Softchalk Reader Development Task

Type your responses on this page. You will listen to a brief presentation about a
phase of reading development and then, keeping a copy of the development circles
handy, you will watch a video clip representing that phase and make notes about
what you see about aspects of that phase of development represented in the video.
Save as a Word document and upload to the Assignment page following the Softchalk
presentation.

Emergent Readers
The teacher first introduces the concept of print by saying it was a narrative
fiction text. She then moves into the retelling portion of the language development.
She also allows interaction with the students when she asks for the setting and
characters of a previous story. She introduces the author and illustrator. She also
allows students to read along with her. She has students decode and sound out the
word duck. She also lets students discuss with their neighbor how to spell duck. She
then allows the student Paige to write the word duck as the whole class spells it out.
She also does the same for the word snake. For emergent readers, a big chunk of
their reading instruction should be focused around language development (at least
more than half). Students other 40% of reading is centered around the concept of
print and letter/sound corresponds.

Beginning Readers/Early Readers

In this stage of reading development dives more into the aspect of

comprehension as well as word recognition and fluency. I loved that this video shows
implementation of a successful guiding reading block. The teacher starts with
conducting a running record while students reread a familiar book to promote
fluency. Student then have a prediction of what the text is about. She then points out
the word traffic jam and allows students to make a connection to when their parents
are in a traffic jam. I dont really think its best practice to have all the students
reading allow at the same time. I do like how she praising students for using
decoding strategies and praising the student for reading with fluency. She then ends
the lesson by having students retelling and providing scaffolding for those students
who may need it.

Transitional Readers
For this pie, the largest portion to focus on it COMPREHENSION for it is the
heart of reading. By this time, students should have more automaticity for sight
words and fluency. This video starts with the teacher reviewing inferences which a
reader is introduced in the beginning reader phase in grade one. She sets the
purpose of reading by telling students they will be using inferences by using the
illustrations and the text. She then models how to make an inference for the
students. She makes it visual by allowing students to help her with her graphic
organizer. She explains the importance of making inferences as a metacognitive skill
that can be used during reading.