Parents are the first and most important teachers in their child’s life "Parents are key reading role models. High frequency reading parents are six times more likely to have high frequency reading kids.” 2008 Kids & Family Reading Report) Welcome to the Star of the Sea Reading Workshop S Allison Sammut Early Intervention/Reading Recovery Teacher Tammy Reardon Key Literacy Coordinator R-3 S Create a Common Language S Purpose of workshop is to provide a common reading language between home and school S Work in partnership to benefit all our young learners READ READ READ S Regular reading with your child will support a foundation of important skills. They will gain knowledge about the ways books work (print concepts), build vocabulary, listen to correct fluency and phrasing and gain an insight into different text types. Research says… Please encourage your child to build their reading stamina at home. Read books together and enjoy a love of reading at home. It will have a huge impact on your child’s learning. Reading with a beginning reader S Read to your child S Read with your child S Let your child read Building Foundations for Reading Learning to Read S We require a foundation of skills in order to be able to make sense of ‘print’ S POP – Phonological awareness, Oral Language skills and Print Awareness S How can we develop all these skills to support our young readers? In order to read this we need … the boy can read Reading in the 21st Century What is involved in learning to read? Building a solid foundation of early reading skills… Phonological Awareness Skills Nursery rhymes Read rhyming books – Dr Seuss, Songscounting, alphabet, rhyming and riddle games such as knock, knock Alliteration Alliteration is like rhyming, but with alliteration the rhyming comes at the front of the words instead of the end Alvin alligator always asks Alice if she likes ants. Phonological Awareness Skills Manipula(on of Sounds Subs&tu&ng beginning, middle, and ending sounds of a word. “Say bug, now change /b/ to /t/ -‐ what word do you have? Tug” “Say cap, now change /p/ to /t/ -‐ what word do you have? Cat” Omi@ng beginning, middle, and ending sounds of a word “Say smile without /s/, what’s the new word?” mile Change the sounds of traditional songs and rhymes Row, row, row your boat Gently down the stream. Merrily, merrily, merrily, merrily Life is but a dream. Bow, bow, bow your boat Bently bown the bream. Berrily, berrily, berrily, berrily Bife is but a bream. Sow, sow, sow your soat Sently sown the stream. Serrily, serrily, serrily, serrily Sife is sut a sream. Sentence Segmenting & Syllables S Early in phonological awareness instruction, teach children to segment sentences into individual words. Identify familiar short poems such as "I scream you scream we all scream for ice cream!" Have children clap their hands with each word. S As children advance in their ability to manipulate oral language, teach them to segment words into syllables or onsets and rimes. For example, have children segment their names into syllables: e.g., Ra-chel, Al-ex-an-der, and Rodney. S When children have learned to remove the first phoneme (sound) of a word, teach them to segment short words into individual phonemes: e.g., s-u-n, p-a-t, s-t-o-p. Syllables S Syllables play an important role in spoken English, in that they greatly influence the rhythm of the language, its poetic meter and its stress patterns. As the basic units of speech sounds, syllables are often considered the phonological building blocks of words. S Compound Words - Compound words are often two-syllable words (rain|bow, sun|set, dog|house). Understanding syllables and learning to segment words not only helps children master phonics, but these skills also play a vital role in learning to spell, read and pronounce words correctly. Oral Language Development S Oral Language: This includes many aspects of “talk”, such as the words children know and use, the way they put words together into sentences and their ability to converse and talk about their world. S Oral Language is continually developing S Model clear and correct use of oral language S One of the most important things that teachers can do is to provide a good model of oral language use. Giving unambiguous instructions, using accurate descriptive and positional language, utilising precise terminology where necessary and giving clear feedback are ways in which teachers can demonstrate how the correct use of language assists communication and facilitates understanding. 3 Important Cues S Meaning S Structure S Visual Learning to read does not happen all at once. It involves a series of stages that lead, over time, to independent reading and fluency. Book Introduction S Start with a book introduction S A book introduction will support the reader in gaining meaning from a new text. Please make sure that the children hold their own book. Ask them to flip through the pages and talk about what they think the book may be about. If the book is an Information text on ‘Volcanoes’, for example, or another subject with difficult or new vocabulary, then take time to discuss new words and their meaning. A book introduction should be a rich discussion about what the book may be about from the child’s perspective. Take time to discuss the title too. S Examples of texts Different Types of Texts S How to introduce different texts Teaching Print knowledge S Print Knowledge: Knowing the letters of the alphabet & understanding about print, e.g. we read books from front to back and left to right, letters represent sounds, written words are made up of letters and represent spoken words. S Jolly Phonics S Concepts of print S Oxford Sight Words Visual – Sound/Symbol Relationships S What if we gave you some clues in order to work out what our sentence says? Visual – sound/symbol relationships the boy can read t – represents the sound ’th’ c - represents the sound ‘c’ r – represents the ‘r’ sound Oral language development provides the ‘platform’ for the development of phonological awareness. As children make sounds and combine them into words and sentences, they are literally ‘tuned into’ the phonological system: the intonation and rhythm of language and its common sound patterns (Goswami, 2001; Metsala, 1999). Structure - syntax S Knowledge about the system of language S The organisation and arrangement of text and how words fit together to convey meaning S Grammar, word order, punctuation, patterns in the book such as rhyming patterns or repeated phrases are structure cues S I do not like them in a box S I do not like them with a fox S I ___ ______ _____ _____ in a house. S I ___ ______ _____ _____ with a mouse. Comprehension S What are the three levels of comprehension? S 3 H strategy S Here – in the text (literal) – Is it here in one sentence in the text? S Hidden – it is found by joining information from two or more places in the text, or from information in the text and what I already know (Inferential) S Head – Is the answer in my background knowledge: What I already know? Building Comprehension I am so frustrated! Why can’t my child move up a text level? Your child will move up a level of text when they can demonstrate that they are a Balanced Reader on a wide range of text types. The following strategies and skills are all taken into consideration… ??????What is a balanced reader????????? What is a balanced reader? A balanced reader will… S Decode (break/pull apart words) S Comprehend (on 3 levels – literal, inferred, response) S Use structure knowledge (how we use language correctly) S Be fluent (punctuation, flow, grouping words like we speak) All of the above need to be visible on a wide range of text types. How does my child’s teacher assess reading? What does my child need to be doing before they go up a level? S Your child’s teacher will assess using a running record and regularly listening to reading in a variety of contexts. S A running record analyses whether your child is exhibiting the skills to be a confident, balanced reader. S We examine the errors they are making – meaning, structure and visual S Fluency and phrasing S Comprehension – on three levels S Concepts about print - phrasing/punctuation/decoding skills/ sight word recognition So how can I support Reading at Star of the Sea? A laminated sheet will be provided for parent readers outlining our morning routine. 1. Book Introduction 2. You hold the book 3. Now you read the words 4. Were you right? What can you try? 5. Can you tell me what the book was about? Once is not enough! Repeated prac&ce increases skill in many areas… S Playing a sport/ Playing an instrument/Driving a car S Reading works the same way! S The text that comes home should be at an easy level. This is so you can celebrate when your child reads their book to you with confidence. Encourage your child to re-read favourite books and poems. Re-reading helps children read fluently and accurately. The Reluctant Reader S Reading is about: The right book The right child The right time Useful websites www.getreadingright.com www.sparklebox.co.uk http://www.speld-sa.org.au/ http://www.syntheticphonics.com/ Access Jolly Phonics on youtube www.youtube.com/watch? v=xGpsVmWLRFA
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