Macro Skill - Reading

Kinds of Readers

1. Emergent Readers
- display curiosity about books and reading
- pretend read and write
- rely on pictures to tell the story but are beginning to focus on
print
- may know some letter names and sound associations
- can write some letters, usually those in their own names
Kinds of Readers

2. Developing Readers
- can read predictable books
- can identify letters by name and know most letter sounds
- begin to use spaces between words in writing but not
consistently
- will recognize familiar words such as labels and names o
classmates
- can participate in books discussions, will use personal
experience to make connection to literature
Kinds of Readers

3. Beginning Readers
- begin to apply reading strategies ( sentence structure, meaning,
phonetic clues)
- rely on print more than illustrations to create meaning
- understand basic punctuation such as periods, exclamations, and
question marks
- read a range of early-reader series
- can retell the beginning, middle and end of the stories
- participate in discussions about the story’s characters, setting,
events, and problems
Kinds of Readers

4. Expanding Readers
- use a variety of decoding strategies independently (sentence
structure, meaning, phonetic clues)
- read known predictable favorites while also stretching into a
variety of new materials
- silent read for a longer periods, perhaps 20 minutes or more
- participate in guided literary discussion
- read non-fiction materials
Kinds of Readers

5. Bridging Readers
- strengthen their skills by reading longer books with little
repetition of vocabulary
- integrate sentence structure, meaning and phonetic clues to
identify words
- independently read medium-level chapter and picture
- increase knowledge of literary elements and genres
- broaden their interest by choosing a variety of materials
Kinds of Readers

6. Fluent Readers
- can deal with more complex issues and topics
- may read pre-adolescent literature
- select and finish a wide variety of materials and silent read for 30
minutes or more
- participate in teacher-guided or student-lead literary discussions
- can analyze and debate the relationships among literary
elements
Kinds of Readers

7. Proficient Readers
- avid reader who can silent read for at least 30 minutes
- independently select challenging and complete pre-adolescent
literature
- move between genre with ease, although they may have strong
preferences
- can interpret sophisticated meaning
- can become deeply involved in complex literary discussions through
literature circles
- can plan appropriate strategies for conducting information searches as
they integrate from various resource materials
Kinds of Readers

8. Independent Readers
- select, read and understand materials of sophisticated and
complex nature
- evaluate, interpret, and analyze literary elements in depth
- investigate related issues by generating ideas, questions, and
posing problems
 What is Developmental Reading
Program

 A systematic instruction in reading skills and strategies

 It generates a positive attitude towards the reading process.
 Change reading weakness into strengths
 To become aware of learning techniques = become more
successful in real learning situation
 Allow students who are able readers continue to be taught reading
skills in a sequential program of instruction to develop skills as they are
needed
“Skills ladder” (Goodell, 1988)
 The ladder shows the non-graded approach
to the teaching and learning of reading skills.

 Italso presents the sequence of the reading

skills that learners must master before they
become skilled at more complex one.
 Components of a Balance
Literacy Program

1. Reading Aloud
2. Shared Reading
3. Guided Reading
4. Independent Reading
Levels of
Comprehension
READING
Level One
LITERAL - what is actually stated.

 Facts and details

 Rote learning Level One
and memorization
LITERAL - what is actually stated.
 Surface understanding only

 Tests in this category are objective tests dealing with true / false,
multiple choice and fill-in-the-blank questions.
 Common questions used to illicit this type of thinking are who, what,
when, and where questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually
stated.

 Drawing inferences
 Tapping into prior knowledge / experience
 Attaching new learning to old information
 Making logical leaps and educated guesses
 Reading between the lines to determine what is meant by what
is stated.
 Tests in this category are subjective, and the types of questions asked
are open-ended, thought-provoking questions like why, what if,
and how.
Level Three
APPLIED - taking what was said (literal) and what
was meant by what was said (interpretive) and then
extend (apply) the concepts or ideas beyond the situation.

 Analyzing
 Synthesizing
 Applying
 In this level we are analyzing or synthesizing information
and applying it to other information.
Levels of Questioning that Encourage
higher forms of thinking/Deeper
Learning/Reading

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Level 1: Knowledge/Literal Level

Exhibit memory of previously

learned materials by recalling
facts, terms, basic concepts,
and answers.
Key Words:

Who what why when

Where which omit
Choose find how
define
Label show spell list
Match name relate
Tell recall select
Sample Questions

 What is...?
 Who was...?
 How is...?
 Where is...?
 How did _____ happen?
 When did _____ happen?
 Why did...?
 When did...?
 How would you show...?
 Who were the main...?
 Which one...?
 How would you describe...?
 Can you recall...?
 Can you select...?
 Can you list the three...?
Level 2: Comprehension Level

 Demonstrate understand of facts and ideas by

organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas.
 A comprehension question allows you to determine if the
student fully understands basic information. It goes
beyond simply recalling or remembering the material.
 In a comprehension question, the student may have to
interpret information, predict outcomes, or explain
information using his or her own words.
Key Words:

Compare contrast demonstrate

Interpret Explain extend
Illustrate Infer outline
Relate Rephrase translate
Summarize show classify
Sample Questions

 What is the main idea of...?

 What facts or ideas show...?
 Can you explain what is happening...?
 What does _____ mean?
 How would you classify the type of...?
 How would you compare...?
 How would you contrast...?
 Put in your own words...
 How would you rephrase the meaning of...?
 What statements support...?
 What can you say about...?
 Which is the best answer?
 How would you summarize...?
Level 3: Application Level

 Solve problems to new situations by applying acquired knowledge,

facts, techniques, and rules in a different way.
 The way a student responds to an application question suggests that he
or she can apply the information to the real world.
Key Words:

apply build choose

Construct develop Interview
make use of Organize plan
Select solve Utilize
model identify Experiment
Sample Questions

 How would you use...?

 What examples can you find to...?
 What would happen if...?
 What parts would you choose to change...?
 How would you solve _____ using what you’ve learned?
 How would you organize _____ to show...?
 How would you show your understanding of...?
 What approach would you use to...?
 How would you apply what you learned to...?
 What other way would you plan to...?
 What facts would you select to show...?
 What questions would you ask in an interview with...?
Level 4: Analysis

 Examine and break information into parts by identifying motives or

causes. Make inferences and find evidence to support generalizations.
 When responding to an analysis question, the student is encouraged to
dissect, analyze, or break down the material into parts. Analysis
questions indicate if the student understands both the content and the
structural form of the material.
Key Words:

Analyze categorize classify compare

Contrast discover dissect divide
Examine inspect simplify survey
take part in test for distinguish list
Distinction theme relationships
Function motive inference
Assumption conclusion
Sample Questions

 Why do you think...?

 What are the parts or features of...?
 How is _____ related to...?
 What motive is there...?
 Can you list the parts...?
 What inference can you make...?
 What conclusions can you draw...?
 How would you classify...?
 How would you categorize...?
 What evidence can you find...?
 What is the relationship between...?
 Can you make a distinction between...?
 What is the function of...?
 What ideas justify...?
Level 5: Synthesis Level

 Compile information together in a different way by combining elements

in a new pattern or proposing alternative solutions.
 A synthesis question is to see if the student can extrapolate from
known information to create a new course of action.
 A response to a synthesis question determines if the student can put
parts of the content together to form a new whole.
Key Words

Build choose combine

compile
Compose construct create design Develop
estimate formulate imagine
Invent make up plan predict
Propose Solve/solution suppose modify
improve adapt minimize maximize
Delete theorize elaborate
Sample Questions

 What change would you make to solve...?

 How would you improve...?
 What would happen if...?
 Can you elaborate on the reason...?
 Can you propose an alternative...?
 Can you invent...?
 How would you adapt _____ to create a different...?
 How would you change or modify the plot...?
 What could be done to minimize or maximize...?
 What way would you design...?
 What could be combined to improve...?
 Suppose you could _____. What would you do...?
 How would you test...?
 Can you formulate a theory for...?
 Can you think or an original way for the...?
Level 6: Evaluation Level

 Present and defend opinions by making

judgments about information, validity of
ideas, or quality of work based on a set of
criteria.
 Thistype of question is to determine if the
student can judge the outcome and decide
on a course of action from the information.
Key Words:

award choose conclude criticize decide

Defend Determine Dispute Evaluate judge
justify measure compare mark
Rate recommend select
Agree Appraise prioritize opinion
interpret
explain Support prove
Disprove
assess influence Perceive value
deduct
Sample Questions
 Do you agree with the actions...? Why or why not?
 What is your opinion of...?
 Who would you prove or disprove...?
 What is the value of...?
 Would it be better if...?
 Why did the character choose...?
 What would you recommend...?
 How would you rate...?
 What would you cite to defend the actions...?
 How would you evaluate...?
 What choice would you have made...?
 What would you select...?
 How would you prioritize...?
 What judgment would you make about...?
 How would you justify...?