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Supporting Early Readers

Supporting Early Readers. Goldfields Network Breakfast Session July, 2010. Read the article “Teaching and Learning Experiences in an Effective Reading Program” by Diane Snowball (e:lit) Turn and Talk Brainwave list. What do teachers need to know to support the acquisition of reading?.

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Supporting Early Readers

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  1. Supporting Early Readers Goldfields Network Breakfast Session July, 2010

  2. Read the article “Teaching and Learning Experiences in an Effective Reading Program” by Diane Snowball (e:lit) • Turn and Talk • Brainwave list What do teachers need to know to support the acquisition of reading?

  3. Teachers need to know their students PRECISION • Teachers need to know what to teach PERSONALISATION • Teachers need to know how to teach PROFESSIONAL LEARNING Teachers need to know:

  4. Using data • English Online Interview • Observation Survey • Running Records • Record of Oral Language or Oral Language Assessment • Using observation • Reading conference • Guided reading • Reflection • Reading behaviours Precision: Knowing your students

  5. Video Observation - Ronan What do we know about this student?

  6. Concepts about print • A few words and letters/sounds • The reading process/ reading strategies • Predict, check, confirm, self correct, search • Using all sources of information (MSV) • Fluency development • Comprehension/Reading for Understanding • Decoding Strategies • Vocabulary Learning Personalisation: Knowing what to teach

  7. What are they? How can we support our students? • Shared reading • Use a pointer • Verbalise your reading behaviours and actions • Oral cloze • Masking letters / words • Guided reading Concepts about print

  8. Why is this important? How does it help? What can we do to support? My boat is little. Tom and Dad looked for the ball. • Book Introduction - Zahlia Knowing a few words and letters or sounds

  9. Predict, check, confirm, self correct, search • Using all sources of information (MSV) Does it sound right? Meaning Structure Does it make sense? Visual Does it look right? The reading process and reading strategies

  10. Reading rate • Expression • Phrasing • Finger pointing • Using punctuation • Using intonation and volume (prosody) • Shared reading • Shadow reading • Easy texts (just right books) • Video - Mrs Wishy-Washy Fluency development

  11. Predicting • Using test structures and features • Visualising • Asking questions • Summarising • Thinking aloud • How do we support our students? Comprehension/Reading for Understanding

  12. What are they? How do we support? • Shared reading • Guided reading • Word work • Using all sources of information • Video observation – Using all sources Decoding Strategies

  13. The more words we know the easier the task of reading...prior knowledge and experience plays a huge part in learning to read. (eg. The Beach Ball task from EOI) • How can we support? • Read aloud daily • Word walls • Word of the day • Build class dictionaries • Work on ‘words instead of’ • Using ‘words in 10 minutes’ Vocabulary Learning

  14. Easy texts for building confidence • Supportive texts..keep it simple (eg. Whenever it rains...) • Reading level 1 and 2 texts for long periods gives a skewed perception of reading...they are designed to practise very early skills of directionality, one to one and some known words • Select texts based on what you know about the student • Be very familiar with the text yourself Book selection

  15. Video observation – known words • Video observation – pointing decisions • What do we know about these students? • What can they already do? • What do we teach next? Supporting students

  16. What are your questions?

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