Transcript Early Years Literacy

Reading for all ages
http://www.youtube.com/watch?v=oRBchZLkQR0
Literacy
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What is reading?
Elements of Reading-pre-reading,
phonemic awareness, phonics, stages
of development, comprehension
development
What teachers do
What parents can do
What is reading?
Reading is a highly complex process
each reader builds a system for
processing text that begins with early
reading behaviours and becomes a
network of strategic activities for reading
increasingly challenging texts.
Reading is essentially, thinking in
response to written language.
What Reading involves…
Reading involves knowing about:
 the subject
 how our language is spoken
 the conventions of print —
reading from left to right and top
to bottom
 sounds and letters and how they
are represented in print.
 3 Sources of information used in reading include
structure, meaning and visual clues.
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Understanding Reading
using the 3 cues
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It_______________ across the grass.
We can complete the sentence using our knowledge of how
language works.
Sophie watched the kitten.
It________across the grass.
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Now that we know the story is about a kitten, we are able to choose
a suitable word.
Sophie watched the kitten.
It r________ across the grass.
Our knowledge of letters and their sounds, together with the way
words look, further help us to choose the right word.
What teachers do
Big Books
Benchmarking
Guided Reading
Home Readers
Research- links to integrated curriculum
Levelled Literacy Intervention – Small
group reading assistance
Effective Reading Instruction
Must Include:
– Systematic and explicit instruction that includes
the five essential components of reading:
– phonemic awareness,
– phonics,
– fluency,
– vocabulary, and
– text comprehension
Prereading
Recent research is showing the importance of Phonemic
Awareness in the development of reading skills.
Phonemic Awareness:
The ability to hear, identify, and manipulate the
individual sounds – phonemes – in spoken wordsThis understanding is essential to learning to read.
Phonemic Awareness
Some activities to develop phonemic
awareness are
 Identifying beginning sounds –
alphabet book
 Same /different sounds
 Substituting sounds in words
 Rhyming words
Developmental stages of
reading
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Beginning Readers
Emergent Readers
Early Readers
Fluent Readers
Observable Behaviours
Reading Comprehension
We learn in many ways, but
we need…
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A reason to learn
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To be actively involved
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Demonstration and Modelling
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Opportunities for repetition and reinforcement
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Helpful instructions
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To be encouraged
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Our efforts to be praised
THE 3 P’s - PAUSE
PAUSE
 - Wait a few seconds if you think the
child is unsure.
- Allow them some time to think about
what they are doing.
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Say:
‘ Have some thinking time…’
‘Reread the instructions then we’ll work on this together.’
‘ Let’s discuss this as a group before we get to work.’
‘This is a bit tricky, let’s think together.’
THE 3 P’s - PROMPT
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Prompt them to look closer and
‘have a go’
Ask:
Tell me about…?
Does it look right?
What would sound right?
Show me how?
What do you know about?
How can we find out?
What strategies or resources can we use?
If not give encouragement and then tell.
THE 3 P’s - PRAISE
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At all times it is important that children
are praised and encouraged for their
efforts.
The support and encouragement
provided through your praise will
greatly assist children’s development.
Try:
‘I like the way…, Well Done…, That’s really great…,You must
have been practising…,You did a lot of work…’
Interpreting Reading
Putting it together…
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Good readers have learned how to apply decoding
and word recognition skills accurately and rapidly
when reading words and text.
They have learned how to use context to confirm
accurate decoding and pronunciation of unknown
words.
Summing Up
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Your child is never to old to listen to
and read with.
Model and discuss reading behaviours
Share your passion of reading
Question (thinking Within the text,
About the text and Beyond the text.
Have fun!
What Parents can do
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Use nursery rhymes, songs and finger plays to introduce
the early stages of awareness of speech sounds.
Perform rhyme, alliteration and sound-judgement tasks
(e.g., Which words start with the same sounds?).
Do sound segmentation and blending tasks (e.g., ‘Which
sound does ball start with?’; ‘What does C-A-T say?’).
Expose children to different types of books (picture books,
story books, alphabet books, activity books, card games
such as snap, word games such as ‘I spy’, learning words of
songs and rhymes, newspapers, comics, ibooks etc) as
early as possible.
Encourage "print recognition" in everyday situations
Encourage children to make inferences about what is being
read to them (e.g., ‘Who will they ask to help them?’
‘What’s going to happen, do you think?).