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UNLOCKING LITERACY: READING

UNLOCKING LITERACY: READING. QUESTIONING THINKING AND DISCUSSING. READING. WRITING. Unlocking Literacy. The couple arranged meet after work and go to movies. Making predictions. Don’t walk on the the grass. Making predictions.

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UNLOCKING LITERACY: READING

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  1. UNLOCKING LITERACY: READING

  2. QUESTIONING THINKING AND DISCUSSING READING WRITING Unlocking Literacy

  3. The couple arranged meet after work and go to movies. Making predictions

  4. Don’t walk on the the grass. Making predictions

  5. The Marlup was poving his kump. Frinkily, he spaffed the lop kump into his dunt. When he had poved, he sifted his crit and grunged frangily. “Zatchus kump”, sprinned the marlup swashly to the bosnut. Syntax

  6. It __________ across the water. Syntax

  7. Sam took his pet _________ to the river. It paddled across the water. Semantics

  8. STOCK MARKET Semantics

  9. Sam took his pet dog to the river. It paddled across the water. Dogs love to sw_m. Graphophonics

  10. Can you read the signs? _ u _ _ D _ n g _ r _ e _ E _ _ t _ o _ e _ L _ f t u _ N _ s m _ k _ n g _ _ a i _ _ N _ e n _ _ y _ o i _ e _ _ N _ _ x i _ Graphophonics

  11. Go slow, men working. Go. Slow men working. King John had his lunch half an hour after his head was cut off. King John had his lunch. Half an hour after, his head was cut off. Print Conventions

  12. The language structure (syntax) • The meaning of the words (semantics) • The look, sounds and letters of words (graphophonics) • Knowledge of print conventions Cueing Systems

  13. Reading involves problem solving. Readers comprehend texts by integrating semantic, syntactic, graphophonic cues and knowledge of print conventions. Cueing Systems

  14. Knowing the words and meanings • Relate to prior knowledge. • Are based on understandings and experiences of the subject, the world and the way texts work. • Predictions • Knowledge of plot/story • Experiences with content • Context • Pictures • Making sense Semantic Cues

  15. Knowing the word order and • sentence structure • Relate to knowledge of how language works. • Correlates with the way words fit together in sentences. • Flow of language • Sentence knowledge • Prior experiences with similar sentences • Grammar and patterns Syntactic Cues

  16. Knowing the appearance of the letters and the sounds they make. • Relate to knowledge of letters and the sounds they make. • Letters and sounds • Letter clusters and groups • Familiar/known words • Shape and length of words • Print Graphophonic Cues

  17. Meaning prompts • Does it make sense? • Sound prompts • Does it sound right? • Visual prompts • Does it look right? How to help learners

  18. Prompts to check understanding • Retell in your own words • Describe characters • Have you had similar experiences? • Can you compare this with something else you have read? • Comment on the language used • What is the purpose of this text? • Can you identify 5 verbs (doing words)? What tense are they written in? (past, present, future) • What? Why? When? Where? How? Comprehension

  19. What I can think about, I can talk about. What I can say, I can write. What I can write, I can read. I can read what I can write and what other people can write for me to read. Food for thought

  20. Web: www.literacy.org.nz Email: admin@literacy.org.nz Phone: 0-9-3782080 Fax: 0-9-3782083 Literacy Aotearoa Incorporated Back suite, 449 Richmond Road Grey Lynn Auckland City New Zealand Please stay in touch... Please visit us...

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