Workshop 4
Supporting Students’
Literacy Development
(Reading)
Workshop 4
Supporting Student’s
Literacy learning
Slide 1
Reflection
Reflection on homework tasks from
last workshop
PLUS
MINUS
INTERESTING
How would you change or adapt what you did?
Workshop 4
Session 1
Slide 2
Some understandings about
reading
• In reading, the goal is always comprehension of
meaning.
• Reading is an active process using our:
– knowledge of the world (non-visual information)
– knowledge of language (visual information)
to construct meaning.
• The key to reading is prediction
• We use our knowledge of the world and of language
to predict what will come next. We test our
predictions by reading some of the text and then
checking if what we are reading makes sense. If it
makes sense we continue reading, if not we go back
and revise our predictions
Workshop 4
Session 2
Slide 3
Some understandings about
reading cont.
• We read different things in different ways. The
reading strategies we use depend on what we are
reading and our purpose for reading it.
• The more knowledge and experience we have on
which to base our predictions, the less we need to
rely on print.
• If this is our understanding of the reading process
then developing reading skills is a continuing
process that needs to be developed in context.
Taken from: S Hood and N Solomon, Focus on Reading: A handbook for teachers
National Curriculum Resource Centre, Adelaide, 1985
In ESL in The Mainstream Teacher Development Course, 1993
Workshop 4
Session 2
Slide 4
Assisting ESL Students
with the
Reading-Cueing Systems
‘Lambra Goots’
Fran Murray
1996
Workshop 4
Session 2
Slide 5
Introduction
This activity highlights the semantic and
syntactic knowledge which we bring to reading
that enables us to make sense of the printed
word. For EAL/D learners critical factors in the
reading process are:
• the extent to which the experience of the
reader and writer match i.e. knowledge of the
world, topic, text and life experiences
(Semantics)
• the knowledge of the word order and
language patterns that determine how words
fit together to convey meaning (Syntax)
Workshop 4
Session 2
Slide 6
The 3
cueing
systems
GRAPHO-PHONIC
KNOWLEDGE
Knowledge that sounds are
represented by letters & clusters
of letters
•
.
SYNTACTIC
KNOWLEDGE
Knowledge
about the system
SEMANTIC
Meaning
Making
KNOWLEDGE
Knowledge of topic
(field), cultural
of language e.g.
understandings &
word order, nouns,
links to life
pronouns,
experiences
tense,
Meaning making occurs when all three cueing systems work together
Workshop 4
Session 2
Slide 7
What are the three cueing
systems?
• Grapho-phonic
• Syntactic
• Semantic
Workshop 4
Session 2
Slide 8
Graphophonic cues
Scrap
scrub
scream
Cat/car
Knowledge of the
-conventions of print
Bar/bare,
- way words look
Ho –
hot, house,
hook,
hoist,
honey
-relationship between sounds and
letters
there, their,
they’re
Minute/minute
Workshop 4
Session 2
Slide 9
Syntactic cues
Subject,
verb
object
Verbs and
verb tense
Nouns
A big black
fierce dog
Knowledge
Word endings
ing,-ed, -s
Pronouns
I, she, you, he,
it,my, her, their,
about the system of
language.
How words fit together to
convey meaning
Conjunctions
and, because
Connectives –
although, on the other
hand ...
Prepositions
by, with, on, under,
between ...
Workshop 4
Session 2
Slide 10
Semantic knowledge
Persuasive
The aboriginal
flag is red,
white and ......
Knowledge of
topic/field,
cultural understandings
Genre
Report
& life experiences
to make out
what makes sense
Vocabulary
In summer it
is hot, in
winter it is
....
Workshop 4
Session 2
Slide 11
The 3
cueing
systems
GRAPHO-PHONIC
KNOWLEDGE
Knowledge that sounds are
represented by letters & clusters
of letters
.
SYNTACTIC
SEMANTIC
KNOWLEDGE
KNOWLEDGE
Knowledge
Knowledge of topic
about the system
(field), cultural
of language e.g.
understandings &
word order, nouns,
links to life
pronouns,
experiences
tense,
Meaning making occurs when all three cueing systems work together
Workshop 4
Session 2
Slide 12
The 3
cueing
systems
GRAPHO-PHONIC
KNOWLEDGE
Knowledge that sounds are
represented by letters & clusters
of letters
.
SYNTACTIC
KNOWLEDGE
Knowledge
about the system
SEMANTIC
Meaning
Making
KNOWLEDGE
Knowledge of topic
(field), cultural
of language e.g.
understandings &
word order, nouns,
links to life
pronouns,
experiences
tense,
Meaning making occurs when all three cueing systems work together
Workshop 4
Session 2
Slide 13
Read the following
Lambra goots fal trup rew
fal hepper. Ota namdo
bup quock sa terip wuta
gup sa flubbed jepo.
Workshop 4
Session 2
Slide 14
Reflection 1
Lambra goots fal trup rew fal hepper. Ota
namdo bup quock sa terip wuta gup sa
flubbed jepo.
• Were you able to read the text?
• What do you think the text is about?
• What specific strategies did you use to
read? Why?
• What cueing system/s did you use
Workshop 4
Session 2
Slide 15
Comments: Slides 1
Lambra goots fal trup rew fal hepper.
Ota namdo bup quock sa terip wuta gup
sa flubbed jepo.
• Not possible to predict
• Possible to recognise the letters and
sounds for the words read
( Knowledge of sound system)
• No meaning
• Graphophonic
Workshop 4
Session 2
Slide 16
Lambra Goots -2
Lambra goots fal dog rew
fal hepper. Oto namdo bup
quock sa car wuta gup sa
flubbed jepo.
Workshop 4
Session 2
Slide 17
Reflection 2
Lambra goots fal dog rew fal hepper. Oto
namdo bup quock sa car wuta gup sa flubbed
jepo.
• What do you think the text is about
now?
• What helped you predict?
• What strategies did you use?
Why?
• What cueing system/s did you use
Workshop 4
Session 2
Slide 18
Comments: Slide 2
Lambra goots fal dog rew fal hepper.
Ota namdo bup quock sa car wuta gup
sa flubbed jepo.
•
•
•
Recognise two words: dog and car .
Can predict something has happened
using knowledge of life experiences.
(Semantics for L1 Learners)
Knowledge of syntax may predict
that flubbed ( with use of ed ending)
is a past tense verb
Workshop 4
Session 2
Slide 19
Lambra Goots - 3
Lambra goots fal dog rew
fal vet. Oto namdo bup
quock sa car wuta gup sa
flubbed leg.
Workshop 4
Session 2
Slide 20
Reflection 3
Lambra goots fal dog rew fal vet. Ota
namdo bup quock sa car wuta gup sa
flubbed leg.
•
•
•
•
What do you think the text is about now?
What helped you predict?
What strategies did you use? Why?
What cueing system/s did you use
Workshop 4
Session 2
Slide 21
Comments: SLIDE 3
Lambra goots fal
rew fal vet. Ota namdo bup
quock sa car wuta gup sa flubbed
.
• Semantics
Through life experiences can predict that something
has happened to the dog’s leg. Prior knowledge of a
vet and what he/she does.
• Syntax
May predict that ‘sa’ and ‘fal’ may be ‘a’ and ‘the’
because of our understanding of word order and
articles.
Knowledge of reference - may predict that ‘leg’
refers back to the dog
Workshop 4
Session 2
Slide 22
Lambra took -4
Lambra took fal dog rew
fal vet. Oto namdo hit
quock sa car wuta had sa
flubbed leg.
Workshop 4
Session 2
Slide 23
Reflection 4:
Lambra took fal dog rew fal vet. Ota
namdo hit quock sa car wuta had sa
flubbed leg.
• What do you think the text is about
now?
• What helped you predict?
• What strategies did you use? Why?
• What cueing system/s did you use
Workshop 4
Session 2
Slide 24
Comments :Slide 4
Lambra took fal dog rew fal vet. Ota namdo hit
quock sa car wuta had sa flubbed leg.
• Prediction:
Lambra is the name of someone who took the
dog to the vet. The dog hit a car and hurt its
leg. ‘Ota’ could be he or she or the name of
the dog
• Syntax: Knowledge of verbs and word order
in relation to them, i.e We know the subject of
a sentence comes first in English and is
followed by verb and object.
• Syntax: Knowledge of pronouns as reference
items.
Workshop 4
Session 2
Slide 25
Lambra took -5
Peter took fal dog rew fal
vet. He was hit quock sa
car wuta had sa flubbed
leg.
Workshop 4
Session 2
Slide 26
Reflection 5:
Peter took fal dog rew fal vet. He was
hit quock sa car wuta had sa broken
leg.
• What do you think the text is about
now?
• What helped you predict?
• What strategies did you use? Why?
• What cueing system/s did you use
Workshop 4
Session 2
Slide 27
Comment Slide 5
Peter took fal dog rew fal vet. He was hit
quock sa car wuta had sa broken leg.
• Predictions
The dog was hit by a car. Peter owns
the dog. The dog has a broken leg.
• Syntax:
Knowledge of past tense was hit
Knowledge of prepositions predict that
quock is by.
Workshop 4
Session 2
Slide 28
Lambra took - 5
Peter took the dog rew fal
vet. He was hit quock a car
wuta had a broken leg.
Please give others thinking time. If you
have guessed, write your prediction in
your workbook.
Workshop 4
Session 2
Slide 29
Reflection 6:
Peter took the dog rew fal vet. He was
hit quock a car wuta had a broken leg.
• What do you think the text is about
now?
• What helped you predict?
• What strategies did you use? Why?
• What cueing system/s did you use
Workshop 4
Session 2
Slide 30
Comment slide 6
Peter took the dog rew fal vet. He was hit quock a car
wuta had a broken leg.
• Possible response: Peter took the dog to the vet. He
was hit by a car which resulted in a broken leg
• Semantic and Syntactic knowledge:
• Note: At this point first language learners of English
will have the semantic understanding of the text,
even if they haven’t guessed every word. However,
for EAL/D learners this may well not be the case.
• What helped L1 to predict?
• Knowledge of a variety of prepositions and how they
work in English
Workshop 4
Session 2
Slide 31
At Last
Peter took the dog to the
vet. He was hit by a car
and had a broken leg.
Workshop 4
Session 2
Slide 32
The challenge for EAL/D
learners :
Peter took the dog to the vet. He was
hit by a car and had a broken leg.
• Even with the whole text, as an
EAL/D learner the idea of reference
may still cause confusion i.e.
-‘he’ may refer to the dog, the vet or
Peter.
Workshop 4
Session 2
Slide 33
Point to remember
Independent reading
and writing will only
occur when all three
cueing systems are
being used together.
Workshop 4
Session 2
Slide 34
The Cueing Systems –
definitions
• Grapho-phonic cues
Knowledge of the conventions of print, of the way
words look, and the relationship between sounds
and letters.
• Syntactic cues
Knowledge of the conventions that determine
how words fit together to convey meaning.
• Semantic cues
The meaning itself. Using knowledge of the topic
and shared cultural knowledge to work out what
makes sense. The meaning embodied in the
vocabulary of the text.
Workshop 4
Session 2
Slide 35
Analysing texts
Framework for analysing texts
What assumptions has the author made about the reader’s prior
knowledge?
Title:
What is the book about?
What ideas in the book might be unfamiliar to the students?
What is the purpose of the book? Tick one.
To entertain? 
To tell how to make or do something? 
To provide information? 
What vocabulary in the book might be unfamiliar to the students?
Workshop 4
Session 2
Slide 36
Rate the text
How would you rate this text?
• Easy. Children will need little or no help to
understand it.
• Children will need some help to understand it.
• Difficult. Children will need a lot of help to
understand it.
This very much depends on the students you
are thinking of.
Workshop 4
Session 2
Slide 37
Reflection
• What did you learn from this session?
• What skills/help/understandings did you need
to be able to participate in the activities?
• How did you feel while doing and / after
completing the session?
• Have you ever used or seen similar
frameworks being used in the classroom? If
so what do you think made the use of such a
framework effective or not effective?
• Could you use/adapt the analysis framework
activity for choosing texts for the students you
work with?
Workshop 4
Session 2
Slide 38
Reading activities
Two major functions:
• They should help readers understand the
text they are reading
• They should help readers develop good
reading strategies for reading other texts
Workshop 4
Session 3
Slide 39
Divide your planning
1. What you will do with the students
before the reading
2. What you and the students will do
while (during) the reading is going
on
3. What you will do after the book
has been read
(Wallace in Gibbons, Scaffolding Language, Scaffolding Learning,
2002, p84)
Workshop 4
Session 3
Slide 40
Developing Reading Activities
• What is the reading task you have been asked
to do with the children?
• What is the purpose of the task?
• Read the book or text yourself. Think about it.
What are some things that the children may
have difficulty with? (topic, content, language,
the way the text/book is set out etc)
• What skills could this text/book help the
children to develop?
Workshop 4
Session 3
Slide 41
Before reading activities
The purpose of before reading activities
is to activate prior knowledge and to
prepare the students for any
unfamiliar/difficult content, language use
or concepts that are in the text. Before
reading activities should always aim to
develop knowledge related to the overall
meaning of the text. They are not meant
to deal with every potential difficulty.
Workshop 4
Session 3
Slide 42
Before reading activities
In your groups:
• select activities you think are
appropriate to the text
• add two or three of them to the
‘before reading’ section of Question
5 in the framework.
Workshop 4
Session 3
Slide 43
During reading activites
The purpose of during reading
activities is to model good reading
strategies and to examine how the
text achieves its purpose.
Workshop 4
Session 3
Slide 44
During reading activities
In your groups:
• select activities you think are
appropriate to the text
• add two or three of them to the
‘during reading’ section of Question
5 in the framework.
Workshop 4
Session 3
Slide 45
After reading activites
Before attempting after reading activities
students need to be familiar with the text. In
these activities students will be required to
apply new knowledge. The three main
purposes of these activities are:
– To use the now-familiar text as a basis for
language study
– To allow students to respond creatively to the text
(through art, drama and/or writing activities)
– To focus more deeply on information in the text
by representing the information in a different form
(e.g. time line, diagram etc)
Workshop 4
Session 3
Slide 46
After reading activities
In your groups:
• select activities you think are
appropriate to the text
• add two or three of them to the
‘after reading’ section of Question 5
in the framework.
Workshop 4
Session 3
Slide 47
Reflection
• Have you ever used or seen similar
frameworks being used for planning activities?
If so what do you think made the use of such
a framework effective or not effective?
• What did you learn from this session?
• What skills/help/understandings did you need
to be able to participate in the activities?
• How did you feel while doing and after
completing the session?
• Will using such a framework be helpful to you
in your work? Why/why not?
Workshop 4
Session 3
Slide 48
Homework task 1
• Take a small group of students for a reading
activity. Plan the before, during and after
activities you will do with the group using the
framework. Make a resource to go with one or
more of your activities. Evaluate what you did.
• Use the framework we have just used,
– or a lesson plan we have used in previous
workshops,
– or one of your own choosing
– or, if you are working towards a certificate, one
provided by your registered training organisation.
Workshop 4
Session 3
Slide 49
Reading assessment
Think about and brainstorm:
• The types of reading assessment
activities that are used in your schools
• The assessment activities that you are
involved in or responsible for
• What do you think is the purpose of
assessment?
Workshop 4
Session 4
Slide 50
Running Records
Analysing the results of a running
record enables teachers to:
– gain insights into what children
are doing when they read
– provide children with reading
books that are at their appropriate
developmental level
– decide what reading skills and
strategies to teach children
Workshop 4
Session 4
Slide 51
Did you see the teacher...
• Introducing the book;
• Giving the student time to look at it/read it and to
attempt a retelling;
• Deciding whether the text is appropriate and
changing if necessary;
• Completing a running record as the student reads;
• Checking the student’s understanding of what
he/she has read;
• Calculating accuracy level, self-correction rate and
reading level of the student;
• Analysing the student’s reading behaviours; and
• Making recommendations for further work with the
student?
Workshop 4
Session 4
Slide 52
Common Notations
Behaviour
Convention
Accurate
√
Omission
─── long dash
Insertion
Λ caret
Repetition
R (R2; R3)
Self- correction
Word/SC
Word told
T
Workshop 4
Session 4
Slide 53
Independent practice
Work with a student from the school and:
• introduce the book to the student
• allow the student to read or look through the book
then ask her/him to retell it
• decide if the book is at an appropriate level. If not
select another one.
• complete a running record
• check student’s understanding of what he/she has
read
• calculate accuracy level, self-correction rate and
reading level of the student
• analyse the running record
• make recommendations for future action
Workshop 4
Session 4
Slide 54
Reflection
• Have you ever used running records before?
• What did you learn from this session?
• What skills/help/understandings did you need
to be able to participate in the activity?
• How did you feel while doing and / after
completing the session?
• What do you think makes the use of running
records an effective or not effective
assessment strategy?
• Could you use/adapt the running records
assessment activity to use with the students
you work with?
Workshop 4
Session 4
Slide 55
Homework task 2
Complete a running record
assessment activity with one or
more students.
Workshop 4
Session 4
Slide 56
Glossary
• Words on the poster?
• Any words you want to note to find
out more about (Google, ask a
colleague)
• Add to the Glossary page at the end
of your workbook
Workshop 4
Session 4
Slide 57
Conclusion
Supporting students reading
development
The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian
Government Department of Education, Employment and Workplace Relations as part of the
Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy