Early Behaviours EARLY READING

BEHAVIOURS…

How to Look at Print….. and What to Look For

English K-6 Syllabus Outcomes for Early Reading Behaviours

Learning to Read ES1.5 ES1.6Learning About Reading ES1.8

Early Behaviours Syllabus Indicators

Learning about Direction shows an awareness of the horizontal nature of print knows basic book conventions begins reading front of book can hold book in correct way to look at pictures can open a book can turn pages in correct order

Locating Responses points to and reads text of familiar big book recognises that a series of words makes up a text distinguishes print from drawing identifies sentences in printed texts copies print from models uses charts and resources as model for own writing assists other children to locate print from class models

Early Behaviours Syllabus Indicators

Spatial layout identifies word, space, letter groups letters into words recognises that words are units of print with spaces on either side know letters are written from left to right knows and demonstrates that letters are proportional to each other

Looking at Print automatically recognises whole common words by sight discriminates between letters knows the alphabet names of letters recognises upper and lower case forms recognised that words are made up of letters identifies letters beyond those in own name

Early Reading Behaviours

What are these and what do they do?

Through these the child begins to control his visual attention to print

They give the child a way of checking that he is attending to the correct part of the page.

Early Reading Behaviours 1. Directional Movement 2. One to one matching 3. Locating one or two known

words 4. Locating an unknown word 5.Prompt ways to remember words

TASK

Consider these aspects in relation to the following

text

Early Reading BehavioursTASK :Teachers read script

Early Reading BehavioursThink Pair Share

How do I explore this?What am I looking for?What processing am I doing?Can I describe how I perceive the symbols?How can I remember 4 of them?Would it help to write them?How did my looking change on the second or third attempt?What other kinds of changes occur as the symbols become familiar?

Is there an understanding of the difficulty and the challenge young children have?

Record these

Teachers link these observations to the process of learning to drive a car

Discuss

Directional Movement

“This is as serious as driving on the right side of the road!”

Clay 2005 p105

1. Directional Movement Left page before right page

Top of the page downwards

Left to right across a line

Return sweep to the left of the next line

Left to right across a word

The use one can make of spaces

What is the ‘first letter’

Suggestions for teaching Careful text selection Accept either hand(finger pointing) Demonstrate (model) the correct

starting position Give opportunities for over-learning Starting signals

2. One-to-one matching Finger pointing

Clear precise pointing with one finger, not ‘fluffy’ pointing

Suggestions for teaching Clear precise modelling Say:

Read it with your finger

Did that match

Were there enough words

Did you run out of words

Issues When to remove the finger?

As correct directional responding becomes more consistent the teacher can begin to discourage pointing with the finger

When left to right is becoming consistent at levels 1 and 2 Reading Recovery levels

Why is it important If finger pointing is allowed to persist it

can get in the way of fluent reading Children focus on visual information in

print and stop using meaning and structure

Before long the student needs to read groups of words together (phrasing)

‘he said’..‘mother bear’..’here I am’..

3. Locating one or two known words

Encourage child’s attention on early books by focussing on words he knows

Prompt the child to use a special cue that he knows eg. its like your name, (hill), like the nursery rhyme we just learned, sheep

Build up high frequency words by finding the same word on every page

Use the known word to help monitor finger pointing 1:1

Use known beginning sounds to anticipate next word.

4. Locating an unknown word Now look at new words. That is: the word which changed on every

page (interest word or context word) How did you know that was horse? ( because

of the picture and/or the beginning letter) If child reads a new structure such as ‘here

is the ----- ‘ then he can probably find whichever of these words was a new word.

5.Prompt ways to remember words

Encourage the child to become active about ‘knowing something next time he sees it’.

Say : “You need to know that word tomorrow.”

“Have you got it in your head?” “Use your eyes and think about it”

Video Teachers view ‘Rachel’ video. The student is ‘reading’ and Early Behaviours are established. Teachers identify these behavioursCan teachers identify students, in their

class, who do not exhibit these characteristics?

Reflection: What can teachers demonstrate to these students?

TEXTS to teach EARLY BEHAVIOURS Text Features• focus on a single idea• have a simple story line• direct correspondence between text and pictures• topics relate to a child’s personal experience• include naturally occurring syntactic structures• format is consistent• layout is easy to follow• print clearly separated from pictures• print is regular clear and easy to see• ample space between words• frequently encountered words are repeated often• have one to four lines of text per page

TEXTS to teach EARLY BEHAVIOURS Level

1 texts PM

pubn.

TEXTS to teach EARLY BEHAVIOURSPM TextsAreGreat!These AreLevel 2

Selecting textsTask:Using this criteria as a guide Teachers examine books from their

classroom & using a selection of level 1 and level 2 texts determine the suitability of these texts for teaching

Early Reading Behaviours• Discussion:

What makes these texts suitable? Why are some unsuitable?

Suitable textsSee Reading Recovery text level guide.

Published in 2006 by the Victorian Department of Education and Training.

This are available from the Reading Recovery Tutor in your region.

Important Behaviours to notice and Support Early Reading• handling books-moving text from front to

back, turning pages• controlling left to right movement and

return sweep• noticing and interpreting detail in pictures• using oral language in relation to pictures• matching word by word• noticing some features of letters and words

Important Behaviours to notice and Support early reading• locating familiar and new words• remembering and using language patterns• using knowledge of syntax as a source of

information• using oral language with pointing -voice

pointing• predicting what makes sense• self-monitoring - checking by w-b-w

matching, noticing sight words, mismatches in meaning or language

Evaluation

Teachers read and discuss the article

“Mother is Baking”