Developmental Reading Program

Is a systematic instruction in reading skills and strategies.

Aims:

Generate a positive attitude towards reading process through changing reading habits,

Change reading weakness into strengths,

Let students become aware of their learning techniques which can enable any person, student, or other wise,

Become more successful in real life-learning situations.

“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”

-Umans(1964)

Skill Ladder of GoodellUsing Reference Materials

Using a Dictionary

Using Parts of a Book

Following Directions

Inferring Meaning and Drawing Conclusion

Classifying and Organizing Facts

Finding the Supporting Details

Finding the Main Idea

Idioms and Figurative Language

Using Structural Analysis

Using Phonetic Analysis

Basic Sight Words

Phonetic AnalysisTo effectively teach English speaking skills, it is necessary to determine your specific areas of pronunciation difficulty.

to summarize the responses and to identify your particular patterns of speech errors.

International Phonetic Alphabet

Using Structural Analysis click

Reading PyramidComprehension

Decoding

Phonics

P

h

o

n

e

m

i

c

A

w

a

r

e

n

e

s

s

VocabularyWord

Identification

Fluency

Developmental Reading Behaviors

Level 1-2

•Book handling•Controlling from left to right movement and return sweep•Noticing and using picture details to support meaning•Using natural language in relation to the next•Matching word by word with precise 1 to 1 finger pointing•Paying close attention to print, noticing some features of letters and words•Locating known and unknown words•Remembering and using language patterns•Using knowledge of how language works as a source of information•Predicting what makes senseSelf- monitoring

Level 3-4

•Using visual information to help predict, check and confirm•Controlling word by word matching (1 to 1)•Using pictures to predict meaning as well as some

words•Predicting what will happen next using previous events•Solving some unknown words independently•Independently controlling behaviors listed in levels 1-2•Some phrased reading

Level 7-10 •Being aware of punctuation and using it for phrasing and meaning

•Searching for visual information to figure out new words while reading•Using the syntax reading of written language of reading to predict, then checking the a of the accuracy of the prediction•Analyzing and checking new words against what makes sense•Controlling early behaviors even on novel texts•Reading with phrasing and fluency with attention to meaning•Using known words, part of words, and knowledge of letter/ part sound relationship to understand unknown words.•Using multiple source of information to self- correct

Levels11- 14 •Using pictures and print in an integrated way while attending to

meaning•Solving new words by analyzing words, then checking attempts against the meaning•Accurately reading longer stretches of texts•Self- correcting close to the pint of error•Rereading to check and search•Discussing ideas from the story in away that indicates understanding •Discussing characters in a way that indicates understanding and interpretation of their roles•Managing a variety of texts connection

Level 15-16 •Fluent and phrased reading, specially in rereading.

•Competent problem solving of new words on first reading•Checking one’s reading against meaning•Using all sources of information (meaning, language structure, and visual information) while focusing on the meaning•Make connections between texts through discussion, art or writing•Demonstrating in understanding of and empathy of characters through discussion, and art or writing•Moving towards easy, fluent reading even of unfamiliar and more difficult texts, demonstrating problem solving•Self- correcting at the point of error with fewer return to the beginning of sentences or phrases

Level 19-20

•Using skills effectively on a variety of texts •Sustaining interest and fluency through longer texts•Able to return to a text and sustain meaning if length requires more than one sitting.•Solving unfamiliar words “on the run” without losing meaning•Reading silently most of the time•Demonstrating an understanding of the story or texts through discussion, art and writing•Moving easily from fiction to non-fiction or non-fiction to fiction•Using ideas from one’s reading in one’s writing•Summarizing a text

Level 20

The behaviors listed for level 19 but exhibited in connection with:

•Longer stretches of texts•More difficult vocabulary, less familiar language structures•A greater range of genres

Level 21 and beyond

In addition to previous listed behaviors , watch the indicators that the children can:•Use texts as references•Search for and find information in texts•Interpret texts from variety of perspectives•Read critically•Can understand subtleties of the plot and humor•Can reflect on their personal response in relation to how others see the text

Components of a Balanced Literacy

Program

Independent Writing

Guided Writing

Shared Writing

Writing Aloud

Independent Reading

Guided Reading

Shared Reading

Reading Aloud

Read Aloud The teacher or another

person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.

Shared Reading The teacher will share

the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role

Guided Reading The heart of

instructional reading program.

The bridge between shared reading and independent reading

Guide, observer monitor, responder, and questioner

Determining a student’s developmental stage in reading is important for success.

Different cueing systems

Independent Reading Students choose

what they want to read according to what their interests.

The teacher support, observe, and respond t their efforts.

Writing Aloud Models his thinking,

planning, questioning, drafting and revising.

The teacher literally writes aloud and the students observe.

But should not model the entire writing.

Shared Writing Demonstrated in

collaboration with the students.

Guided Writing

Guides the students towards the creation of their own writing through questioning and clarifying.

Independent Writing

The students writes independently and implement that which they have observed and experienced.