Transcript Slide 1
How to help your child’s literacy development. K-2 Parent information evening Tuesday 15th June 2010 Success in school starts with READING! Research suggests that when children become good readers in the early grades, they are more likely to become enthusiastic learners throughout their school years and beyond. Learning to read however is hard work for children. They need to develop skills including learning to: • Use language in conversation • Listen and respond to stories read aloud • Recognise and name the letters of the alphabet • Listen to the sounds of spoken language • Connect sounds to letters to figure out the ‘code’ of reading • Read often so that recognising words becomes easy and automatic • Learn and use new words • Understand what is read. Mem Fox believes: “The foundations of learning to read are set down from the moment a child first hears the sound of people talking, the tunes of songs and the rhythms and repetitions of rhymes and stories.” Possum Magic “Once upon a time, but not very long ago, deep in the Australian bush, there lived two possums. Their names were Hush and Grandma Poss. Grandma Poss made bush magic…” http://www.nlnw.nsw.edu.au/videos08/scott_ paris/scott_paris_00.htm Best Start is a NSW Government initiative to ensure students in K-2 are ‘on track’ in literacy and numeracy by Year 3. Kindergarten teachers observe and record the knowledge, skills and understanding children bring to school as they enter Kindergarten. Year 1 and Year 2 teachers continually observe and record student learning and use the Early Literacy Continuum. This defines and maps 8 aspects of early literacy that research has shown to be CRITICAL to successful literacy acquisition in the early years of schooling. These 8 aspects include: • Reading texts: recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning. • Phonics: involves making the connection between sounds and letters when reading and spelling. • Phonemic awareness: involves hearing and manipulating sounds in spoken language. • Concepts about print: involves understanding and using conventions and concepts about print- full stops, capital letters, left to right. • Comprehension: involves responding to, interpreting, analysing and evaluating texts. • Aspects of speaking: involves communicating with others, verbalising thought processes and articulating sounds in words. • Aspects of writing: involves using spelling, grammar and handwriting to create texts for a specific purpose. • Vocabulary knowledge: involves understanding the meaning of spoken and written words and using words to create and understand texts. My spelling checker Eye halve a spelling chequer It came with my pea sea It plainly marques four my revue Miss steaks eye kin knot sea. Eye strike a key and type a word And weight four it two say Weather eye am wrong oar write It shows me strait a weigh. As soon as a mist ache is maid It nose bee fore two long And eye can put the error rite Its rare lea ever wrong. Eye have run this poem threw it I am shore your pleased two no Its letter perfect awl the weigh My chequer tolled me sew. In classrooms teachers use structured lessons to address the 8 critical aspects of literacy on a daily basis. These are explicit learning opportunities. With any new skill in life, we need to practise to become proficient. This is where parents and our community come in! What can YOU do to support your child’s literacy learning? Listen to your child read EVERY DAY Read aloud to your child. Have a wide range of reading material at home, including fiction, non-fiction and computer based information. Talk with your child about what they have read. Listen: Talk about the cover, the title, the pictures, what might the story be about. During reading, stop and ask questions about the story from time to time. (Don’t do this all the time or it will ruin reading for you and your child!). When a child is stuck with an unknown word: Pause- give your child time to work out the word. Prompt- go back to the beginning of the sentence, or read past the difficult word to the end of the sentence. Look- for a clue in the picture of the words. Look- at the first letter and the sound it makes to work out what it could be. When a word is attempted, ask “Does this make sense?” tell the child the correct word if necessary. PRAISE, PRAISE, PRAISE! Read to your child aloud as much as possible. Children love to hear stories read aloud. Join the local library and share the joy of reading. T a c t GAMES AND IDEAS Sight words: copy onto card to play memory games, fish, make a simple sentence. Play I spy: using sounds of letters. Label everything at home! Cook and make things with your child so they are learning about instructions, following sequences and you all enjoy the end product! Ask your child to type their spelling words onto the computer. Use a digital camera and take photos of your child’s daily routine. Write a caption for the photos together for your child to read. Use these as a visual timetable of daily events, stories etc. Use a digital camera and take photos of your child’s daily routine. Write a caption for the photos together for your child to read. Use these as a visual timetable of daily events, stories etc. Play who am I? Using descriptive words. Play Hangman. How quickly can you find a certain word in home reader? Sing songs and nursery rhymes! Read and write rhymes- limericks and ditties. What do we mean by saying: Blends- cvc words Reads on for meaning, self corrects by pausing, repeating words and phrases, Uses picture clues Employs a range of strategies to assist in reading Uses visual, meaning and structural cues to decode unknown words. Uses visual cues and tends to ignore the meaning and structure of the words Attempts to self-correct when meaning is disrupted while reading, eg pauses or repeats words or phrases to maintain meaning or attends closely to print. Internet sites to help http://www.bigbrownbear.co.uk/magneticletters/index.html http://www.writingfun.com/ http://www.spinandspell.com/ http://www.bbc.co.uk/schools/ks1bitesize/literacy/rhyme/fs.shtml http://www.smartkiddies.com.au/students