation.

Readforinformationinbooks/othersources.

Adoptappropriatereadingstrategies-skimming,scanningordetailedreading.

Posequestions.

Distinguishbetweenfactandopinion.

Makenotes.

Usedictionaries,glossaries,thesauri.

Representinformationindifferentforms.

Discusstextswithregardto-author,settingplot,format.

Shoulduseknowledgefromreadingtodevelopandunderstandingofstructure,vocabularyandgrammarofstandardEnglish.

Letterland（phonics）,Capitalletters,alphabeticalorder.

Using100CommonWordList.

IntroductiontoStarspell（cc.I.T.）

Readingofownwork.

Readingwithexpressionandunderstanding.

WordsandPictures（T.V.）forsoundandwordrecognition.

Letterland2（phonicblends）andvoweldigraphs.

Usingdictionary–findingwordsbeginningwithacertainletter（cansometimesuseanybookforthisactivity）.

Alphabeticalorder–2ndletteretc.

Selfcorrectiontechniques.

T.V.programme（cc.）toenhancevocabulary.

Introductiontoreadingcomprehension.

Level5

Pupilsshowunderstandingofarangeoftexts,selectionessentialpointsandusinginferenceanddeductionwhereappropriate.Intheirresponses,theyidentifykeyfeatures,themesandcharactersandselectsentences,phrasesandrelevantinformationtosupporttheirviews.Theretrieveandcollateinformationfromarangeofsources.

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