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Maine Reading First Course. Session #4 Reading and Writing Development. Key Learning Goals Session 4 Reading and Writing Development. Learn the progression (stages) of reading and writing development. Understand the reading process and cueing systems used during reading.
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Maine Reading First Course Session #4 Reading and Writing Development Maine Department of Education 2005
Key Learning GoalsSession 4Reading and Writing Development • Learn the progression (stages) of reading and writing development. • Understand the reading process and cueing systems used during reading. • Explore the print concepts young children need for learning to read and write effectively. Maine Department of Education 2005
Read this….. • Read the piece of student writing that has been provided to you. Make a list of strategies you use to read the story and share your ideas with a partner. Maine Department of Education 2005
Once upon a time…… Once _______ a time, there ______ a big wolf who liked ______ go ______ walks in the ______. One _____ he saw a little b_____ deep in the woods. “Little ______,” he a______, “Where are your mother and _______? Don’t you know you should not _____ in the ______ without ______?” Maine Department of Education 2005
Cue SystemsSources of Information • Graphophonic Cues (Letter-Sound) • Semantic Cues (Meaning) • Syntactic Cues (Language Structure) Maine Department of Education 2005
Graphophonic Cues • Readers using this cue system attend to what letters and letter patterns are in words. Substitutions may be made when a word looks similar to another word. Readers ask themselves, “Does that look right?” • Example: houses I like to see horses at the farm. Maine Department of Education 2005
Semantic Cues • Readers using this cue system attend to the meaning of the sentence/story, the picture clues, and inferences from previously read text. Readers ask themselves, “Does that make sense?” • Example: ponies I like to see horses at the farm. Maine Department of Education 2005
Syntactic Cues • Readers using this cue system attend to the construction of English language (grammar). Readers ask themselves, “Does that sound right?” • Example: fly I like to see horses at the farm. Maine Department of Education 2005
The Reading Process Graphophonic Cues Semantic Cues Syntactic Cues Predicting Checking Confirming Rejecting Continuing Maine Department of Education 2005
Stages of Reading Development • Emergent • Beginning • Transitional • Fluent • Proficient Maine Department of Education 2005
Stages of Writing Development • Emergent • Beginning • Transitional • Fluent Maine Department of Education 2005
Concepts of Print(Fisher, 1995) • Book Knowledge • Front and back of book • Holding a book and turning the pages • Reading left-hand page, then right-hand page • Distinguishing between pictures and print • Distinguishing between the author and illustrator • Directionality • Determining where to begin reading • Reading left to right • Return sweep • Page sequence Maine Department of Education 2005
Concepts of Print(Fisher, 1995) • Visual Conventions • Distinguishing between letters, words, and sentences • Spaces between words • Recognizing punctuation • Distinguishing between upper and lower case letters • Auditory Conventions • Sound-Symbol relationships • Hearing the use of punctuation • One-to-one correspondence Maine Department of Education 2005
3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2005
