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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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General skills and knowledge required by readers to make meaning of texts may include: | Ability to comprehend and use the language systems of the texts Ability to access the text (visually, physically, Braille etc.) Knowledge that specific texts types have their own generic structure Understanding that all texts convey information Understanding that texts are created and read for specific personal, social, scientific, cultural and aesthetic purposes Ability to understand the purposes of reading: to enjoy to appreciate to critically evaluate to reflect on texts to develop greater understanding for research to gain information to compare ideas and/or theories to obtain instructions/directions |
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Genres of texts may include: | Literary texts - characterised by the aesthetic use of language and the imagination to explore understandings about human experience though real and imagined (including virtual) worlds Examples of literary texts include: narrative picture books novels/e-books/sort stories poems (ballads, lyrics, sonnets) plays/drama song lyrics biographies/autobiographies feature films Everyday texts - those associated with education, leisure, work, family, and daily life: factual texts/reference books/dictionaries DVDs (feature films) web-linked computer games personal email/on-line discussions/SMS messages letters/reports catalogues/advertising Mass-media texts - those produced in a variety of paper and electronic media for a mass audience: television programs newspaper stories magazine features radio talkback television news feature films web pages |
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Reading process may include: | Using cues - we get cues from: Within ourselves: our language abilities our knowledge and attitudes within the text knowing what makes sense (meaning - semantics) knowing the way things are said (grammar - syntax) Within the words: knowing the word by sight working out how to day the word phonics -sounding it out structural analysis - breaking it up into parts Non-visual information: knowledge of words - e.g. meanings and correct usage knowledge of language - e.g. sentence structure, grammar Visual information: print/starting point/direction of reading illustrations/diagrams/tables/photographs Predicting - meaning; selecting cues Checking - sampling text Confirming - if the reading makes sense Correcting - if the reading does not make sense by: rethinking rereading integrating - (fitting the new knowledge with prior knowledge to confirm understanding) |
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Purposes for which readers read may include: | To access information To enjoy a specific use of words (poetry, description) To appreciate new perspective To confirm understanding To obtain instructions/directions To enjoy To fire the imagination To be able to discuss the texts with others For social purposes e.g. signs, invitations, advertisements |
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Running records refer to: | Running records are a means by which a record of a student's reading may be captured through the use of a specific set of symbols that can be quickly noted by the listener The use of running records by education support workers may not be desired by all teachers Education support workers would need to learn the system of symbols, practice until their use is automatic and determine with the teacher/s how this record-keeping tool should be used Teachers undertake evaluation of students' reading of the texts and may use a running record made by an education support worker to inform the evaluation |
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Support strategies for use by those listening to reading should be used in the following order and may include: | 1. Encouraging self-correction 2. Use of context clues 3. Reading on 4. Re-reading 5. Sounding out |
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Procedures for supporting beginning and developing readers (determined by ability, not age) may include: | Introduce the text: student chooses from a range of teacher-selected texts, made available for reading and re-reading with support and independently The first reading: education support worker reads the text education support worker and student share responses to the text The second reading: education support worker and student read together student may 'take off' on his/her own Supported reading: student attempts to read independently education support worker becomes a listener education support worker waits and observes education support worker gives clues and supports the student's use of strategies such as re-reading, self-correction, reading on, using phonetic elements |
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Procedures for supporting developing readers may include: | Stage 1 Introduction: student chooses from a range of teacher-selected texts, made available for reading and re-reading with support and independently discussion of subject matter, author, type of text Setting the scene: education support worker and student read together discussion of vocabulary, characters, setting and relevant facts to confirm understanding Shared reading: education support worker and student read together education support worker and student read alternate pages or alternate paragraphs Independent reading: supported reading (using support strategies detailed above) frequent discussion of text Stage 2 Silent reading: education support worker and student read section of text silently education support worker and student discuss their understanding of the passage |
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Suitable texts for beginning readers may include the following attributes: | Both fiction and factual texts Topics within the experience and culture of the student Uncluttered page layout with consistent placement of text -helps focus on print Diagrams/illustrations support the text - aids prediction Familiar signs and/or advertisements Rhythmical language and repetitive structure Short time-line required to finish |
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Texts for beginning/developing readers may include the following attributes: | More complex vocabulary and sentence pattern Topics cover wider field - sometimes outside the student's experience real life and imaginative books, articles and digital texts, traditional tales from other cultures and non fiction longer timeline direct speech illustrations support text but don't carry story and diagrams/photographs support factual text text encourages the learner too use all cue systems - graphophonic (letter/sound relationships), semantic (meaning) and syntactic (sentence structure) Increased sentence length; more text per page; paragraphs |
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Factual texts and picture books for older beginning readers may include the following attributes: | Strong relationship between text and illustrations/diagrams/graphics Amount of text on each page suitable for reader Topics of interest relate to students chronological age Amount of text in whole book allowing frequent re-reading supporting the practice required to build confidence, knowledge of core words and feeling of success Vocabulary familiar through own use or discussion, thus aiding prediction |
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