Assignment 2: Portfolio

Victoria Johnson 101642102

EDU30068 – Teaching Early Reading

eLA: Wendy Yufei Teng

Friday 9th February

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Introduction 3

DISCUSSION 3

MISCUE ANALYSIS 7

LESSON ONE – PHONICS AND READING VOCABULARY 9

EVALUATION OF PLAN 1 12

LESSON TWO – FLUENCY AND READING COMPREHENSION 14

EVALUATION OF PLAN 2 17

CONCLUSION 18

REFERENCE LIST 20

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 Introduction

Within this report a range of reading assessment strategies are critically discussed.

These are inclusive of informal discussions, read and retell and running records. Each of

these have been discussed highlighting their strengths limitations and context of use within

the classroom. An inclusive approach and how it informs decision making for teaching and

learning for students with English as a second language is unpacked in an early reading

context. A miscue analysis has been completed and analysed. This analysis was then used to

form the basis of two whole class lessons that address phonics and vocabulary, and, fluency

and comprehension. Each of these lessons have been evaluated, discussing their links to

theory and practice within the teaching profession.

Discussion

Assessments For Reading.

Assessment is a central element of teaching reading as it is the foundation of

planning. Assessment allows teachers to build a picture of individual learning achievements

and progress (Department of Education, 2021). There are a range of different assessment

strategies to evaluate children’s progress across key reading components.

Informal discussions can be used to assess children prior knowledge about a topic,

vocabulary, and their overall use of oral language (Winch et al., 2020). This assessment

strategy is a great diagnostic tool as it allows children to be comfortable in their environment

as they are being assessed meaning they will participate more actively. Informal assessments

also foster authenticity in their approach as they mimic everyday interactions. These

assessments also allow for immediate feedback, meaning teachers can guide children o a

deeper understanding through addressing any misunderstandings. However, when using these

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discussions to assess students learning, they are limited in that they are time consuming and

are subject to interpretation.

Read and retell can be used to assess children’s decoding and comprehension skills.

There are various types of read and retell activities relevant to differing age groups and they

can be relevant to narrative on non-narrative based texts. When utilising this strategy for

assessing learning in this contexts, teachers should use deliberate questioning techniques to

prompt deeper thinking and understanding of individual learners (Winch et al., 2020). These

assessments are beneficial for students as it encourages them to utilise critical thinking and

analysis skills. Teachers can also adapt this assessment cater for individual learning styles

and levels of understanding (Pacific Communities with High-performance In Literacy

Development (Pacific CHILD), 2004). While this is beneficial in supporting differentiated

teaching in a classroom, this method can put pressure on the tie constraints within a

classroom. This means that teachers are restricted in what they can cover in a read and retell

assessment.

Running Records

Running records assess individuals’ students reading behaviours in decoding texts.

Teachers make notes of the actual reading in real time making note of any miscues as they

occur (Winch et al., 2020). Running records help teachers get an overview of the strategies

the learner is using so they can address any identified areas of need within their cohort

(Department of Education and Cildrens Services, 2011). Running records are used to assess

learners ability to decode, read with accuracy and fluency, use reading strategies, self correct

comprehend text, and the learners instructional reading level (Winch et al., 2020).

In completing a running record, the teacher chooses a text relevant to the students

reading level that provides an appropriate amount of challenge. Using this text, the teacher

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observes the child reading behaviours as they read aloud. Using codes, teachers make notes

of student errors, substitutions, omissions, and self-corrections. Teacher’s then use the

number of cords read correctly to measure the child’s rate of accuracy. Then using all the

gathered information, teachers analyse the students’ strengths and limitations and make

decisions about future instruction (Levin et al., 2023). A running record highlights children’s

reading behaviours relative to their structural and visual cues, showing teachers children’s

understanding of the reading process and their thinking as it happens (Oral Reading Records,

2023).

Running records are limited in that they only provide a snapshot of children reading

capabilities. These records don’t take into account the differences between books of the same

level (Tejura, 2021). There is already a limited amount of time within classroom hours to

cover all content areas meaningfully and assess thoroughly; running records are time

consuming and add additional pressure to teaching. In saying this it is important to note that

running records provide relative sequential data that is objective and descriptive. Running

records provide a platform for assessing key reading concepts of fluency and accuracy

(resources & Instruction, 2020).

An Inclusive Approach for Teaching and Learning in Early Reading

Development.

The Australian Curriculum is committed to equity in education for all students.

Though the diversity of students can present challenges to educators, the curriculum

provides opportunities for teachers to engage in inclusive practice. The curriculum is

designed so all students can reach their full potential (Australian Curriculum, Assessment

and Reporting Authority. [ACARA], 2018b).

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 When taking an inclusive approach to teaching early reading, it is essential that

educators recognise and embrace diversity. When educators consider the additional needs

of students who are learning and engaging with English as a second language, they are

able to provide a more equitable and supportive environment that allows for the success

of all learners. When accommodating these additional needs into learning lessons teachers

will consider the need for multilingual resources, individualised support and

differentiated instruction. To facilitate early reading for children who speak English as an

Additional Language, teachers will introduce key language and content that will provide a

foundation for understanding prior to reading. Educators will ensure they are modelling

reading strategies that scaffold vocabulary and provide activities that will help children

learn to decode texts. It is imperative that during these processes, teachers are supporting

students in reviewing the learning of key concepts after engagement (Swinburne Online,

2023). To identify the necessary supports for individual students to access content,

teachers will consider examples of their work, inclusive of their speaking and listening

skills. Further to this, the assessments will be used to help the teacher determine which of

the four phases of beginning English the child is in. These phases are:

1. Beginning English

a. Limited literacy background

2. Emerging English

3. Developing English

4. Consolidating English (Australian Curriculum, Assessment and

Reporting Authority. [ACARA], 2011)

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 Miscue Analysis

Maggie was reading “Sam and Little Bear” for her Running record assessment.

When analysis the running record, Maggie was able to demonstrate that she was

consistently using graphophonic cues to decode to word she was reading. In the identified

miscues, Maggie regularly identified the beginning phonetic sounds in the texts. An

example of this being page 10 and 12, maggie used the word “blocks” instead of “box”;

Maggie had identified that both starting sounds were the same, but she did not use the

pictures for context to reread and correct her mistake in this instance.

On page 14 Maggie read the word Sam instead of Mum Here I have circled both

the M and the S in the error’s column. I have circled the m because within that sentence

because when you isolate that sentence for meaning, both Sam and mum could be the

person talking, and still makes sense when read aloud. Maggie has here used her

background knowledge to create meaning within the text and used this to decode this

sentence. However while the sentence still make sense this is a significant miscue as it

changes the meaning of the sentence (Johnson, 2016).She again uses her semantic cues to

decode on page 16 when reading the word sleep. This time Maggie has used these cues to

reread and correct herself.

In rereading parts of the text, Maggies fluency in her reading suffered meaning she

was not able to gain a solid comprehension of what was happening. In answering the

questions at the end of the text, Maggie showed a surface understanding if the text but

needed prompting to find the answers to most questions. Maggie demonstrated other

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fluency miscues with her reading as well. Maggie inserted the word “too” on page 6, self-

corrected and sounded out words and substation in page 14 and 16 (Calderwood, 2023).

Within this miscue analysis Maggie was able to demonstrate an ability to correctly

recognise the initial sound of the word mostly. In this assessment she has confused letter

sounds throughout the reading “ay” instead of ‘e’.

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 Lesson One – Phonics and Reading Vocabulary

Lesson Plan Title: We’re Going On A Bear Hunt

Australian Curriculum or EYLF curriculum links:

• Recognise and name all upper- and lower-case letters

(graphemes) and know the most common sound that each letter represents

(ACELA1440)

• Understand the use of vocabulary in familiar contexts related to

everyday experiences, personal interests and topics taught at school

(ACELA1437)

(Australian Curriculum, Assessment and Reporting Authority. [ACARA],

2018a)

Learning intention:

We Are Learning To:

• recognize and practice phonics elements (letter sounds)

• expand our vocabulary through engaging with text

Success criteria

• I can Identify and articulate the sounds of “

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 • I can use context clues to understand vocabulary encountered in

text

Text title

We’re Going On A Bear Hunt - Picture book by Michael Rosen and illustrated

by Helen Oxenbury

Reading

When engaging the children using phonics flash cards teachers will use explicit

teaching methods to support children reading

Teachers will use Modelled reading to a whole group to support children’s

phonics and vocabulary development.

Lesson sequence:

1. First the student will engage in a phonics warm up, where the

teacher show the children flash cards that have the focus sounds for the lesson.

2. Teachers will engage students in a whole group discussion asking

what they know about bears.

3. The teacher will then introduce the book and have learners predict

what will happen looking at the cover and the title.

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 4. The teacher will enage in modelled reading of the text. Wnsueing

tat they are emphasisning the focus letter as well as stopping to talk about

vocabulary.

a. An example being in the page where theyread “a swirlin

whirling snowstorm.”; the teacher would stop to ask the children what

they think those wors might mean. They would encourage them to look

at the pictures in the story for clues about meaning.

5. When the story is finished, the teacher would ask the class to

identify any words they had heard in the book for the first time and write them

on the board. As a whole class they would talk about the meaning of the words.

6. Children will list these word in their writing journal and draw a

picture next to them showing what the words mean.

7. Children will be given a range of pictures on a work sheet that

start with the focus letters in the lesson, they will sort them into groups and

paste them in their writing book.

Reflection:

To finish the lesson, children will write a story using one of the words from the

vocabulary list.

Children who are more advanced in their skills will be asked to write three

sentences.

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 Evaluation of plan 1

Modelled reading facilitates the teaching of vocabulary and phonics. Teachers are

able to use this strategy to demonstrate their thinking process surrounding comprehension

of language (Department of Education, 2023). Modelled reading support children as xthe

teacher holds the most intellectual weight during the lesson. In the designed lesson plan,

the teacher facilitates from the “I do it” portion of the responsibility pyramid (Fisher &

Frey, 2013).

In talking about children’s knowledge of bears before reading the book, children

are able to activate their background knowledge and start thinking about the potential

context of the text. This will facilitate a better understanding and comprehension of what

they are reading (Neuman et al., 2014).

Questioning during reading helps children actively engage with a text, this

technique ca also support the children’s development of their vocabulary (Reading

Horizons, n.d.). Using text to support children’s vocabulary development helps the words

children are learning become more familiar. The words in this text that children will

likely be most unfamiliar with range across tier one and two. Utilising the pictures with

the text to give the words context, allows for children to understand the vocabulary

meaning through a student friendly approach to explaining them (Lyon, n.d.).

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 Flash cards are a useful tool for supporting children’s development of phonics;

when students engage with this resource, both hemispheres of their brain are activated.

When this occurs children are better able to retain information, concentrate for longer and

enhance their visual memory (Malani, 2022). Using these flash cards allow teachers to

appeal to auditory and visual learners withing this part of the lesson. The cards provide a

visual tool, and repeating the sounds back will appeal to the auditory learners within the

cohort (VAK Learning Styles - Understanding How Team Members Learn, n.d.).

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Lesson two – Fluency and Reading Comprehension

Lesson Plan Title: We’re Going on a Bear Hunt

Australian Curriculum Links:

• Read decodable and predictable texts, practising phrasing and

fluency, and monitor meaning using concepts about print and emerging

contextual, semantic, grammatical, and phonic knowledge (ACELY1649)

• Use comprehension strategies to understand and discuss texts

listened to, viewed or read independently (ACELY1650)

Learning intention:

• We are learning to read fluently.

• We are learning to visualise elements in a text

• We are learning to decode words in familiar sentences.

Success criteria

• I can read aloud with rhythm.

• I can draw what happened in the story.

• I can read and reread familiar sentences with accuracy and

fluency

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 Text title

We’re Going On A Bear Hunt - Picture book by Michael Rosen and illustrated

by Helen Oxenbury

Reading

- Sentence ladders – teachers will engage in modelled reading and

explicit instruction to help children decode word in the sentence to read it

fluently.

- Repeated reading – children will have engaged in this book in the

previous lesson, as well as subsequent lessons after this. Children will also

be repeatedly reading sentences from the sentence ladders.

- Though modelling fluent reading educators are utilising explicit

instruction to facilitate early reading skills.

Lesson sequence:

1. Gather students on the floor in a group. Ask them what they

remember about the book from the previous lesson.

2. Use and interactive whiteboard to engage in a sentence ladder

using a phrase from the text, demonstrating how they are used.

- i.e. “We’re going on a bear hunt”.

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 3. Give the children laminated pieces from a sentence ladders, have

them work in pairs to complete it. Use the same sentence or different

sentence depending on reading level among the students.

4. Read the book aloud, pausing to ask students questions and

answer any they may have.

5. Invite students to read along the repeated parts of the book with

you “We’re going on a bear hunt”

6. While reading the book use rhythmic body expressions patting

your legs to keep the rhythm of the text.

7. Ask students questions like:

“How do you think they felt after walking through the squelchy

mud?”

“Do you think their clothes got dirty? Why/why not?”

8. When students have finished engaging in teacher facilitated

discussion, ask children to go back and draw an event that happened in the

book. Encourage children to include details.

To differentiate lesson planning and challenge and extend children’s

comprehension, ask them to make inferences about the characters feeling both when

they saw the bear and when they got home again. Ask students who are learning at aa

higher level to draw this instead.

Reflection:

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 To reflect on this lesson, as students are finishing their drawing, talk with them

about why they included specific things within their drawing. Encourage children to

talk about the meaning the details add to the picture, and how their picture tells the

story.

Evaluation of plan 2

Sentence ladders are effective for teaching children’s reading fluency as it teaches

children one word at a time and builds children’s confidence and a sense of achievement.

Sentence ladders utilise and build oral reading fluency through teaching children to read

text quickly and with accurate expression. Oral reading fluency is the basis for children’s

comprehension skills (Oral Reading Records, 2023). The lesson utilises is centres in the

second component of the gradual release of responsibility model. The teacher is mostly

engaging in guided instruction to facilitate student understanding of fluency and

comprehension. In the reading section of the lesson the teacher uses rhythm to facilitate

the development of fluency in the text. Rhythm and beat help learners understand the

timing of language (Kay, n.d.). In tapping along with the book children can see how this

looks and feels while the teacher is demonstrating appropriate pitch and rate of reading.

When modelled reading is used as a scaffolding tool to support a child’s transition to

independent reading, it becomes shared reading. Shared reading supports children’s

development of fluency through demonstrated reading habits and proficient reading skills

are imitated in the child’s Zone of Proximal Development (Department of Education,

2023). To support the development of children’s comprehension in this lesson effective

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questioning has been used to prompt deeper thinking about the text content. The questions

used should promote critical thinking, and provide a platform for immediate feedback to

correct any misunderstandings (Lock, 2020). This lesson utilises multiple different High

Impact teaching strategies (HITS); in particular, explicit teaching, worked examples,

collaborative learning, feedback, questioning, multiple exposures and differentiated

teaching (Department of Education and Training Melbourne, 2017). Comprehension Is

formed on the basis of what a child knows about the text already, in asking the students to

recount what they already understand about the text, teachers are able to Provide children

with things to think about to extend on their understanding as the read the story again.

The drawing activity at the end provides children with a creative way to articulate their

understanding of the text through the visualisation of the text (Department of Education,

2022).

Conclusion

Assessment forms the basis of lesson deign and implementation. Both formal and

informal assessments are beneficial to this process and can be used together to support

children’s early reding development. Inclusivity and equity inn teaching is an essential part of

Australian classrooms; particularly for learners whose first language is other than English.

The miscue analysis highlighted Maggies reading strengths and weaknesses. This analysis

allowed for the development of two lesson plans that could be implemented in a whole class

setting. Both lessons are designed to engage children’s prior knowledge to support the

development of new reading concepts and skills. Across the two lessons a range of strategies

and theories have been implemented for students’ maximum achievement.

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Page 19 of 25
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2. Appendix

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