The ERICA model provides guidance in comprehending informational text.
It is an acronym for Effective Reading in the Content Areas. It consists of 4 stages which are usually worked through in sequence, but with some texts it is possible to complete stages 2 and 3 together.
ERICA
1. PREPARING (Before Reading)
2. THINKING THROUGH (During Reading)
3. EXTRACTING& ORGANISING (During / After Reading)
4. TRANSLATING (After Reading)
PREPARING
The Preparing stage involves the areas of
· Ideas
· Materials and
· Vocabulary.
In this stage the reader needs to learn how to:
· recognise the organisation of a text;
· use this to predict content
· locate main ideas.
To do this readers ( and initially, teachers) need to examine:
· Title ( does it identify content? Eg Whose Bones?)
· Author – qualifications? bias?
· Publication date – is it current information?
· Publisher – bias? Reputable/
· Chapter headings – identifiable?
· Paragraph headings- locate?
· Pictures, maps, diagrams – relevant? labelled? essential? ease of reading?
· Glossary – is it needed?
· List of contents.
· Index
Before introducing a text to children it is a teacher’s task to assess these elements and determine whether the text is suitable and if any area will need special support eg lack of a glossary may mean the need to focus on vocabulary before reading the text.
With information texts the organisation and structure of the text is a major learning point. Children tend to be “swamped” by fictional genre of recount and narrative in their “learning to read” stages and grow accustomed to texts which move sequentially from beginning to end and are read in this way.
Showing posts with label Reading Map. Show all posts
Showing posts with label Reading Map. Show all posts
Friday, 28 December 2012
Factors Affect Readability--Rix Readability Test
Factors Affect Readability--Rix Readability Test
FIGURE READING LEVEL
7.2 ( and above) College level
6.2 Year 12
5.3 Year 11
4.5 Year 10
3.7 Year 9
3.0 Year 8
2.4 Year 7
1.8 Year 6
1.3 Year 5
0.8 Year 4
0.5 Year 3
0.2 Year 2
below 0.2 Year 1
This test gives teachers who may be uncertain of their own professional judgement an objective measure. The major flaw in the test is of course the fact that a long word is not necessarily a difficult one.
This explanation shows how cohesion can be achieved within a text and how such manipulation of the language can affect comprehension for a reader.
- Count the sentences. Use at least 10.
- Count the long words ( 7 + letters.)
- Divide the number of long words by the number of sentences.
- Locate the reading level on table below.
FIGURE READING LEVEL
7.2 ( and above) College level
6.2 Year 12
5.3 Year 11
4.5 Year 10
3.7 Year 9
3.0 Year 8
2.4 Year 7
1.8 Year 6
1.3 Year 5
0.8 Year 4
0.5 Year 3
0.2 Year 2
below 0.2 Year 1
This test gives teachers who may be uncertain of their own professional judgement an objective measure. The major flaw in the test is of course the fact that a long word is not necessarily a difficult one.
other factors which affect Readability..
...and thus the ease with which a reader can comprehend the text are:- Interest and Motivation – text appeal and presentation, topic
- Print Features – size, font, margins, white space, colour
- Page Layout – blocks, columns, length of line
- Diagrams, maps etc – must match text, need labels, require abstract knowledge and spatial awareness
- Vocabulary – the closer to oral language the easier it is to comprehend. Information texts have content specific vocabulary which children may not have encountered. Texts need contextual explanations or glossaries.
- Concepts – informational texts carry a heavier concept load than narrative texts. Teachers need to assist children by establishing appropriate schema to activate background knowledge prior to reading the text.
- Ideology – issues of race, gender and class are often present within texts and readers need to be encouraged to use their critical practices to discover bias, values, judgements, viewpoints, opinions, stereotypes and to evaluate an author’s purpose.
- Cohesion – text cohesion is achieved by function words (prepositions, articles, pronouns, conjunctions) linking the content words (nouns, verbs, adjectives, adverbs).
This explanation shows how cohesion can be achieved within a text and how such manipulation of the language can affect comprehension for a reader.
References For Reading Map, Literacy Reading, Erica Model Grade (APA Citation)
References For Reading Map, Literacy Reading, Erica Model Grade(APA Citation)
Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, L. (2004). First steps: Reading map of development (2nd ed.). Melbourne: Rigby Heinemann.Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, L. (2004). First steps: Reading resource book. (2nd ed.). Melbourne: Rigby Heinemann.
Anstey, M. & Bull, G. (2006) Teaching and learning multiliteracies. Newark, USA: International Reading Association.
Freebody, P. & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16.
Halliday, M.A.K. (1973. Explorations in the Functions of Language. London: Edward Arnold.
Harris, Pauline. Reading in the primary school years. 2nd ed. (2006) ch. 2 pp 17-31
James Mayhew (1990). Katie and the Mona Lisa. Scholastic Inc. New York: Orchard Books.
Janis Herbert (1998). Leonardo da Vinci for Kids: His Life and Ideas, 21 Activities. Chicago Review Press Inc.
Saxby, M and Winch, J (1997; 176-182) The Millenium Book of Myth and Story. NSW: Mellenium Books.
Winch, G., Ross Johnston, R., March, P. Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne: Oxford University Press
Reading Activities To increase Literacy:Word Walls activity
Word Walls activity using the book (Annandale et al., 2004, 182).
This activity will help the student to understand new words, sort them out according to the teaching focus etc (Annandale et al., 2004, 182). in the activity, words will be written in placards and placed on the wall. They then be rearrange or re-write the words as need may be. Janis Herbert’s book, Leonardo da Vinci for Kids is an excellent choice for this activity. This is because it has a higher number of words that are possibly new to the students in grade 2. The activity will especially be useful as a code breaker activity for the book.
Developing the role of a code breaker
Select a page and choose five three-syllable words.
Class works with the help of the teacher to find words with similar meaning as those words. these words are also displayed on the wall
One student selects a word from the book, which they think nobody else knows and asks for definition. The same student keeps asking until they select a word known by somebody else.
Developing the role of a text user
Students try to choose other words which they would use instead of the ones used by the author
Explain their choice of words in the above task
Write their own story about their lives as young people and compare it to the life of Leonardo
This activity will help the student to understand new words, sort them out according to the teaching focus etc (Annandale et al., 2004, 182). in the activity, words will be written in placards and placed on the wall. They then be rearrange or re-write the words as need may be. Janis Herbert’s book, Leonardo da Vinci for Kids is an excellent choice for this activity. This is because it has a higher number of words that are possibly new to the students in grade 2. The activity will especially be useful as a code breaker activity for the book.
Developing the role of a code breaker
Select a page and choose five three-syllable words.
Class works with the help of the teacher to find words with similar meaning as those words. these words are also displayed on the wall
One student selects a word from the book, which they think nobody else knows and asks for definition. The same student keeps asking until they select a word known by somebody else.
Developing the role of a text user
Students try to choose other words which they would use instead of the ones used by the author
Explain their choice of words in the above task
Write their own story about their lives as young people and compare it to the life of Leonardo
Buddy Bump Reading Activities To Increase Comprehension
Buddy Bump Reading activity (Annandale et al., 2004, 155), Character Self-Portrait activity using the book (Annandale et al., 2004, 169).
This activity has its aim in encouraging the learners to read and re-read parts of a book (Annandale et al., 2004, 155). This is important because just reading once may not be enough. In addition, the activity helps students learn to work together while reading, as well as communicate with fellow students on their progress. Using the same book, Katie and the Mona Lisa, each student would choose a reading friend and work with them for two weeks.
Activities to develop the role of a code breaker
Working with your reading buddy, choose any page and play the rule of thumb. (start reading the page and when you come across a new word, put your finger on it, starting with the little finger.
Write down the words on which you put a finger in the activity above.
Count the number of syllables in each word above.
Developing the role of a text user
explain to your reading buddy some of the things you have seen in museums
What questions do you ask yourself when you see the picture of Mona Lisa?
Students will carry out this activity in order to help them utilize their prior knowledge in understanding the text (Annandale et al., 2004, 169). It also helps in creating personal opinions about the character of others and shaping their own as well. In doing this activity, students would work individually, and later share their information in small groups. A major part of the activity would be for each learner trying to justify his or her opinion about why they chose a particular character trait. They would need to use the text in doing this.
Activities to develop the role of a code breaker
Read the first pages of the book and write down the adjectives they find.
Which of the adjectives describe the behavior of a person?
Developing the role of text analyst
List all the things Leonardo said to the king that he could.
Why would you say that Leonardo was intelligent?
State some things that made Leonardo curious.
Do you think Leonardo could actually do all the things he wrote to the king
Developing the role of text user
Imagine you were Leonardo and write a short letter to king Ludovico telling him to employ you.
Leonardo went to the king with a gift and a letter, what kind of a gift would you give a king?
This activity has its aim in encouraging the learners to read and re-read parts of a book (Annandale et al., 2004, 155). This is important because just reading once may not be enough. In addition, the activity helps students learn to work together while reading, as well as communicate with fellow students on their progress. Using the same book, Katie and the Mona Lisa, each student would choose a reading friend and work with them for two weeks.
Activities to develop the role of a code breaker
Working with your reading buddy, choose any page and play the rule of thumb. (start reading the page and when you come across a new word, put your finger on it, starting with the little finger.
Write down the words on which you put a finger in the activity above.
Count the number of syllables in each word above.
Developing the role of a text user
explain to your reading buddy some of the things you have seen in museums
What questions do you ask yourself when you see the picture of Mona Lisa?
Character Self-Portrait activity using the book (Annandale et al., 2004, 169).
Students will carry out this activity in order to help them utilize their prior knowledge in understanding the text (Annandale et al., 2004, 169). It also helps in creating personal opinions about the character of others and shaping their own as well. In doing this activity, students would work individually, and later share their information in small groups. A major part of the activity would be for each learner trying to justify his or her opinion about why they chose a particular character trait. They would need to use the text in doing this.
Activities to develop the role of a code breaker
Read the first pages of the book and write down the adjectives they find.
Which of the adjectives describe the behavior of a person?
Developing the role of text analyst
List all the things Leonardo said to the king that he could.
Why would you say that Leonardo was intelligent?
State some things that made Leonardo curious.
Do you think Leonardo could actually do all the things he wrote to the king
Developing the role of text user
Imagine you were Leonardo and write a short letter to king Ludovico telling him to employ you.
Leonardo went to the king with a gift and a letter, what kind of a gift would you give a king?
Reading Activities that can Increase Comprehension: Readers’ Theatre
Reading Activities that can Increase Comprehension Using Katie and the Mona Lisa
Readers’ Theatre Activity (Annandale et al., 2004, 154)
One reading activity for readers in the early reading phase is the use of a readers theatre, in which the students would get an opportunity to practice and play roles (Annandale et al., 2004, 154). The students first read the book and select parts of the book that are interesting. Using those parts, the students create simple scripts that are suitable for role-play. For instance, using Katie and the Mona Lisa, students can form groups and take roles such as Grandma, Mona Lisa and Katie.
(Grandma is dosing and there is nobody else in the museum)
Katie: Mona Lisa by Leonardo da Vinci, I wish I knew what is making you smile.
Mona Lisa: Then come inside, bambina!
(Katie looks around and decides to climb and go to the Mona Lisa)
Roles of a reader developed through this activity include:
The role of a code breaker
Identify and look up the definition of new words.
Find the longest words in the selected part.
Guess the meaning of the word bambina.
Developing the role of text analyst
In your small groups, discuss whether the events in the story you acted out can happen in real life or not.
Say what makes you like or dislike Mona Lisa
According to you, why do you think Mona Lisa smiles at everyone?
Developing the role of a text participant
If you were Katie, write down the questions you would have asked her.
Which role did you like most, Katie, grandma or Mona Lisa’s?
Developing the role of a text user
Write a story on what would happen if grandma woke up and did not find Katie.
Readers’ Theatre Activity (Annandale et al., 2004, 154)
One reading activity for readers in the early reading phase is the use of a readers theatre, in which the students would get an opportunity to practice and play roles (Annandale et al., 2004, 154). The students first read the book and select parts of the book that are interesting. Using those parts, the students create simple scripts that are suitable for role-play. For instance, using Katie and the Mona Lisa, students can form groups and take roles such as Grandma, Mona Lisa and Katie.
(Grandma is dosing and there is nobody else in the museum)
Katie: Mona Lisa by Leonardo da Vinci, I wish I knew what is making you smile.
Mona Lisa: Then come inside, bambina!
(Katie looks around and decides to climb and go to the Mona Lisa)
Roles of a reader developed through this activity include:
The role of a code breaker
Identify and look up the definition of new words.
Find the longest words in the selected part.
Guess the meaning of the word bambina.
Developing the role of text analyst
In your small groups, discuss whether the events in the story you acted out can happen in real life or not.
Say what makes you like or dislike Mona Lisa
According to you, why do you think Mona Lisa smiles at everyone?
Developing the role of a text participant
If you were Katie, write down the questions you would have asked her.
Which role did you like most, Katie, grandma or Mona Lisa’s?
Developing the role of a text user
Write a story on what would happen if grandma woke up and did not find Katie.
Leonardo Da Vinci for Kids: His life and Ideas, 21 Related activities
Leonardo Da Vinci for Kids: His life and Ideas, 21 Related activities -Reading Map, Literacy Reading, Grade 2 leaners
Leonardo da Vinci for kids is an interesting book written by Janis Herbert. It is basically a description of Leonardo da Vinci’s life as a renown scientist, painter, inventor and sculptor. As a scientist and inventor, da Vinci designed and invented military vehicle designs and diving suits. Although he is famous for these famous inventions, the most important point of focus expected for these learners is his life as an artist, famous for his paintings and sculptures. It is necessary to note that Leonardo is the one who painted Mona Lisa.
The text is divided into four sections, beginning with Leonardo’s life as a youth. The second section deals with his apprenticeship years while third deals with the most productive years of his life in Milan. Finally, the last section describes Leonardo’s last years in Venice and France. The book has a great deal of illustrations and pictures, some of which are Leonardo’s own paintings and sculptures.
Other than the biography, the book includes 21 related activities, which work like art lessons to help children who may want to do the same things as Leonardo. This is a greatly motivating factor to children because at this stage, they are generally attracted to visual information and they can respond to them with a personal opinion (Annandale et al., 2004).
(Annandale et al., 2004), Also suggest that by the time learners are in this level, they can already recognize text organisation. Such concepts as introduction, paragraphs, chapters, contents, conclusion, page index, etc are already recognisable to them. Leonardo Da Vinci for Kids is an excellent book to reinforce this knowledge in children because it is itself well organized.
According to (Harris, Pauline 2006), to read is to understand written text. As such, the selection of this text for readers in grade two is justified. Much of the content in the text is understandable for readers at this level. It is in consideration of the level of vocabulary use, complexity of the sentence construction and the whole concept in general.
Another consideration in the choosing of this text for learners is its presentation in terms of print size, which is appropriate for the children. The book’s layout is also appealing and well thought. In addition, I considered the presence of a variety of diagrams and photographs, which can supplement the reader’s understanding of written text and difficult or unfamiliar words.
Finally, this text does not have very difficult concepts. As such, learners at this stage can decipher much of it and appreciate it. Some of them may already have some knowledge about Leonardo Da Vinci and arts such as paintings and sculptures. It is therefore an interesting topic of consideration to the students, considering that some of them may be interested in the arts of the science of invention and discovery.
Leonardo da Vinci for kids is an interesting book written by Janis Herbert. It is basically a description of Leonardo da Vinci’s life as a renown scientist, painter, inventor and sculptor. As a scientist and inventor, da Vinci designed and invented military vehicle designs and diving suits. Although he is famous for these famous inventions, the most important point of focus expected for these learners is his life as an artist, famous for his paintings and sculptures. It is necessary to note that Leonardo is the one who painted Mona Lisa.
The text is divided into four sections, beginning with Leonardo’s life as a youth. The second section deals with his apprenticeship years while third deals with the most productive years of his life in Milan. Finally, the last section describes Leonardo’s last years in Venice and France. The book has a great deal of illustrations and pictures, some of which are Leonardo’s own paintings and sculptures.
Other than the biography, the book includes 21 related activities, which work like art lessons to help children who may want to do the same things as Leonardo. This is a greatly motivating factor to children because at this stage, they are generally attracted to visual information and they can respond to them with a personal opinion (Annandale et al., 2004).
(Annandale et al., 2004), Also suggest that by the time learners are in this level, they can already recognize text organisation. Such concepts as introduction, paragraphs, chapters, contents, conclusion, page index, etc are already recognisable to them. Leonardo Da Vinci for Kids is an excellent book to reinforce this knowledge in children because it is itself well organized.
According to (Harris, Pauline 2006), to read is to understand written text. As such, the selection of this text for readers in grade two is justified. Much of the content in the text is understandable for readers at this level. It is in consideration of the level of vocabulary use, complexity of the sentence construction and the whole concept in general.
Another consideration in the choosing of this text for learners is its presentation in terms of print size, which is appropriate for the children. The book’s layout is also appealing and well thought. In addition, I considered the presence of a variety of diagrams and photographs, which can supplement the reader’s understanding of written text and difficult or unfamiliar words.
Finally, this text does not have very difficult concepts. As such, learners at this stage can decipher much of it and appreciate it. Some of them may already have some knowledge about Leonardo Da Vinci and arts such as paintings and sculptures. It is therefore an interesting topic of consideration to the students, considering that some of them may be interested in the arts of the science of invention and discovery.
Katie and the Mona Lisa-Literacy Reading, Reading Map, ERICA
Katie and the Mona Lisa-Literacy Reading, Reading Map, ERICA Model
This particular reading material, Katie and the Mona Lisa, was written and illustrated by James Mayhew. It is suitable for young readers aged five to eight years and is appropriate for the Early Reading Phase, as it provides many opportunities for students to respond to texts and demonstrate their understanding (Annandale, Bindon, Handley, Johnston, Lockett, Lynch pp.150-152, 2004).
Katie and the Mona Lisa is about a girl who visits an art gallery with her grandma and observes the Mona Lisa. The girl, Katie, starts to question why Mona Lisa is not smiling. She immersed inside the painting and the Mona Lisa becomes alive. Mona Lisa begins to tell Katie how it has been so long since she spoke to anyone. Together they climb out of the painting and begin to explore the rest of the gallery. Mayhew utilises precise vocabulary as he introduces new words, specific details and meaning from the artworks and presents Italian history and Italian language to the reader, creating a believable and compelling story.
Readers at the Early Reading Phase are capable of relating to the characters and the clever injection of Italian words like “Bambina” provide variety and fun especially when reading the story aloud as drama is emphasised when saying these words (Saxby, 1997). Using the “imaginative communication” principle from Halliday (1975), helps teachers to experiment with new ideas when reading aloud to students where students listening to the story use their imagination, anticipate and predict outcomes, respond to and participate in discussions regarding the text (Annandale et al., 2004)
This particular reading material, Katie and the Mona Lisa, was written and illustrated by James Mayhew. It is suitable for young readers aged five to eight years and is appropriate for the Early Reading Phase, as it provides many opportunities for students to respond to texts and demonstrate their understanding (Annandale, Bindon, Handley, Johnston, Lockett, Lynch pp.150-152, 2004).
Katie and the Mona Lisa is about a girl who visits an art gallery with her grandma and observes the Mona Lisa. The girl, Katie, starts to question why Mona Lisa is not smiling. She immersed inside the painting and the Mona Lisa becomes alive. Mona Lisa begins to tell Katie how it has been so long since she spoke to anyone. Together they climb out of the painting and begin to explore the rest of the gallery. Mayhew utilises precise vocabulary as he introduces new words, specific details and meaning from the artworks and presents Italian history and Italian language to the reader, creating a believable and compelling story.
Readers at the Early Reading Phase are capable of relating to the characters and the clever injection of Italian words like “Bambina” provide variety and fun especially when reading the story aloud as drama is emphasised when saying these words (Saxby, 1997). Using the “imaginative communication” principle from Halliday (1975), helps teachers to experiment with new ideas when reading aloud to students where students listening to the story use their imagination, anticipate and predict outcomes, respond to and participate in discussions regarding the text (Annandale et al., 2004)
How to Select Reading Texts for Grade 2 Leaners | Reading Map
Selection of reading texts for learners in grade 2 requires consideration of several factors. As such, this essay aims at evaluating these factors and selecting two reading texts for grade two learners. In addition, the essay develops a reading map for the students, taking into consideration how to develop the four roles of a reader in the student. One of the texts will be fictional while the other will be informational.
The assumption taken here is that learners in grade two are in the Early Reading Phase of the reading continuum. This continuum is a framework that helps teachers understand what students in each phase can do and how they do it. It used a cluster of indicators in each phase. According to (Annandale, K., et al, 2004), Readers in the Early Reading Phase already recognize many commonly used words. They also have a range of strategies, which they use to comprehend a text. They recognise characters in a text and can form their own opinions about the character.
The reading texts selected are:
The assumption taken here is that learners in grade two are in the Early Reading Phase of the reading continuum. This continuum is a framework that helps teachers understand what students in each phase can do and how they do it. It used a cluster of indicators in each phase. According to (Annandale, K., et al, 2004), Readers in the Early Reading Phase already recognize many commonly used words. They also have a range of strategies, which they use to comprehend a text. They recognise characters in a text and can form their own opinions about the character.
The reading texts selected are:
- Fictional Text: Katie and the Mona Lisa Author: James Mayhew
- Non Fictional Text: Leonardo Da Vinci For Kids Author: Janis Herbert
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