Duke, N. Farstrup Eds. Fisher, D. Thousand Oaks, California: Sage Publications. Hall, K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. London: Routledge. Hattie, J. Visible Learning: A synthesis of over meta-analyses relating to achievement.
Krashen, S. Portsmouth, NH: Heinemann. In Guthrie, J. New York: Teachers College Press. Vygotsky, L. Mind in Society: The development of higher psychological processes. Our website uses a free tool to translate into other languages.
This tool is a guide and may not be accurate. For more, see: Information in your language. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Skip to content. Page Content. Source: Literacy Professional Learning Resource, Department of Education and Training, Victoria Guided reading helps students develop greater control over the reading process through the development of reading strategies which assist decoding and construct meaning.
Ideally, students read texts at an instructional level texts where students achieve 90 per cent accuracy if they read independently in order to comprehend it readily. This is not always feasible, particularly at the higher levels of primary school. If the text is difficult, the teacher could modify the text or focus the reading on a section before exposing them to the whole text.
For more information on texts at an instructional level, see: Running records Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with: different layouts and organisational features different sentence lengths simple, compound or complex sentences a wide range of verb tenses used a range of complex word groups noun groups, verb groups, adjectival groups direct and indirect speech passive voice, e.
Wheat is harvested in early autumn, before being transported to silos. The presentation of awards will take place at 8pm. Source: Department of Education, Before reading a fictional text, the teacher can orientate students to the text. This could involve asking students to label images or translate vocabulary. Students could do this independently, with same-language peers, family members or Multicultural Education Aides, if available use relevant artefacts or pictures to elicit language and knowledge from the students and encourage prediction and connections with similar texts.
Before reading a factual text, the teacher can support students to brainstorm and categorise words and phrases related to the topic provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams support students to skim and scan to get an overview of the text or a specific piece of information support students to identify the text type, its purpose and language structures and features.
Teachers can note these down and encourage other students to try them. Home language tasks based on personal reflection can help students develop depth to their responses.
English language tasks may emphasise learning how to use language from the text or the language of response ask students to practise reading the text aloud to a peer to practise fluency ask students to create a bilingual version of the text to share with their family or younger students in the school ask students to innovate on the text by changing the setting to a place in their home country and altering some or all of the necessary elements.
For example, if the purpose is to: demonstrate directionality - the teacher will ensure that the text has a return sweep predict using the title and illustrations - the text chosen must support this make inferences - a text where students can use their background knowledge of a topic in conjunction with identifiable text clues to support inference making.
Text selection should include a range of: genres texts of varying length and texts that span different topics. Level 5 Learning Intention We are learning to read with phrasing and fluency. Success criteria I can use the grouped words on each line of text to help me read with phrasing. Why phrase Phrasing helps the reader to understand the text through the grouping of words into meaningful chunks. Level 3 Learning intention We are learning to answer inferential questions. Success criteria I can use text clues and background information to help me answer an inferential question.
Questions as prompts Why has the author used bold writing? Students Jessie finger tracking text uses some expression not pausing at punctuation some phrasing but still some word by word. Rose finger tracking text reading sounds smooth. Van reads with expression re-reads for fluency. Mohamed uses pictures to help decoding word by word reading better after some modelling of phrasing.
Rachel tracks text with her eyes groups words based on text layout pauses at full stops. Candan recognises commas and pauses briefly when reading clauses reads with expression. I really liked the way you grouped those words together to make your reading sound phrased. Did it help you understand what you read? Meaning and visual cues Can you go back and reread this sentence? I want you to look carefully at the whole word here the beginning, middle and end.
Visual cues As this is a long word, can you break it up into syllables to try and work it out? Show me where you would make the breaks. Visual cues It is important to pause at punctuation to help you understand the text. Can you go back and reread this page? This time I want you to concentrate on pausing at the full stops and commas. Visual and meaning cues Look at the word closely.
I can see it starts with a digraph you know. What sound does it make? Does that help you work out the word? Visual cues This page is written in past tense. What morpheme would you expect to see on the end of verbs?
Can you check? Visual and structural cues When you read something that does not make sense, you should go back and reread. What word could go there that makes sense? Can you check to see if it matches the word on the page? Meaning and visual cues. I can see you were thinking carefully about the meaning of that word.
What information from the book did you use to help you guess the meaning? Do you know this word in your home language? What home language words related to this topic do they know?
For example, translated word charts, bilingual dictionaries, same-language peers or family members. Literacy Teaching Toolkit. Farmers had been kidnapped from other r e gions or. Chapt er 1. P eople in the Neolithic period learned to use. This shift from food gathering to food pro-. Farm-based societies requir ed cooperation and. As leaders emerged, farm-. Artisans could. Goods and ideas traveled fr om place to place.
This dif-. Amenhotep IV. Ramses II. The tombs of the ancient Eg yp tians help us. Darius I. Alexander the Great. Phoenician T r ade. Car thage. Phoenician C ulture. The L ydians. The Phoenicians developed a form of writing. As their trading part ners saw the ad vantages of.
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