Eng Ed 275-E1 Nicole Kavajecz Spring 2021
The reading process can be broken into 5 stages (Tompkins, Campbell, Smith, & Green, 2019). Stage 1 is pre-reading, which includes activation of background knowledge, setting purposes, and making plans for reading. Usually this stage includes phonological awareness where the person can pick out broad sounds and syllables, as well as phonemic awareness when they can break down each individual sound of a letter by listening only. People should be read to often and purposefully in this stage, the reader should make connections to images the pre-reader identifies, and help them make predictions. Usually during stage 1 of the reading process the pre-reader will develop some word identification and start to apply it while the reader is demonstrating. Stage 2 is reading, and includes aloud, shared, guided, partner, and independent participation types. The extension of these skills and practices create an understanding and application of phonics for the person. This stage is especially important and lengthly because from beginning sight words to complex cognition of long vocabulary and comprehension of both takes many years of practice, guidance, and re-visits through this stage in order to develop fluency, where the reader understands most words they see. Stage 3 is responding, and should include negotiations of meaning, writing logs, discussions with others, and making connections. These activities can help a person use vocabulary and comprehension while reading, and they are able to apply meaning to the text. Stage 4 is exploring, and includes reflecting on what they have read in order to uncover deeper meanings and connections. Teachers in the classroom should encourage activities such as word walls, word sorts, semantic feature analysis, as well as mini lessons on procedures, concepts, strategies, and skills directly related to the texts the students are reading. The stage 5 is applying, where readers extend their comprehension and understanding to create value from the reading they have done. Using reader’s theatre is a great way to apply their knowledge, and allowing them to showcase their imaginative ways to bring the characters to life. Other ways students can apply their understanding could be through essays, stories, and slide shows.
When the reading process is applied in a classroom setting, the real-time experience takes years to fully develop. Pre-kindergarten and Kindergarten classrooms are usually based in the first stage where the teacher is constantly reading books and highlighting the sounds of the words, helping students set the purposes for the reading, and making plans by being very methodical about the books they want their students to read. In first and second grades students focus on both reading process stage 2 and begin all writing process stages in simple ways so their skills have time to develop. From third grade through high school, students who are presented with carefully chosen texts and writing prompts at their appropriate levels should be able to successfully work through stages 3-5 of the reading process and all stages of the writing process. A teacher needs to be very diligent about their aide so students do not develop misunderstandings about during the schooling process.
The writing process is also a series of 5 stages that describe what students think about and do as they write (Tompkins, Smith, Campbell, & Green, 2019). Stage 1 is pre-writing, and includes activities such as talking, brainstorming, reading, and taking notes in order to form good clear writing. Stage 2 is drafting, and entails getting some initial ideas down on paper and working out the details and adding in more information as needed. Mini lessons are appropriate to use during stages 1 and 2 of the writing process within a classroom so students have good examples of what their work could look like. Stage 3 is revising, which includes adding, substituting, deleting, and rearranging material to meet the needs of the potential audience. Stage 4 is editing, where the pieces of the final ‘puzzle’ start to come into place and polishing the writing happens. This includes proofreading for errors, instead of reading for meaning. Stage 5 is publishing, and can be printed, read-aloud, or shared in some other way with the audience.
References
Tompkins, G. E., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (Seventh ed.). Melbourne, VIC: Pearson Australia
