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new First Steps® in LiteracyCANADIAN EDITION

Reading

CourseBook

FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.

http://creativecommons.org/licenses/by-nc-nd/3.0/

First Steps® Reading Course Book, Canadian Edition

Published in Canada by

Pearson Canada Inc.26 Prince Andrew Place

© Western Australian Minister for Education 2013

Canadian editions are adapted from resources originally developed by STEPS ProfessionalDevelopment and the Department of Education and Training, Western Australia.

Vice-President, Publishing and Marketing, School Division: Mark CobhamVice-President, Marketing and Professional Field Services: Anne-Marie ScullionPublisher, Pearson Professional Learning: Debbie DavidsonResearch and Communications Manager: Chris AllenCanadian Edition Advisors: Noreene Decker, Norma MacFarlane, Mary Lou StirlingManaging Editor, Pearson Professional Learning: Joanne CloseAssociate Editor: Jacquelyn BusbySenior Production Editor: Jennifer HandelProofreader: Laura NevesProduction Coordinator: Zane KanepsComposition: Computer Composition of CanadaPermissions: Amanda McCormickCover Design: Alex LiCover Image: Pick and Mix Images/Alamy

ISBN-13: 978-0-13-207282-3ISBN-10: 0-13-207282-3

For permission to reproduce copyrighted material, the publisher gratefully acknowledgesthe copyright holders listed in the sources throughout the text, which are considered anextension of this copyright page.

ii

Don Mills, ON M3C 2T8



ContentsGetting StartedFirst Steps Reading Course, Canadian Edition:

Overview of Materials vClass Profile Sheet viWhole-Class Plan viiSmall-Group Plan viii

Session 1: BeliefsUnderpinning First Steps 1

Successful Learning 2Professional Reading 1.1: About Reading 3A Comprehensive Approach to Teaching Reading 7Self-Reflection Notes: Beliefs Underpinning

First Steps 9

Session 2: Understanding theReading Map of Development 10

Physical Mobility Map of Development 11Defining the Substrands 12Role Play Reading Indicators 14Reading Map of Development Phase Review 15Self-Reflection Notes: Understanding the

Reading Map of Development 16

Session 3: Use of Texts 17

First Steps Whole-Class Plan 18 Gradual Release of Responsibility Model

of Teaching and Learning 19Overview of Instructional Approaches to Reading 20Self-Reflection Notes: Use of Texts 22

Session 4: Processes andStrategies 23

First Steps Whole-Class Plan 24Strategy Demonstration Plan 25Self-Reflection Notes: Processes and Strategies 26

Session 5: Conventions 27

First Steps Small-Group Plan 28Investigating Synonyms 29Self-Reflection Notes: Conventions 30

Session 6: ContextualUnderstanding 31

What Do I Bring to My Reading of a Text? 32Contextual Understanding: What Do Students

Need to Know? 33Reading: Harvesting Timber in British Columbia 34How Particular Groups Are Represented 35First Steps Small-Group Plan 36Self-Reflection Notes: Contextual Understanding 37

Session 7: Assessing Students’Reading Development 38

Assessment Tools and Substrands 39First Steps Reading Map of Development:

Class Profile Sheet 40Individual Student Profile Sheet

(Key Indicators Only) 41Individual Student Profile Sheet (All Indicators) 43Class Profile Sheet (Key Indicators Only) 44Class Profile Sheet (All Indicators) 45Collecting Information About Reading Development:

Laura’s Transcript 46Famous Five Key Word Search 50Same and Different 51Clouds of Wonder 52Reading Interview—Focus on Attitude 53Parent–Teacher Interview Questions—Focus on

Reading 54Self-Reflection Notes: Assessing Students’

Reading Development 55

Bibliography 56

iiiFSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.


v

Getting StartedThis section contains pages that you will refer to throughout the course.

Linking Assessment,Teaching and Learning

Chapter 1First Steps, Canadian Edition

Chapter 2

Planning for SuccessfulImplementation of First Steps

Chapter 3Understanding First Steps Beliefs

Chapter 4First Steps and Diversity

Chapter 5Establishing a Positive Teachingand Learning Environment

Chapter 6Assessment and Evaluation:Theory, Principles, and Practices

Chapter 7Effective Teaching and LearningPractices

Chapter 8Classroom Planning and Grouping

Chapter 9The Metacognitive Process:Reflecting, Representing, andReporting

Chapter 10Communicating with Parents

Reading Map ofDevelopment

Chapter 1About Reading

Chapter 2Understanding the Reading Map

Chapter 3Collecting Data on ReadingDevelopment

Chapter 4Role Play Reading Phase

Chapter 5Experimental ing Phase

Chapter 6Early Reading Phase

Chapter 7Transitional Reading Phase

Chapter 8Proficient Reading Phase

Chapter 9Accomplished Reading Phase

Reading Resource Book

Chapter 1

Use of TextsSection 1: Instructional Approaches to ReadingSection 2: Developing FluencySection 3: Promoting ReadingSection 4: Selecting Texts for Students

Chapter 2

Contextual UnderstandingSection 1: Developing ContextualUnderstanding

Chapter 3

ConventionsSection 1: DevelopingPhonological AwarenessSection 2: TeachingGraphophonicsSection 3: Developing VocabularyKnowledgeSection 4: Developing Text-FormKnowledge

Chapter 4

Processes and StrategiesSection 1: TeachingComprehension and WordIdentification StrategiesSection 2: Teaching Students toAccess and Use Information

First Steps Reading, Canadian EditionOverview of Materials

Read



vi

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1

Session 1

Beliefs Underpinning First Steps

SESSION OUTLINE• Provide an overview of the First Steps

resource.

• Consider factors that support and hindersuccessful learning.

• Discuss the reading process.

• Examine the components of acomprehensive approach to teachingreading.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 3: Understanding First Steps BeliefsChapter 5: Establishing a Positive Teaching and Learning Environment

READING MAP OF DEVELOPMENTChapter 1: About Reading



2

Successful Learning

Factors That Supported My Learning

Factors That Hindered My Learning

My new learning was ___________________________________________________________________



3

SUBSTRAND READING IS …Use of Texts – how students interact with texts - making meaning with texts

Contextual Understanding – how the contextaffects the interpretation and choice oflanguage

- a socio-cultural practice that is used toaccomplish a wide range of purposes

- questioning and critiquing texts

Conventions – structures and features of texts - cracking the code of letters, words, sentences,and texts

Processes and Strategies – how students read,view, speak, and listen

- the active, integrated problem-solving processof making sense of texts

Professional Reading 1.1

About ReadingFirst Steps Reading Map of Development is designed to help teachers map their students’ progress and offers

suggestions of teaching and learning experiences that will assist with further development in reading.

The first chapter focuses on the beliefs about reading and reading instruction that underpin the FirstSteps Reading. Key ideas are outlined below.

Defining ReadingReading is a complex process. What counts as effective reading varies from context to context according towhat the reader wants to and needs to achieve, the texts that are being encountered, and what the dominantculture expects. One-dimensional definitions have an appeal of simplicity, but ignore the complexity of thereading process and can often lead to narrow or skewed teaching.

Reading is one strand of literacy. Within the First Steps resource, each strand is composed of a few keysubstrands.

The following table summarizes how these substrands combine to capture the nature of reading, eachsubstrand providing a different lens for consideration.

Alone, none of the substrand definitions would adequately define reading in today’s world. Instead, eachis an essential component of a multidimensional view of reading that provides lenses for understandinghow the reading process unfolds, and how reading should be taught.

Luke and Freebody (1999) suggest that readers draw on a family of practices when they read. Readers

• use texts functionally• critically analyze and transform texts• break the code of texts• participate in the meanings of texts



4

Understanding the Reading ProcessEffective teachers have an understanding of how reading occurs and are able to plan teaching andlearning experiences that support students in becoming more successful readers. Developing a clearunderstanding of the reading process is a challenge as reading is often a silent, motionless, personal actinvolving cognitive and social processes that are transactional and not always observable. Furthermore,beginning readers and skilled readers often go about the reading task in different ways.

First Steps uses a substrand framework and major cueing systems as a basis to illustrate themultidimensional process of reading and to provide an impetus for recommended teaching approaches tosupport reading development.

This resource looks at reading as a dynamic process between

• the context of the reading event (pragmatics)• the knowledge within cueing systems• the use of reading strategies

• The Context of the Reading Event (Pragmatics)Reading serves multiple purposes in people’s lives. All reading happens within a socio-cultural contextand for a particular purpose. The purpose and context of a reading event guide the reader to decide whatis important and what must be understood to achieve success. Purpose and context drive the selection ofreading strategies and support the reader in accessing appropriate cueing systems, often without beingconscious of the connections being made.

• The Knowledge Within Cueing SystemsEffective readers comprehend text by drawing on a range of sources of information, or cues. During theprocess of reading text, effective readers draw on various cueing systems simultaneously. The cueingsystems are not sequential or hierarchical and are equally important in contributing to the process ofcomprehending texts. It is critical that students from a very early age be provided with the opportunityto build up knowledge and skills related to major cueing systems. Collectively, cueing systems make upan individual’s prior knowledge, or schema. Major cueing systems include the following:

Semantic Cueing System: Readers draw on semantic cues to help them know if what they are readingmakes sense. Semantic cues are associated with the meanings of words, phrases, and sentences; thestructure of words; and knowledge of the topic. They are tied to the reader’s cultural and worldknowledge of the concept or topic, and vocabulary knowledge. They help readers to make personalassociations with a text.

Syntactic Cueing System: Readers draw on syntactic cues to help them decide if the text sounds right.Syntactic cues are associated with the structure of the language. These cues include a reader’sknowledge of grammatical features, or word order in sentences, and knowledge of word functions.As viewed by First Steps, they also include knowledge of the organization and structure of wholetexts.

Graphophonic Cueing System: Readers draw on graphophonic cues to help them identify unknown



5

words. These cues focus on the relationships between sound and symbols. They include knowledgeof letters and groups of letters, knowledge of the sounds associated with letters and groups of letters,and knowledge of print concepts.

Knowledge within the cueing systems makes up a reader’s prior knowledge, or schema.

• The Use of Reading StrategiesMany teachers work hard to ensure that all students build up a bank of knowledge within the majorcueing systems. The sources of information within the cueing systems include knowledge about

• graphophonics • grammar• word meanings • text forms• words and word parts • topics and concepts• orthography • culture and the world

However, one of the most critical elements of supporting reading development is often neglected. Theexplicit teaching of reading strategies is vital to ensure that students are able to successfully access theircueing systems to support reading. Cueing systems can be used flexibly and independently only throughthe application of a range of reading strategies, applied before, during, and after reading. Strategies usedto identify unknown words, prepare for reading, and monitor and adjust reading are all imperative tosuccessful reading. Reading strategies include predicting, making connections, inferring, comparing,synthesizing, creating images, summarizing, paraphrasing, self-questioning (generating questions),skimming, scanning, determining importance, monitoring and revising comprehension (rereading,reading on, adjusting reading rate, sounding out, chunking, using analogy, and consulting a reference).

Comprehending text is a transaction between the author, the reader, and the socio-cultural context,driven by the purpose of the reader. The author contributes the words and an intended meaning withinthe text. The reader actively integrates a range of strategies, including word identification andcomprehension, to draw upon all available knowledge within the cueing systems. Effective readers willhave automated many of these strategies, so they occur without conscious deliberation. By bringing in-head knowledge to interpret the information supplied by the author, the reader makes unique, personalmeaning. Goodman (1996) says, “The sense you make of a text is the sense you bring to it.”

Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge

Syntactic• Grammatical (word order) knowledge• Word function knowledge• Text knowledge

Graphophonic• Graphophonic knowledge• Orthographic knowledge



6

PRIOR KNOWLEDGE

CUEING SYSTEMS

READING STRATEGIES

CONTEXT OF THE READING EVENT (Pragmatics) SituationReader’s purpose

Subject matterRelationship between author and reader

makingconnections

skimming

comparing synthesizing

creating images

inferring

predicting

scanning

-using analogy

-sounding out

-chunking

-consulting a reference

summarizing and paraphrasing

-reading on

generating questions/self-questioning determining importance -adjusting reading rate

Beginning readers may be unsure of the reading purpose, or even misconstrue the reading act. They mayhave limited knowledge within the graphophonic, syntactic, and semantic cueing systems. They mayhave a narrow range of reading strategies to access these systems. If the text is too difficult, leading tothe mispronunciation of words and disconnected sentence fragments, the beginning reader will be unableto reconcile what is being read to meaningful oral language. If the reader has English as an additionallanguage, syntactic cues from the primary language may contradict those in standard English. The resultmay be confusion about which cueing system to draw on in order to read with fluency andcomprehension.

*Note that the strategies using analogy, sounding out, chunking, consulting a reference, reading on, rereading, and adjustingreading rate are aspects of the broad strategy monitoring and revising comprehension.

-rereading

Semantic Syntactic

Graphophonic

monitoring and revisingcomprehension*



7

A Comprehensive Approach to Teaching Reading

Introduces a Range ofReading Strategies

Reading Resource Book Chapter 4: Processes andStrategies

Builds KnowledgeWithin All Cueing

Systems

Reading Resource Book Chapter 3: Conventions

Uses a Range of Instructional

Approaches to Reading

Reading Resource Book Chapter 1: Use of Texts

Uses Varied GroupingStructures

Linking Assessment, Teachingand LearningChapter 8: Classroom Planningand Grouping

Uses a Range of Data-Collection Tools

Reading Map of Development Chapter 3: Collecting Data onReading DevelopmentLinking Assessment, Teachingand LearningChapter 6: Assessment Theoryand Principles

Uses a Variety of Texts

Reading Resource Book

Chapter 1: Use of Texts

Supports ReadingThrough Other Literacy

Strands

Integrates ReadingInstruction Across the

Curriculum

Incorporates a Range ofEffective Teaching and

Learning Practices

Linking Assessment, Teachingand Learning

Chapter 7: Effective Teachingand Learning Practices



How a Comprehensive Approach Reflects the Beliefs Underpinning First Steps

8

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Investigative

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Teachers• explicitly teach students a range of reading strategies• encourage students to be aware of, apply, monitor, and adjust reading strategies • encourage students to apply reading strategies across the curriculum

Teachers• involve students in problem solving to discover how texts work• promote metacognitive thinking and reflection• plan opportunities to engage students in authentic reading events that build upon

existing foundations

Teachers• provide time and support for students to reflect, represent, and report on their

reading, e.g., use of strategies• model the process of reflection

Teachers• support students’ reading by adopting the Gradual Release of Responsibility Model—

modelling, sharing, guiding, and applying• provide specific and targeted feedback to guide students to independence

Teachers• recognize assessment for learning• map the milestones of reading development and devise plans that meet the needs of

students• develop organizational structures that allow all students to participate at their

developmental level, using a balance of small-group, whole-class, and individualinstruction

Teachers• create an environment in which students feel safe to ask for help when they need it

and to express themselves readily without fear of judgment or ridicule

Teachers• use a range of research-based instructional approaches to reading• use a range of effective teaching and learning practices

Teachers• create reading experiences that are engaging, authentic, and culturally and

developmentally appropriate• embed experiences in texts to build students’ knowledge within the cueing systems• help students to make connections between their current understandings and what is

new

Teachers• select experiences from across curriculum areas to allow students to consolidate and

integrate new understandings and skills • plan activities that are focused, scaffolded, and contextualized

Teachers• understand that responsibility for implementing a balanced reading program needs to

be shared among all stakeholders — teachers, parents, students, and the school• work collaboratively to develop appropriate programs to support students

experiencing difficulty



9

Self-Reflection NotesBeliefs Underpinning First Steps

Big Ideas:

My Thoughts:

Need Further Clarification:

My Goals:



10

Session 2

Understanding the Reading Map of Development

SESSION OUTLINE• Discuss developmental teaching and

developmental learning.

• Examine the organizational framework ofthe First Steps Maps of Development.

• Explore the layout of the Reading Mapof Development.

• Outline the process for using the ReadingMap of Development.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 1: First Steps, Canadian Edition

READING MAP OF DEVELOPMENTChapter 2: Understanding the Reading Map



11

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12

Defining the Substrands

Use of Texts

Contextual Understanding

• Read the behaviours across the phases in each substrand.• Describe the focus of each substrand.



13

Defining the Substrands, cont’d

Conventions

Processes and Strategies

• Read the behaviours across the phases in each substrand.• Describe the focus of each substrand.



14

Role Play Reading IndicatorsUse of Texts

◆ Listens to and demonstrates comprehension by talking about significant ideas from the text

◆ Displays reading-like behaviour, e.g., holds book right way up, clicks mouse to see new window

◆ Knows that print carries a message, but may read own writing and unfamiliar texts differentlyeach time

◆ Selects texts primarily for enjoyment, e.g., uses cover and illustrations

• Attempts reading-like behaviours

• Recognizes significant environmental print, e.g., signs, logos, labels

Contextual Understanding◆ Makes links to own experience when listening to or reading texts, e.g., points to illustrations

saying, “I had a party.”

◆ Identifies and talks about familiar characters/people from texts

Conventions• Recognizes own name or part of it in print

• Knows repetitive patterns in familiar stories, e.g., Run, run as fast as you can ...

• Uses some book language in retellings and play, e.g., Once upon a time …

• Is beginning to understand directionality of print, e.g., front to back when turning pages

• Responds to and uses simple terminology, such as book, right way up, front, back

• Is beginning to recognize some letters by name or sound, e.g., Sam says, “That’s my name,”pointing to “s” in a Stop sign

• Distinguishes print from drawings

• May know alphabet by rote, but may need a visual clue to connect a letter with its name

• Identifies and supplies some simple rhyming words, e.g., hot, pot

Processes and Strategies◆ Relies upon knowledge of topic and text organization, such as pictures, when reading

◆ Relies on the strategy of connecting to comprehend, e.g., connects text to self

• Comments on specific features in pictures

• Asks questions about signs, pictures, and labels



15

Role

Pla

yPh

aseRe

adin

g M

ap o

f De

velo

pmen

t Ph

ase

Revi

ewRe

ad t

he G

loba

l Sta

tem

ent

and

Indi

cato

rs f

or y

our

allo

cate

d ph

ase.

Re

cord

key

wor

ds t

o su

mm

ariz

e st

uden

ts’ r

eadi

ng a

t th

is p

hase

.What Students Do

Expe

rim

enta

lPh

ase

Earl

y Ph

ase

Tran

siti

onal

Phas

ePr

ofic

ient

Phas

eAc

com

plis

hed

Phas

e

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16

Self-Reflection NotesUnderstanding the Reading Map of Development

Big Ideas:

My Thoughts:


My Goals:



17

Session 3

Use of Texts SESSION OUTLINE• Practise the process of using the Reading

Map of Development to link assessment,teaching, and learning.

• Select Major Teaching Emphases andTeaching and Learning Experiences forwhole-class instruction.

• Discuss the reading process.

• Review seven key instructionalapproaches to reading.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping

READING MAP OF DEVELOPMENTChapters 4–8: Use of Texts substrand

READING RESOURCE BOOKChapter 1: Use of Texts



18

Firs

t St

eps

Who

le-C

lass

Pla

n

Wee

ks:

____

____

____

____

____

____

____

_Ph

ase:

___

____

____

____

____

____

____

__

Gra

de:

____

____

___

Long

-Ter

mM

ajor

Tea

chin

gIn

stru

ctio

nal

Appr

oach

esTe

achi

ng a

nd L

earn

ing

Reso

urce

sGo

als

Emph

ases

and

Teac

hing

Pra

ctic

esEx

peri

ence

s

Inst

ruct

iona

l Ap

proa

ches

•Re

adin

g Al

oud

to S

tude

nts

•M

odel

led

Read

ing

•La

ngua

ge E

xper

ienc

e•

Shar

ed R

eadi

ng•

Guid

ed R

eadi

ng•

Lite

ratu

re C

ircle

s•

Inde

pend

ent

Read

ing

Teac

hing

Pra

ctic

es

• • • •

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19

Source: Based on Pearson, P.D., and M. Gallagher. 1983.“The Instruction of Reading Comprehension,”

Contemporary Educational Psychology 8: 112–123. © 1983 Elsevier.

Gradual Release of Responsibility Model of Teaching and Learning



20

Over

view

of

Inst

ruct

iona

l Ap

proa

ches

to

Read

ing

Read

ing

Alou

d to

Stu

dent

s M

odel

led

Read

ing

Lang

uage

Exp

erie

nce

Shar

ed R

eadi

ng

Read

ing

a te

xt a

loud

to

stud

ents

wit

h th

e pu

rpos

e of

enga

ging

the

m

Dem

onst

rati

ng r

eadi

ngbe

havi

ours

and

str

ateg

ies

and

verb

aliz

ing

the

cogn

itiv

epr

oces

ses

invo

lved

wit

h th

em

To u

se a

sha

red

expe

rienc

e as

aba

sis

for

join

tly

crea

ting

a t

ext

that

is

then

use

d fo

r fu

rthe

rre

adin

g

A te

ache

r-m

anag

ed b

lend

of

mod

ellin

g, c

hora

l rea

ding

,ec

ho r

eadi

ng,

and

focu

sed

disc

ussi

on

Prim

ary

purp

ose

to s

hare

enjo

ymen

t of

rea

ding

Read

ing

larg

ely

unin

terr

upte

d

Good

mod

el f

or r

eadi

ng i

spr

ovid

ed

Read

ing

10 t

o 15

min

utes

daily

Clea

r Th

ink-

Alou

d st

atem

ents

Sing

ular

or

limit

ed f

ocus

Mul

tipl

e de

mon

stra

tion

s

Brie

f (5

to

10 m

inut

es)

Base

d on

a s

hare

d ex

perie

nce

Text

cre

ated

as

a re

sult

of

the

expe

rienc

e

Stud

ents

’ lan

guag

e us

ed i

n th

ecr

eati

on o

f th

e te

xt

Use

of t

he c

reat

ed t

ext

for

furt

her

read

ing

acti

viti

es

Shor

t (1

0 to

20

min

utes

)

Sing

ular

or

limit

ed f

ocus

Text

vis

ible

and

acc

essi

ble

toal

l

Diff

eren

tiat

ed a

ctiv

itie

s

Mul

tipl

e re

adin

gs o

f th

e te

xt

Definition Key Features Role of Teacher

Role of Student

Grouping Typesof Texts

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21

Over

view

of

Inst

ruct

iona

l Ap

proa

ches

to

Read

ing,

con

t’dGu

ided

Rea

ding

Lit

erat

ure

Circ

les

In

depe

nden

t Re

adin

g

Teac

her

scaf

fold

s an

dsu

ppor

ts a

gro

up o

f st

uden

tsas

the

y re

ad a

com

mon

tex

t.

Smal

l gro

ups

of s

tude

nts

mee

tto

rea

d an

d di

scus

s te

xts

they

have

sel

ecte

d.

Stud

ents

sel

ect

text

s an

d re

adin

depe

nden

tly,

app

lyin

gpr

evio

usly

lear

ned

stra

tegi

es.

Clea

rly d

efin

ed p

urpo

se

Grou

p of

stu

dent

s w

ith

iden

tifie

d co

mm

on n

eed

Mos

t re

adin

g do

ne s

ilent

ly

Sess

ion

has

a pa

tter

n of

aski

ng g

uidi

ng q

uest

ions

,re

adin

g, a

nd d

iscu

ssin

g.

Stud

ents

sel

ect

text

s

Tem

pora

ry g

roup

for

mat

ions

Stud

ents

fac

ilita

te d

iscu

ssio

n

Regu

lar

mee

ting

tim

e

Grou

ps e

ngag

e in

tex

t st

udy

Stud

ents

sel

ect

own

text

s

Unin

terr

upte

d ti

me

span

Definition Key Features Role of Teacher

Role of Student

Grouping Types ofTexts

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22

Self-Reflection NotesUse of Texts

Big Ideas:

My Thoughts:


My Goals:



23

Session 4

Processes and Strategies SESSION OUTLINE• Identify and define reading strategies

that effective readers use.

• Examine practices that help to explicitlyintroduce reading strategies to students.

• Explore learning experiences that allowstudents to practise new strategies inmeaningful contexts.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 7: Effective Teaching and Learning PracticesChapter 9: The Metacognitive Process

READING MAP OF DEVELOPMENTChapter 1: About Reading

READING RESOURCE BOOKChapter 4: Processes and Strategies



24

Firs

t St

eps

Who

le-C

lass

Pla

n

Wee

ks:

____

____

____

____

____

____

____

_Ph

ase:

___

____

____

____

____

____

____

__

Gra

de:

____

____

___

Long

-Ter

mM

ajor

Tea

chin

gIn

stru

ctio

nal

Appr

oach

esTe

achi

ng a

nd L

earn

ing

Reso

urce

sGo

als

Emph

ases

and

Teac

hing

Pra

ctic

esEx

peri

ence

s

Inst

ruct

iona

l Ap

proa

ches

•Re

adin

g Al

oud

to S

tude

nts

•M

odel

led

Read

ing

•La

ngua

ge E

xper

ienc

e•

Shar

ed R

eadi

ng•

Guid

ed R

eadi

ng•

Lite

ratu

re C

ircle

s•

Inde

pend

ent

Read

ing

Teac

hing

Pra

ctic

es

• • • •

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25

Strategy Demonstration Plan

Strategy to Be Introduced:

When and Why It’s Useful:

Key Points to Model:

•

•

•

•

Text Selected:

Pages to Be Used Language to Describe My Thinking



26

Self-Reflection NotesProcesses and Strategies

Big Ideas:

My Thoughts:


My Goals:



27

Session 5

Conventions SESSION OUTLINE• Discuss the conventions associated with

phonological awarenessgraphophonicsvocabulary knowledgetext-form knowledge

• Explore a teaching plan that supports aninvestigative approach to teachingconventions.

• Plan for small-group needs for theConventions substrand.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 7: Effective Teaching and Learning PracticesChapter 8: Classroom Planning and Grouping

READING MAP OF DEVELOPMENTChapters 4–8: Conventions substrand

READING RESOURCE BOOKChapter 3: Conventions



28

Firs

t St

eps

Smal

l-Gr

oup

Plan

Wee

ks:

____

____

____

____

____

____

____

_Ph

ase:

___

____

____

____

____

____

____

__

Gra

de:

____

____

___

Long

-Ter

mM

ajor

Tea

chin

gIn

stru

ctio

nal

Appr

oach

esTe

achi

ng a

nd L

earn

ing

Reso

urce

sGo

als

Emph

ases

and

Teac

hing

Pra

ctic

esEx

peri

ence

s

Inst

ruct

iona

l Ap

proa

ches

•Re

adin

g Al

oud

to S

tude

nts

•M

odel

led

Read

ing

•La

ngua

ge E

xper

ienc

e•

Shar

ed R

eadi

ng•

Guid

ed R

eadi

ng•

Lite

ratu

re C

ircle

s•

Inde

pend

ent

Read

ing

Teac

hing

Pra

ctic

es

• • • •

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29

Investigating Synonyms

Work with a partner to complete the following.

GLAD is a synonym for HAPPY.THIEF is a synonym for ROBBER.EAGER is a synonym for KEEN.DELIGHTED is a synonym for PLEASED.PARCHED is a synonym for DRY.

Read the above and write your definition of a synonym.

• Read the text below and circle five words that you could recordsynonyms for.

• Replace selected words with synonyms.

• Discuss if and how the inclusion of the synonyms influences themeaning of the text.

Burglar calls police for help

A man trying to rob a pizza store had tophone police using his own cellular phonewhen he got trapped inside the store. Policerushed to the scene after receiving the callthat begged for help.

The embarrassed 18-year-old youthexplained that he had wedged his foot inthe skylight in the ceiling and was unable toset himself free.

Police arrived with smiles on their faces,along with the equipment to help thetroubled youth. The hanging bandit is nowin hospital, in stable condition, with abroken ankle.

On closer inspection of the building it wasdisclosed that the robber could have enteredthe store through an unlocked front door.

The youth will appear in court on Monday.



30

Self-Reflection NotesConventions

Big Ideas:

My Thoughts:


My Goals:



31

Session 6

Contextual Understanding SESSION OUTLINE• Define Contextual Understanding.

• Consider what students need to know todevelop Contextual Understanding.

• Explore elements of ContextualUnderstanding.

• Discuss teaching practices and activitiesthat will support students in developingContextual Understanding.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping

READING MAP OF DEVELOPMENTChapters 4–8: Contextual Understanding substrand

READING RESOURCE BOOKChapter 2: Contextual Understanding



32

What Do I Bring to My Reading of a Text?



33

Contextual Understanding

What Do Students Need to Know?

Read the Major Teaching Emphases for your allocated phase andrecord key words about what students need to know in relation toContextual Understanding.

Phase:



34

Harvesting Timber in British Columbia

British Columbia is Canada’s most westerly province. It is bordered by the Pacific Ocean to thewest and the Rocky Mountains to the east. It is most famous for its breathtaking natural beauty andremarkable landscape. Full of lush forests, sparkling lakes, snow-capped mountains and diversewildlife, this province attracts countless visitors who come to glimpse one of the world’s mostspectacular regions.

The province is also well-known for its forests, which cover about two-thirds of the province’s landmass. The forestry industry is a major source of employment and income for many residents ofBritish Columbia. Some people are employed directly in the industry—harvesting and processingtimber. Others are employed in related industries—sawmills, pulp and paper factories, andshipping, for example. In many rural communities, logging is the primary source of income.

Almost all of the wood that grows in BC is softwood, a term used to describe wood fromconiferous (or needle-bearing) trees. Softwood-producing trees include spruce, fir, larch, cypress,redwood, pine, yew, cedar, hemlock and douglas-fir. Softwood is very easy to work with andaccounts for the bulk of wood used by people all over the world. It is used to make lumber,plywood, shingles, newsprint, and pulp and paper products. Roughly half of the softwood harvestedin Canada comes from British Columbia.

While many people are concerned about exhausting Canada’s natural resources and damaging theenvironment, the fact is that the province of BC harvests less than 1 per cent of its forests. BritishColumbia has some of the world’s most stringent environmental forest management policies. Hereare some facts:

• More than half of the forests in this province will likely never be logged.

• The area of protected forests amounts to about 35 million hectares.

• Once an area has been logged it must be reforested with species suited to the conditions of the land.

In recent years the forests of British Columbia have been threatened by wildfire, disease, andinsects, specifically the mountain pine beetle. This insect has ravaged much of the area’s forestsand poses a massive threat to the future of all industries that rely on the forests for theircontinuation. Loggers have been encouraged to salvage what they can from dead and dying trees inorder to preserve more of the forests. Managing the pine beetle infestation is the real issue at handand a true threat to BC’s forests—not clear-cutting or harvesting timber that provides much neededraw materials to people all over the world.



35

How Particular Groups Are Represented

Discussion:Read the statements on Slide 14. Use the followingquestions as a basis for discussion in your small group.

• What groups of people/characters were represented?

• How is each group represented?

• How is this similar or different to what you know aboutthat particular group?

• In what type of text might this group be represented in adifferent way?

• Why have the authors chosen to represent the groups inthis way?



36

Firs

t St

eps

Smal

l-Gr

oup

Plan

Wee

ks:

____

____

____

____

____

____

____

_Ph

ase:

___

____

____

____

____

____

____

__

Gr

ade:

___

____

____

Long

-Ter

mM

ajor

Tea

chin

gIn

stru

ctio

nal

Appr

oach

esTe

achi

ng a

nd L

earn

ing

Reso

urce

sGo

als

Emph

ases

and

Teac

hing

Pra

ctic

esEx

peri

ence

s

Inst

ruct

iona

l Ap

proa

ches

•Re

adin

g Al

oud

to S

tude

nts

•M

odel

led

Read

ing

•La

ngua

ge E

xper

ienc

e•

Shar

ed R

eadi

ng•

Guid

ed R

eadi

ng•

Lite

ratu

re C

ircle

s•

Inde

pend

ent

Read

ing

Teac

hing

Pra

ctic

es

• • • •

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37

Self-Reflection NotesContextual Understanding

Big Ideas:

My Thoughts:


My Goals:



Session 7

Assessing Students’ Reading Development

SESSION OUTLINE• Discuss the most reliable and valid ways

of collecting and recording informationabout reading development.

• Identify a student on the Reading Map ofDevelopment.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 6: Assessment and EvaluationChapter 8: Classroom Planning and Grouping

READING MAP OF DEVELOPMENTChapter 3: Collecting Data on Reading Development

38FSIL014 | First Steps in Literacy: Reading Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.


40

Role

Pla

yEx

peri

men

tal

Earl

yTr

ansi

tion

alPr

ofic

ient

Acco

mpl

ishe

d

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Grad

e Le

vel:

____

____

____

____

____

____

____

____

___

Teac

her:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Firs

t St

eps

Read

ing

Map

of

Deve

lopm

ent:

Cla

ss P

rofi

le S

heet

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41

Indi

vidu

al S

tude

nt P

rofi

le S

heet

(Ke

y In

dica

tors

Onl

y)St

uden

t’s N

ame:

____

____

____

____

____

____

____

____

____

____

____

____

___

Grad

e:__

____

____

____

____

___

T

each

er:

____

____

____

____

____

____

____

____

__

Sch

ool:

____

____

____

____

____

____

____

____

__

USE

OF

TEXT

S

•Li

sten

s to

and

dem

onst

rate

s co

mpr

ehen

sion

by

talk

ing

abou

tsi

gnif

ican

t id

eas

from

the

tex

t

•Di

spla

ys r

eadi

ng-l

ike

beha

viou

r, e.

g.,

hold

s bo

ok r

ight

way

up,

clic

ksm

ouse

to

see

new

win

dow

•Kn

ows

that

pri

nt c

arri

es a

mes

sage

, bu

t m

ay r

ead

own

wri

ting

and

unfa

mili

ar t

exts

dif

fere

ntly

eac

h ti

me

• Se

lect

s te

xts

prim

arily

for

enj

oym

ent,

e.g

.,us

es c

over

and

illus

trat

ions

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•M

akes

lin

ks t

o ow

n ex

peri

ence

whe

n lis

teni

ng t

o or

rea

ding

tex

ts,

e.g.

, po

ints

to

illus

trat

ions

say

ing

“I h

ad a

par

ty”

•Id

enti

fies

and

tal

ks a

bout

fam

iliar

cha

ract

ers/

peop

le f

rom

tex

ts

CON

VEN

TION

S

•Re

cogn

izes

ow

n na

me

or p

art

of i

t in

pri

nt

•Kn

ows

repe

titi

ve p

atte

rns

in f

amili

ar s

tori

es,

e.g.

,Ru

n, r

un a

s fa

stas

you

can

PROC

ESSE

S AN

D ST

RATE

GIES

•Re

lies

upon

kno

wle

dge

of t

opic

and

tex

t or

gani

zati

on,

such

as

pict

ures

, w

hen

read

ing

•Re

lies

on t

he s

trat

egy

of c

onne

ctin

g to

com

preh

end,

e.g

.,co

nnec

tste

xt t

o se

lf

USE

OF

TEXT

S

•Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– re

calli

ng s

ome

idea

s ex

plic

it i

n a

text

– id

enti

fyin

g th

e to

pic

of a

tex

t–

sele

ctin

g a

limit

ed n

umbe

r of

exp

licit

eve

nts

to r

etel

l a

text

– lin

king

tw

o id

eas

expl

icit

in

a te

xt,

e.g.

,an

act

ion

and

its

resu

lt

•De

mon

stra

tes

that

pri

nt r

emai

ns c

onst

ant,

e.g

.,tr

ansf

ers

know

ledg

e of

fam

iliar

wor

ds f

rom

one

con

text

to

anot

her

•M

aint

ains

the

sto

rylin

e w

hen

read

ing

fam

iliar

tex

ts,

alth

ough

a l

imit

ed

num

ber

of w

ords

are

rea

d ac

cura

tely

•W

ith

assi

stan

ce,

loca

tes

and

sele

cts

text

s ap

prop

riat

e to

pur

pose

or

inte

rest

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•Ex

pres

ses

an o

pini

on a

bout

a t

ext,

but

may

not

alw

ays

be a

ble

to j

usti

fy i

t

•Id

enti

fies

the

rol

e of

the

aut

hor

and

illus

trat

or o

f a

text

•Ta

lks

abou

t th

e w

ays

diff

eren

t pe

ople

or

char

acte

rs a

re r

epre

sent

ed i

n te

xts,

e.

g.,

“The

girl

in t

his

stor

y pl

ays

hock

ey”

CON

VEN

TION

S

•Re

cogn

izes

a s

mal

l ba

nk o

f kn

own

wor

ds i

n di

ffer

ent

cont

exts

, e.

g.,

pers

onal

lysi

gnifi

cant

wor

ds

•Id

enti

fies

the

let

ters

of

the

alph

abet

by

nam

e or

sou

nd

•De

mon

stra

tes

unde

rsta

ndin

g of

the

con

cept

s an

d co

nven

tion

s of

pri

nt,

e.g.

,le

ft t

o rig

ht,

top

to b

otto

m,

capi

tal l

ette

rs

PROC

ESSE

S AN

D ST

RATE

GIES

•Dr

aws

upon

a l

imit

ed k

now

ledg

e ba

se t

o co

mpr

ehen

d, e

.g.,

topi

c kn

owle

dge,

sent

ence

pat

tern

s, a

nd s

ound

–sym

bol r

elat

ions

hips

•Us

es a

lim

ited

ran

ge o

f st

rate

gies

to

com

preh

end,

e.g

.,pr

edic

ting

, co

mpa

ring

•De

term

ines

unk

now

n w

ords

by

usin

g w

ord

iden

tifi

cati

on s

trat

egie

s, e

.g.,

pred

icting

usi

ng b

egin

ning

lett

ers

and/

or p

ictu

res

USE

OF

TEXT

S

•Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– re

calli

ng k

ey i

nfor

mat

ion

expl

icit

in

a te

xt–

iden

tify

ing

the

mai

n id

ea e

xplic

it i

n a

text

– se

lect

ing

even

ts t

o re

tell

a te

xt,

som

etim

es i

nclu

ding

unn

eces

sary

eve

nts

orin

form

atio

n–

linki

ng e

xplic

it i

deas

in

a te

xt,

e.g.

, co

mpa

ring

a ch

arac

ter

at d

iffer

ent

poin

tsin

the

tex

t

•Lo

cate

s an

d se

lect

s te

xts

appr

opri

ate

to p

urpo

se,

inte

rest

, an

d re

adab

ility

,e.

g.,

uses

libr

ary

syst

ems,

ski

ms

cont

ents

pag

e

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•Ex

pres

ses

and

just

ifie

s pe

rson

al r

espo

nses

to

text

s, e

.g.,

“I d

idn’

t lik

e…be

caus

e…”

•U

nder

stan

ds t

hat

auth

ors

and

illus

trat

ors

sele

ct i

nfor

mat

ion

to s

uit

a pu

rpos

e an

d au

dien

ce

•Re

cogn

izes

how

cha

ract

ers,

peo

ple,

and

eve

nts

are

repr

esen

ted

and

offe

rssu

gges

tion

s fo

r al

tern

ativ

es

CON

VEN

TION

S

•Re

cogn

izes

a b

ank

of f

requ

entl

y us

ed w

ords

in

diff

eren

t co

ntex

ts,

e.g.

, hi

gh-f

requ

ency

wor

ds,

pers

onal

ly s

igni

fican

t w

ords

•Re

cogn

izes

all

lett

ers

by n

ame

and

thei

r re

gula

r so

und

•Ex

plai

ns h

ow k

now

n te

xt f

orm

s va

ry b

y st

atin

g–

purp

ose,

e.g

., p

roce

dure

s in

stru

ct–

som

e el

emen

ts o

f or

gani

zati

on,

e.g.

,pr

oced

ures

hav

e he

adin

gs–

som

e el

emen

ts o

f st

ruct

ure,

e.g.

,pr

oced

ures

list

mat

eria

ls a

nd s

teps

PROC

ESSE

S AN

D ST

RATE

GIES

•Dr

aws

upon

a s

mal

l kn

owle

dge

base

to

com

preh

end,

e.g

., s

ight

voc

abul

ary,

conc

ept

and

text

str

uctu

re k

now

ledg

e

•Us

es a

sm

all

rang

e of

str

ateg

ies

to c

ompr

ehen

d, e

.g., s

elf-

ques

tion

ing,

adj

usting

read

ing

rate

•De

term

ines

unk

now

n w

ords

by

usin

g w

ord

iden

tifi

cati

on s

trat

egie

s, e

.g.,

deco

ding

usi

ng p

hone

mes

, on

set,

and

rim

e

•Fo

cuse

s on

dec

odin

g w

ords

acc

urat

ely

whe

n re

adin

g an

unf

amili

ar t

ext,

whi

chm

ay r

esul

t in

lim

ited

flu

ency

, ex

pres

sion

, an

d lo

ss o

f m

eani

ng

ROLE

PLA

YEX

PERI

MEN

TAL

EARL

Y

FSIL

014

| Firs

t Ste

ps in

Lite

racy

: Rea

ding

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


42

Indi

vidu

al S

tude

nt P

rofi

le S

heet

, con

t’d (

Key

Indi

cato

rs O

nly)

Stud

ent’s

Nam

e:__

____

____

____

____

____

____

____

____

____

____

____

____

_Gr

ade:

____

____

____

____

____

_

Tea

cher

:__

____

____

____

____

____

____

____

____

S

choo

l:__

____

____

____

____

____

____

____

____

USE

OF

TEXT

S

•Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– id

enti

fyin

g th

e m

ain

idea

(s),

cit

ing

supp

orti

ng d

etai

l–

sele

ctin

g ev

ents

fro

m a

tex

t to

sui

t a

spec

ific

pur

pose

– lin

king

ide

as,

both

exp

licit

and

im

plic

it,

in a

tex

t,

e.g.

,ca

use

and

effe

ct

•Lo

cate

s an

d se

lect

s te

xts

appr

opri

ate

to p

urpo

se a

nd

audi

ence

, e.

g.,

uses

sea

rch

engi

nes,

che

cks

curren

cy o

f in

form

atio

n

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•Re

cogn

izes

ow

n in

terp

reta

tion

may

dif

fer

from

tha

t of

oth

er

read

ers

or t

he a

utho

r

•Re

cogn

izes

dev

ices

tha

t au

thor

s an

d ill

ustr

ator

s us

e to

in

flue

nce

cons

truc

tion

of

mea

ning

, e.

g.,

visu

al c

lues

, om

issi

ons

•Re

cogn

izes

tha

t au

thor

s an

d ill

ustr

ator

s at

tem

pt t

o po

siti

on,

or i

nflu

ence

, re

ader

s

•Re

cogn

izes

how

cha

ract

ers

or p

eopl

e, i

deas

, an

d ev

ents

are

re

pres

ente

d an

d ca

n sp

ecul

ate

abou

t th

e au

thor

’s c

hoic

es

CON

VEN

TION

S

•Re

cogn

izes

an

incr

easi

ng b

ank

of w

ords

in

diff

eren

t co

ntex

ts,

e.g.

, su

bjec

t-sp

ecifi

c w

ords

, le

ss c

omm

on w

ords

•Ex

plai

ns h

ow k

now

n te

xt f

orm

s va

ry b

y us

ing

know

ledg

e of

– pu

rpos

e,e.

g.,

to p

ersu

ade

– te

xt s

truc

ture

,e.

g.,

prob

lem

and

sol

utio

n–

text

org

aniz

atio

n, e

.g.,

head

ings

, su

bhea

ding

s, in

dex,

glo

ssar

y–

lang

uage

fea

ture

s, e

.g.,

conj

unct

ions

PROC

ESSE

S AN

D ST

RATE

GIES

•Dr

aws

upon

an

incr

easi

ng k

now

ledg

e ba

se t

o co

mpr

ehen

d,e.

g.,

text

str

uctu

rean

d or

gani

zation

, gr

amm

ar,

voca

bula

ry

•Us

es a

n in

crea

sing

ran

ge o

f st

rate

gies

to

com

preh

end,

e.g

.,

crea

ting

imag

es,

dete

rmin

ing

impo

rtan

ce

•De

term

ines

unk

now

n w

ords

by

usin

g w

ord

iden

tifi

cati

on

stra

tegi

es,

e.g.

, re

adin

g on

, re

read

ing

USE

OF

TEXT

S

•Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– ex

plai

ning

how

the

mai

n id

ea a

nd s

uppo

rtin

g in

form

atio

n re

late

to

the

auth

or’s

pur

pose

and

the

int

ende

d au

dien

ce–

sele

ctin

g ev

ents

fro

m a

tex

t to

sui

t a

spec

ific

aud

ienc

e–

linki

ng i

deas

, bo

th e

xplic

it a

nd i

mpl

icit

, in

a t

ext,

e.g

.,th

esis

and

sup

port

ing

argu

men

ts

•Lo

cate

s an

d ev

alua

tes

appr

opri

aten

ess

of t

exts

and

inf

orm

atio

n in

tex

ts i

nte

rms

of p

urpo

se a

nd a

udie

nce,

e.g

.,va

lidity,

bia

s

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•Re

cogn

izes

how

one

’s v

alue

s, a

ttit

udes

, an

d be

liefs

hav

e an

im

pact

on

the

inte

rpre

tati

on o

f te

xt

•Di

scus

ses

the

targ

et a

udie

nce

for

a sp

ecif

ic t

ext

and

how

the

aut

hor

has

tailo

red

the

lang

uage

, id

eas,

and

pre

sent

atio

n to

sui

t

CON

VEN

TION

S

•Re

cogn

izes

man

ipul

atio

n of

tex

t st

ruct

ure

and

text

org

aniz

atio

n, e

.g.,

hist

oric

alac

coun

t w

ritte

n as

a n

arra

tive

•Re

cogn

izes

the

sel

ecti

on o

f la

ngua

ge f

eatu

res

such

as

– w

ords

to

dist

ingu

ish

fact

fro

m o

pini

on a

nd b

ias,

e.g

., I

thin

k, it

has

bee

n re

port

ed–

wor

ds/p

hras

es t

hat

sign

al r

elat

ions

hips

,e.

g.,

sim

ilarly

—to

com

pare

; on

the

othe

r ha

nd—

to c

ontr

ast

– sy

nony

ms

to d

enot

e co

nnot

atio

ns,

e.g.

, th

ief,

ban

dit,

pic

kpoc

ket

PROC

ESSE

S AN

D ST

RATE

GIES

•Se

lect

s fr

om a

bro

ad k

now

ledg

e ba

se t

o co

mpr

ehen

d, e

.g., t

ext

stru

ctur

e an

dor

gani

zation

, cu

ltura

l/w

orld

kno

wle

dge,

gra

mm

ar,

voca

bula

ry

•Se

lect

s ap

prop

riat

e st

rate

gies

fro

m a

wid

e ra

nge

to c

ompr

ehen

d

•De

term

ines

unk

now

n w

ords

by

sele

ctin

g ap

prop

riat

e w

ord

iden

tifi

cati

onst

rate

gies

USE

OF

TEXT

S

•Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s us

ing

both

exp

licit

and

impl

icit

inf

orm

atio

n to

ach

ieve

a g

iven

pur

pose

•Sy

nthe

size

s in

form

atio

n fr

om t

exts

, w

ith

vary

ing

pers

pect

ives

, to

dra

wco

nclu

sion

s

•Lo

cate

s an

d ev

alua

tes

appr

opri

aten

ess

of t

exts

and

the

inf

orm

atio

n in

tex

tsin

ter

ms

of p

urpo

se a

nd a

udie

nce

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•Di

scus

ses

reas

ons

why

a t

ext

may

be

inte

rpre

ted

diff

eren

tly

by d

iffe

rent

read

ers,

e.g

., pe

rson

al b

ackg

roun

d of

rea

der,

auth

or b

ias,

soc

io-c

ultu

ral b

ackg

roun

d

•Di

scus

ses

how

the

con

text

(ti

me,

pla

ce,

situ

atio

n) o

f an

aut

hor

infl

uenc

es t

heco

nstr

ucti

on o

f a

text

•An

alyz

es t

he u

se o

f de

vice

s, s

uch

as r

heto

ric,

wit

, cy

nici

sm,

and

iron

y,de

sign

ed t

o po

siti

on r

eade

rs t

o ta

ke p

arti

cula

r vi

ews

CON

VEN

TION

S

•Us

es k

now

ledg

e of

one

tex

t fo

rm t

o he

lp i

nter

pret

ano

ther

,e.

g.,

liter

ary

feat

ures

in in

form

atio

nal t

exts

•Re

cogn

izes

the

eff

ecti

vene

ss o

f la

ngua

ge f

eatu

res

sele

cted

by

auth

ors

PROC

ESSE

S AN

D ST

RATE

GIES

•Co

nsci

ousl

y ad

ds t

o a

broa

d kn

owle

dge

base

as r

equi

red,

to

com

preh

end

•Se

lect

s ap

prop

riat

e st

rate

gies

fro

m a

wid

e ra

nge

to c

ompr

ehen

d

•De

term

ines

unk

now

n w

ords

by

sele

ctin

g ap

prop

riat

e w

ord

iden

tifi

cati

onst

rate

gies

ACCO

MPL

ISH

EDPR

OFIC

IEN

TTR

ANSI

TION

AL

FSIL

014

| Firs

t Ste

ps in

Lite

racy

: Rea

ding

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


43

Indi

vidu

al S

tude

nt P

rofi

le S

heet

(Al

l Ind

icat

ors)

Stud

ent’s

Nam

e:__

____

____

____

____

____

____

____

____

____

____

____

____

_Sc

hool

:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

USE

OF

TEXT

S

◆Li

sten

s to

and

dem

onst

rate

s co

mpr

ehen

sion

by

talk

ing

abou

t si

gnif

ican

t id

eas

from

the

tex

t

◆Di

spla

ys r

eadi

ng-l

ike

beha

viou

r, e.

g.,

hold

s bo

ok r

ight

way

up,

clic

ks m

ouse

to

see

new

win

dow

◆Kn

ows

that

pri

nt c

arri

es a

mes

sage

, bu

t m

ay r

ead

own

wri

ting

and

unf

amili

ar t

exts

dif

fere

ntly

eac

h ti

me

◆Se

lect

s te

xts

prim

arily

for

enj

oym

ent,

e.g

.,us

es c

over

and

illus

trat

ions

•At

tem

pts

read

ing-

like

beha

viou

rs

•Re

cogn

izes

sig

nific

ant

envi

ronm

enta

l pri

nt,

e.g.

,si

gns,

logo

s,la

bels

.

CON

TEXT

UAL

UN

DERS

TAN

DIN

G◆

Mak

es li

nks

to o

wn

expe

rien

ce w

hen

liste

ning

to

or r

eadi

ngte

xts,

e.g.

, po

ints

to

illus

trat

ions

say

ing,

“I

had

a pa

rty.

”

◆Id

enti

fies

and

tal

ks a

bout

fam

iliar

cha

ract

ers

or p

eopl

efr

om t

exts

Note

: Th

is p

age

prov

ides

an

exam

ple

of A

ll In

dica

tors

for

thr

eeph

ases

, bu

t on

ly a

s fa

r as

tw

o su

bstr

ands

. Di

amon

dsin

dica

te K

ey I

ndic

ator

s.

USE

OF

TEXT

S

◆Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– re

calli

ng k

ey i

nfor

mat

ion

expl

icit

in

a te

xt–

iden

tify

ing

the

mai

n id

ea e

xplic

it i

n a

text

– se

lect

ing

even

ts t

o re

tell

a te

xt,

som

etim

es i

nclu

ding

unn

eces

sary

eve

nts

orin

form

atio

n–

linki

ng e

xplic

it i

deas

in

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xt,

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, co

mpa

ring

a ch

arac

ter

at d

iffer

ent

poin

tsin

the

tex

t

◆Lo

cate

s an

d se

lect

s te

xts

appr

opri

ate

to p

urpo

se,

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rest

, an

d re

adab

ility

, e.

g.,

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ms

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e

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mpa

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he t

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to d

eter

min

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ost

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opria

te

•At

tem

pts

to d

ecod

e a

rang

e of

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ts w

ith

less

fam

iliar

con

tent

, st

ruct

ure,

or

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bula

ry,

but

does

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ays

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ain

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ses

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e in

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n im

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ts f

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izes

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and

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ts

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TEXT

UAL

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nder

stan

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hat

auth

ors

and

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trat

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ct i

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mat

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uit

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rpos

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pres

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pres

ses

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ws

abou

t th

e ac

tion

s of

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hara

cter

and

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tes

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wn

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viou

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scus

ses

the

auth

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ose

in w

riti

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tex

t

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cogn

izes

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ract

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rait

s, p

rovi

ding

det

ails

fro

m t

he t

ext

USE

OF

TEXT

S

◆Re

ads

and

dem

onst

rate

s co

mpr

ehen

sion

of

text

s by

– re

calli

ng s

ome

idea

s ex

plic

it i

n a

text

– id

enti

fyin

g th

e to

pic

of a

tex

t–

sele

ctin

g a

limit

ed n

umbe

r of

exp

licit

eve

nts

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etel

l a

text

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aint

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hen

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fam

iliar

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ts a

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and

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nion

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it

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lks

abou

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e w

ays

diff

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ople

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re r

epre

sent

ed i

n te

xts,

e.

g.,

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girl

in t

his

stor

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ays

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mon

stra

tes

that

pri

nt a

nd i

llust

rati

ons

com

bine

to

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y th

e m

essa

ge

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mpa

res

self

to c

hara

cter

s an

d ev

ents

in

text

s

EARL

YEX

PERI

MEN

TAL

ROLE

PLA

Y

SA

MP

LE

FSIL

014

| Firs

t Ste

ps in

Lite

racy

: Rea

ding

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


ROLE

PLA

Y RE

ADIN

G PH

ASE

44

Clas

s Pr

ofile

She

et (

Key

Indi

cato

rs O

nly)

Clas

s:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

USE

OF

TEXT

S

•Li

sten

s to

and

dem

onst

rate

s co

mpr

ehen

sion

by

talk

ing

abou

t si

gnif

ican

t id

eas

from

the

tex

t

•Di

spla

ys r

eadi

ng-l

ike

beha

viou

r, e.

g.,

hold

s bo

ok r

ight

way

up,

clic

ks m

ouse

to

see

new

win

dow

•Kn

ows

that

pri

nt c

arri

es a

mes

sage

, bu

t m

ay r

ead

own

wri

ting

and

unf

amili

ar t

exts

diff

eren

tly

each

tim

e

•Se

lect

s te

xts

prim

arily

for

enj

oym

ent,

e.g.

,us

es c

over

and

illu

stra

tion

s

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

•M

akes

link

s to

ow

n ex

peri

ence

whe

n lis

teni

ng t

o or

rea

ding

tex

ts,e

.g.,

poin

ts t

o ill

ustr

atio

nssa

ying

, “I

had

a p

arty

.”

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enti

fies

and

tal

ks a

bout

fam

iliar

cha

ract

ers

or p

eopl

e fr

om t

exts

CON

VEN

TION

S

•Re

cogn

izes

ow

n na

me

or p

art

of i

t in

pri

nt

•Kn

ows

repe

titi

ve p

atte

rns

in v

ery

fam

iliar

sto

ries

,e.

g.,

Run,

run

as

fast

as

you

can…

PROC

ESSE

S AN

D ST

RATE

GIES

•Re

lies

upon

kno

wle

dge

of t

opic

and

tex

t or

gani

zati

on,

such

as

pict

ures

, w

hen

read

ing

•Re

lies

on t

he s

trat

egy

of c

onne

ctin

g to

com

preh

end,

e.g

., c

onne

cts

text

to

self

Read

ers

in t

his

phas

e di

spla

y re

adin

g-lik

e be

havi

ours

whe

n in

tera

ctin

g w

ith

text

s, s

uch

as p

ictu

re b

ooks

, tr

adit

iona

l tal

es,

and

sim

ple

info

rmat

iona

l tex

ts.

They

rel

y he

avily

on

topi

c kn

owle

dge,

pic

ture

s, a

nd m

emor

izat

ion

whe

n re

adin

gte

xts

prev

ious

ly h

eard

. Al

thou

gh R

ole

Play

rea

ders

may

beg

in t

o id

enti

fy t

heir

own

nam

es o

r pa

rts

of n

ames

, th

ey a

re y

et t

o m

atch

spo

ken

and

wri

tten

wor

ds.

Students’ Names

FSIL

014

| Firs

t Ste

ps in

Lite

racy

: Rea

ding

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


ROLE

PLA

Y RE

ADIN

G PH

ASE

45

Clas

s Pr

ofile

She

et (

All I

ndic

ator

s)Cl

ass:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Teac

her:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

USE

OF

TEXT

S

◆Li

sten

s to

and

dem

onst

rate

s co

mpr

ehen

sion

by

talk

ing

abou

t si

gnif

ican

t id

eas

from

the

tex

t

◆Di

spla

ys r

eadi

ng-l

ike

beha

viou

r,e.

g.,

hold

s bo

ok r

ight

way

up,

clic

ks m

ouse

to

see

new

win

dow

◆Kn

ows

that

pri

nt c

arri

es a

mes

sage

, bu

t m

ay r

ead

own

wri

ting

and

unf

amili

ar t

exts

dif

fere

ntly

eac

hti

me

◆Se

lect

s te

xts

prim

arily

for

enj

oym

ent,

e.g.

,us

es c

over

and

illu

stra

tion

s

•At

tem

pts

read

ing-

like

beha

viou

rs

•Re

cogn

izes

sig

nific

ant

envi

ronm

enta

l pri

nt,

e.g.

,si

gns,

logo

s, la

bels

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆M

akes

lin

ks t

o ow

n ex

peri

ence

whe

n lis

teni

ng t

o or

rea

ding

tex

ts,e

.g.,

poin

ts t

o ill

ustr

atio

ns s

ayin

g,“I

had

a p

arty

.”

◆Id

enti

fies

and

tal

ks a

bout

fam

iliar

cha

ract

ers

or p

eopl

e fr

om t

exts

CON

VEN

TION

S

◆Re

cogn

izes

ow

n na

me

or p

art

of i

t in

pri

nt

◆Kn

ows

repe

titi

ve p

atte

rns

in f

amili

ar s

tori

es,

e.g.

,Ru

n, r

un a

s fa

st a

s yo

u ca

n…

•Us

es s

ome

book

lang

uage

in

rete

lling

s an

d pl

ay,

e.g.

,On

ce u

pon

a tim

e…

•Is

beg

inni

ng t

o un

ders

tand

dire

ctio

nalit

y of

pri

nt,

e.g.

, fr

ont

to b

ack

whe

n tu

rnin

g pa

ges

•Re

spon

ds t

o an

d us

es s

impl

e te

rmin

olog

y, s

uch

as b

ook,

rig

ht w

ay u

p, f

ront

, ba

ck

•Is

beg

inni

ng t

o re

cogn

ize

som

e le

tter

s by

nam

e or

sou

nd,

e.g.

, Sa

m s

ays,

“Th

at’s

my

nam

e,”

poin

ting

to

“S”

in a

Sto

p si

gn

•Di

stin

guis

hes

prin

t fr

om d

raw

ings

•M

ay k

now

the

alp

habe

t by

rot

e, b

ut m

ay n

eed

a vi

sual

clu

e to

con

nect

a le

tter

wit

h it

s na

me

•Id

enti

fies

and

supp

lies

som

e si

mpl

e rh

ymin

g w

ords

, e.

g.,

hot,

pot

PROC

ESSE

S AN

D ST

RATE

GIES

◆Re

lies

upon

kno

wle

dge

of t

opic

and

tex

t or

gani

zati

on,

such

as

pict

ures

, w

hen

read

ing

◆Re

lies

on t

he s

trat

egy

of c

onne

ctin

g to

com

preh

end,

e.g

., c

onne

cts

text

to

self

•Co

mm

ents

on

spec

ific

fea

ture

s in

pic

ture

s

•As

ks q

uest

ions

abo

ut s

igns

, pi

ctur

es,

and

labe

ls

Read

ers

in t

his

phas

e di

spla

y re

adin

g-lik

e be

havi

ours

whe

n in

tera

ctin

g w

ith

text

s, s

uch

as p

ictu

re b

ooks

, tr

adit

iona

l tal

es,

and

sim

ple

info

rmat

iona

l tex

ts.

They

rel

y he

avily

on

topi

c kn

owle

dge,

pic

ture

s, a

nd m

emor

izat

ion

whe

nre

adin

g te

xts

prev

ious

ly h

eard

. Al

thou

gh R

ole

Play

rea

ders

may

beg

in t

oid

enti

fy t

heir

ow

n na

mes

or

part

s of

nam

es,

they

are

yet

to

mat

ch s

poke

n an

dw

ritt

en w

ords

.

Students’ Names

FSIL

014

| Firs

t Ste

ps in

Lite

racy

: Rea

ding

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


46

Collecting Information About Reading Development:

Laura’s Transcript...Before you start reading. Things that you often do.

• I did this in school last year.• Look at the copyright date.

What does that tell you?• Officially made in 2002.

What else might you do before you start reading a book?• Read the back.

What does the back part tell you?• Tells you some of the things that happen.

Anything else? You are doing it now. What are you doing?• Look at the pictures.• Have to start from here.• Doesn’t look happy.

Getting some ideas in your head about what it might be about.

When you are reading a book like this, you come to a really hard word or a word youhaven’t seen before. What might you do?

• If it was like one of these words like impatient that I didn’t know. I thought it was im-pa ti ent.

[Laura sounds out the word.] im pat ient• Look it up in a dictionary.

What else could you do?• Sound it out ...

Any other way?• Find little words in big words.

If you got halfway through and lost your understanding, what would you do?

Laura flicks to That’s a hard word “on strike.”

What would you do to try to fix it up?• Put different words.• Read it again.



47

LAURA NOW READS ALOUD THE BOOK “CLICK CLACK MOO COWS THAT TYPE,” by Doreen Cronin.

Any words that were tricky or didn’t know or hadn’t seen before?• That [points to sincerely].

What is that word?• Sin er rely

When you were trying to work out what that word said, what did you do?• It might have said “from the cows.”

What could have been another word, what it meant. But how did you work out what itsaid?

• I just [sounds out the word]. It’ s a soft or silent c. There’s supposed to be two rs but thereis only one.

Let’s pretend somebody had never seen that story before and they didn’t have time toread the book. What would you tell them? Retell the story.

LAURA NOW RETELLS THE STORY “CLICK CLACK MOO COWS THAT TYPE,” by Doreen Cronin.

Good girl, well done. Great job of the retelling. Talk about some of the things thathappened in that story. What were the cows after in the very first place? What startedthe problem?

• Electric blankets. They were getting cold.

But Farmer Brown decided not to give them the electric blankets at first. What did hedecide to do to deal with the problem?

• He decided to take no notice of it. Then they typed him another note. Um on the doorway, itsaid no milk.

And then the cows decided to make a deal with Farmer Brown, didn’t they? What wasthe deal?

• The chickens did it too. There was no eggs.

That’s right, but the deal with Farmer Brown was…• They would give him the typewriter and he would give them the electric blankets. They

asked duck to bring it down but the duck took it and used it to type a message. Can wehave a diving board? The pond is too boring.

If you were Farmer Brown and you read duck’s note… What would you have done if youwere Farmer Brown?

• I would just give them a little board with a little spring that they jump on the little board.They jump on it and fall in the water head first.



48

So you would have given them a diving board?• I would and I would call it the Crazy Farm, the Crazy Cows, the Horrendous Hens and the

Diving Ducks that go head first.

Do you think the cows were good characters in this story or bad characters?• They were good.

Why do you think they were good characters?• Because they thought what did he give us – nothing – and we have to give him milk so they

typewrited.

So that’s what made them good?• Yeah.

So the person who wrote this story (her name was Doreen), if she was going to writethis story, what other farm animals might she have put in there instead of the cows?

• Horse.

Why would she choose a horse to go in there?• Because horses, the farmers ride them, they used to use them to plough and she probably

wrote it when they used to plough it.

Okay.• And the horse might have said. Sorry closed no ride.

No ploughing today. That would be a very good choice. Very good. Take a break.

Okay, Laura. That text that we just read is called “Click Clack Moo Cows That Type.”Sometimes we call that a literary text or sometimes a narrative and those sorts of textsusually tell a story and have characters in them and sometimes even have chapters inthem.

But can you tell me some other types of texts that you might find that are not stories?• Non-fiction ones. They tell you a REAL story.

Okay, they tell you real things. This book here is a non-fiction one.• Because it has real pictures.

That’s right, and that’s what I was going to ask you to tell me in one second. It iscalled “Looking After the Egg” so this is a non-fiction book which isn’t a storybook.What sorts of things do you think we might find inside that book? I know it will beabout penguins. What sorts of things that we wouldn’t find maybe in a storybook? Wewould find real pictures, you said. What else?

• Wouldn’t have lines.

Okay, so it wouldn’t have lines of drawings. What else might be inside this book?• Real contents.



49

Yes, there might be a contents page. Good girl. What else might you see inside a booklike this?

• You might see drawings, but they tell you things.

Okay, good girl. • They always have a title, names like Introduce—tion, or About the Egg.

Great. Let’s see if you can point out some of those things that you just said. Titles,headings...

• There are pictures.

Diagrams. What are these ones here?• They are real.

LAURA READS ALOUD THE FIRST THREE PAGES OF THE BOOK “LOOKING AFTER THE EGG,” by Meredith Hooper.



55

Self-Reflection NotesAssessing Students’ Reading Development

Big Ideas:

My Thoughts:


My Goals:



56

BibliographyFreebody, P., and A. Luke. 1990. “Literacies Programs: Debates and Demands in

Cultural Context.” Prospect: Australian Journal of TESOL 5(7): 7–16.

Goodman, K. 1996. Ken Goodman on Reading—A Common-Sense Look at the Nature ofLanguage and the Science of Reading. Portsmouth, NH: Heinemann.

Pearson, P.D., and M.C. Gallagher. 1983. “The Instruction of ReadingComprehension.” Contemporary Educational Psychology 8: 317–44.



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