Transcript Slide 1

Parent’s Reading Workshop
“All children are ready to learn something, but some
start their learning from a different place” Marie Clay,
2002, p.9
“We can provide
appropriate
opportunities fro
children to learn….
To expand outwards
from the various
competencies that
the child already
has” M. Clay,2002,
p.10
• Wave 1: for most children - Quality First Teaching
• Wave 2: for those children just below age
expectations - Early Literacy Support, Better
Reading Partnership
• Wave 3: children struggling- Fischer Family Trust
• Wave 3: Lowest attaining children
– Reading Recovery
What is reading?
• A problem solving, message getting activity
• All readers need to find and use different kinds of
information in print
• They need to combine this information with what they
already know from their past experiences with
language
• Rg rh hfmmb glwzb
yfg glnliild rg droo
izrm.
Clues!
• r= i,
• g=t
• o=l
What kinds of information must be used?
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Knowledge of how the world works
The possible meanings of the text
The sentence structures of language
Rules about the order of ideas, words, and letters
The alphabet
Special features of sounds, shapes and layout
Punctuation rules
Special knowledge about books and book language
Wide ranging literacy experiences
What does a
good/poor reader
look like?
Discuss a few ideas!
A Good Reader
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Appears to focus on the meaning of the text
Anticipates and checks rapidly searching with eyes
Picks up on visual information
Picks up on letter-sound correspondence
Picks up on clusters of letters or words already known
Shifts to slower analysis using words/letters/clusters
if not able to quickly decode meaning
• Uses knowledge of words to get to new words using
words in his speaking vocabulary
• Shows flexibility across different levels of language
A low progress reader
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Operates slowly
Uses mainly one kind of information
Poor 1:1 correspondence
Insecure directionality
Guesses from 1st letter
Forgets the message/meaning
Does not notice discrepancies between print and their
response
• What can we do?
• Systematic observation to show
misconceptions/strengths (benchmarking)
• Analysis of benchmarking results
• Individual programme to allow low progress readers
to function like high progress readers
• Use easy material to practice skills and instructional
material to teach new skills
Concepts about print
• Read the story with continuity so the child can gains
meaning
• Let your child turn the pages
• Point under each word as you read for a section of
the text
• Check your child knows where to start reading/go
next
• Ask ‘does it make sense?’ to encourage cross checking
for meaning
• Ask lots of questions to explore inferential as well as
literal meaning
Letter identification
• Develop knowledge of upper and lower case letters
• Use the prompts:
• What sound does it make?
• Do you know it‘s name?
• Follow the RWInc pronunciation guides
• Encourage some decoding in early reading, ask ‘does it
look right?’ to develop cross checking
Writing Vocabulary
• a child’s writing vocabulary is a good indicator of
which features of print they are attending to
• Look at how they write too; for example, where do
they start, which direction do they go in, are they
aware of the spaces between words?
• Develop written knowledge of the appropriate level
high frequency words
• Spelling and grammar are important too!
• Develop expression when reading;
encourage your child to pause at a comma
or full stop, use a different voice for
speech marks etc
• Fluency is key to developing expression, a
child needs to know the book really well so
they concentrate on ‘making it sound
good’