Discussion Question #5

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Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers

Fifth Edition

Chapter 10

Scaffolding Students’ Reading Development

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Chapter 10 Learning Outcomes

10.1 Describe the five stages of the reading process

10.2 Explain the difference between strategies and skills

10.3 Identify the five commonly used instructional programs and discuss the strengths and weaknesses of each one

The Reading Process

Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts

Comprehension is the goal of all reading

Reading is a complex process that involves five essential elements

Phonemic Awareness and Phonics

Word Identification

Fluency

Vocabulary

Comprehension

Five Stages of the Reading Process

Teachers involve students in activities to teach, practice, and apply all five essential elements of reading

The reading process is organized into five stages

Prereading

Reading

Responding

Exploring

Applying

Stage 1: Prereading

Reading begins before readers ever open a book as readers prepare to read. During this stage, students and teachers:

Activate or build background knowledge and related vocabulary

Set purposes

Introduce key vocabulary words

Make predictions

Do a picture walk to preview the text

Stage 2: Reading

During this stage, students participate in independent reading, partner reading, shared reading, and teacher read-alouds. During this stage, students:

Read independently, with a partner, or using shared reading; or listen to the teacher read aloud

Apply reading strategies and skills

Examine illustrations, charts, and diagrams

Stage 3: Responding

During this stage, students respond to what they’ve read to continue the meaning-making process. During this stage, students:

Write and draw pictures in reading logs

Participate in grand conversations or other discussions

Stage 4: Exploring

After the initial reading, students revisit the text to examine it more analytically. This stage is more teacher directed than the previous stages. During this stage, students:

Reread all or part of the text

Learn new vocabulary words

Participate in minilessons on reading strategies and skills

Examine the writer’s craft

Stage 5: Applying

After reading, readers extend their comprehension, reflect on their understanding, and value the reading experience. During this stage, students:

Construct projects

Read related books

Use information in thematic units

Value the reading experience

Reading Strategies and Skills

Strategies represent the thinking readers do, whereas skills are automatic behaviors that don’t require thought.

Strategies

Deliberate, goal-directed

Linked with motivation

Cognitive and metacognitive

Phonemic awareness, word-identification, word-learning, comprehension

Require explicit instruction (declarative - what, procedural - how, and conditional - when)

Skills

Automatic behaviors; don’t require thought

Phonemic awareness, word-identification, word-learning, comprehension

Organizing for Instruction: Five Approaches

Teachers adopt a balanced literacy approach, combining components from two or more instructional programs.

Five of the most common instructional approaches are:

Guided Reading Lessons

Basal Reading Programs

Literature Focus Units

Literature Circles

Reading Workshop

Guided Reading Lessons

Small groups of 4-6 students reading at the same level

Teachers scaffold students as they read instructional level text

Students apply comprehension strategies and receive support from the teacher as needed

Lessons last about 20 minutes each

Typically used in K-3, but can be used with older readers

The goal of this program is to develop independent readers

Basal Reading Programs

Commercial reading programs

Aligned with grade level standards

Introduce skills in a sequential manner

Text gets increasingly more difficult

Detailed lesson plans in the teacher’s guide

Practice in workbooks

Whole group lessons with some opportunities for independent reading

Don’t provide for the sustained development of background knowledge

Literature Focus Units

Feature popular and award-winning texts

May be one single book or multiple books for author or genre studies

Focus on teaching students about literature while teachers plan minilessons on vocabulary and comprehension

Teachers scaffold students’ comprehension as they read

Students learn about genres, story structures, and literary devices

All students read the same book even if they don’t like it or it isn’t at their instructional level

Literature Circles

Nurture students’ love of reading

Ensure students become lifelong readers

Student-led discussions allow all readers to respond

Quality literature selected by the teacher for students to choose

Students have specific roles which help facilitate discussions

Selected books are at a variety of reading levels

Students must be task oriented and use their time wisely

Reading Workshop

An alternative to traditional reading instruction

Students read independently in an authentic manner

Teachers present minilessons on reading concepts, strategies, and procedures

Individualized instruction

Students choose the books they wish to read

Activities are authentic and student-directed

Teachers may feel a loss of control because all students are reading different books

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Discussion Question #5

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