Task+1-+Reading+Component

**Reading Component **

She read with expression and fluency and through her reading the following __strategies__ were evident. 2. Laurie read the book I provided for her- [|Koala Lou] 
 * 1) Laurie read a familiar text- [|Possum Magic.]
 * Re-reading- going back to read what she had if it did not make sense to her.
 * Reading on- reading past the word she could not decode to see if she could guess what the word was.
 * Using visual cues (sounds/letters/pictures)
 * Chunking- reading in meaningful chucks as aposed to reading word-by-word (like a robot).
 * Before Reading: **

 - We talked about the front cover, which was a mother koala hugging her baby koala. We linked this to Laurie’s own experience, “can you remember how you feel when someone cuddles you?” (Text to self). - We also read the blurb at the back of the book to support her understanding of the story. **During Reading:** - We stopped to think about certain parts of the story, (“How do you know that is tough Koala?” and “Why do you think she feels sad?”). - We made connections between Laurie and the story (text to self), i.e. “how did you feel after your cross country run?” - __CAPITALISATION__- some words were written in capitals to emphasise the words- putting “stress” on a word that is capitalised was modeled to Laurie (eg DO, GO). - Vocabulary development- we discussed the meaning of some unknown words. (Casino, hush, longed for). **<span style="font-family: Arial, Helvetica, sans-serif;">After Reading: ** <span style="font-family: Arial, Helvetica, sans-serif;">We discussed the story structure: - Beginning - Problem - Solution - Ending This was also linked to Possum Magic: - How did it start? - What was the problem? - What was the solution? - What happened at the end? <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">**__ Reading Fluency __** I used the Reading Fluency Rubric in Hill to assess Laurie. <span style="font-family: Arial, Helvetica, sans-serif;">The rubric <span style="font-family: Arial, Helvetica, sans-serif;">presents different indicators that assess phrasing, attention to syntax, punctuation and expression. Whilst listening to Laurie read I circled what I thought was most appropriate. I placed her on a level 2. The following were evident: <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"> Fluency is important so that the children can focus on the meaning of the text rather than decoding each word for word. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> __<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">**Reading Comprehension Questions** __ Comprehension questions are used to determine a child's understanding of the text. There are three types of questions that are used.
 * <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Some variation of rate to suit the text.
 * <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Some awareness of punctuation and layout of print
 * <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Some awareness of emphasis on appropriate words to reflect the meaning of the text.
 * <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Some expressive interpretation.
 * <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Mixture of word- by- word- reading and phrased reading.

<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"> <span style="font-family: Arial, Helvetica, sans-serif;">
 * 1) <span style="font-family: Arial, Helvetica, sans-serif;">Literal- on the lines
 * 2) <span style="font-family: Arial, Helvetica, sans-serif;">Interpretive- between the lines
 * 3) <span style="font-family: Arial, Helvetica, sans-serif;">Inferential- beyond the lines
 * 1.** <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">**Literal- Are the question which we use to recall information which is stated directly and explicitly in the text.**

For example: <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">**<span style="font-family: Arial, Helvetica, sans-serif;">2. Interpretive- Interpret information that is implied in the text. ** <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">For example: <span style="font-family: Arial, Helvetica, sans-serif;">**<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">3. Inferential- Which are questions that are away from the text itself. Evaluating information based on personal knowledge and experiences. ** <span style="font-family: Arial, Helvetica, sans-serif;">For example: <span style="font-family: Arial, Helvetica, sans-serif;"> Laurie’s comprehension of both the Mem Fox texts were of a high level with effective tuning in and guidance of her reading. As they were both engaging books and we could link them both to Laurie’s personal experience she really enjoyed the exercise. Laurie could respond confidently to each comprehension question I used.
 * <span style="font-family: Arial, Helvetica, sans-serif;">What happened to Hush?
 * <span style="font-family: Arial, Helvetica, sans-serif;">What three foods made Hush visible again?
 * <span style="font-family: Arial, Helvetica, sans-serif;">Why did Grandma Poss decide to turn Hush invisible?
 * <span style="font-family: Arial, Helvetica, sans-serif;">How does Hush feel?
 * <span style="font-family: Arial, Helvetica, sans-serif;">Why was Grandma Poss so sad?
 * <span style="font-family: Arial, Helvetica, sans-serif;">What if we could be invisible?
 * <span style="font-family: Arial, Helvetica, sans-serif;">Do you think this could happen?
 * <span style="font-family: Arial, Helvetica, sans-serif;">What if Hush could not become visible again?

Question: What if Hush could not become visible again? Answer: He would be reall y sad but he would have to get use to it and learn new ways to talk to his mum.
 * EXAMPLE:**

→ Task 1- <span style="font-family: Arial, Helvetica, sans-serif;">Writing Component → Task 1- Repo rt