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Teaching Early Reading

Teaching Early Reading. Nottinghamshire Literacy Team, 2008/2009 & National SCITT PGCE, 2010/2011. Objectives. To highlight some current research into the teaching of reading. To outline Primary National Strategy advice and expectations for the teaching of reading.

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Teaching Early Reading

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  1. Teaching Early Reading Nottinghamshire Literacy Team, 2008/2009 & National SCITT PGCE, 2010/2011

  2. Objectives • To highlight some current research into the teaching of reading. • To outline Primary National Strategy advice and expectations for the teaching of reading. • To explore the nature of phonics.

  3. Paired Talk • How did you learn to read? • Which strategies did your teachers use? • Which were effective and why?

  4. What sorts of strategies might help? • Knowledge of context • Grammatical knowledge • Word recognition and graphic knowledge • Phonics (sounds and spelling)

  5. Quxnch yxxr thxrst bx drxnkxng x glxss xf xxr spxrklxng gxngxr xlx. The Reading Reading Centre

  6. My granny loved to pog and was the best XXXXXX in the east end of Glasgow. Spot is going to the ___________.

  7. Sight VocabularyJack aged 4 • Jack • Bob the Builder • Thomas • Tractor Tom • Power Rangers • Jetix • Hannah • Katie • Mummy

  8. Phonics • cat dog bed pin sun • once one son was

  9. What methods have been used? • Look and say – word cards / pictures and words • Alphabet-led – know the alphabet and decode • ‘Real Books’ – engage and support reading through context • Analytic phonics / Synthetic phonics http://www.getreadingright.co.uk/analytical-vs--synthetic-phonics/

  10. Two research summaries • Summary by Harrison, 1996 from: http://www.scotland.gov.uk/edru/Pdf/ers/interchange_39.pdf • Rose Review 2006 from: https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf

  11. Word Recognition Phonic knowledge Word recognition and graphic knowledge Language Comprehension Grammatical knowledge Knowledge of context The Simple View of Reading Why do Policy Makers find the 'Simple View of Reading‘ so Attractive, and Why do I Find it so Morally Repugnant? Colin Harrison , 2010 Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy - Routledge

  12. + Word Recognition Good word recognition, good language comprehension Good language comprehension, poor word recognition - + Good word recognition, poor language comprehension Poor word recognition, poor language comprehension - Languagecomprehension

  13. Focus clearly on developing word recognition skills through • Phoneme awareness and phonics teaching • Repetition and teaching of ‘tricky’ words • Focus clearly on developing language comprehension through • Talking with children • Reading to children • Teaching comprehension strategies

  14. The Rose Review • Led by Jim Rose CBE • Commissioned June 2005 • Review of best practice in the teaching of early reading and phonics • Final report published in March 2006

  15. The Rose Review High quality, systematic phonic work should be taught discretely.

  16. The Rose Review This work should be the prime approach in learning to decode (to read) and encode (to write/spell) print.

  17. The Rose Review For most children this will start by the age of 5 (but earlier for some).

  18. Rose says that phonics teaching should be set within the context of … a curriculum that generates purposeful discussion, interest, application, enjoyment and high achievement across all the areas of learning and experience in the early years and progressively throughout the key stages which follow

  19. Key messages from Rose • Daily • Discrete (20 minutes) • High quality • Systematic

  20. Phonics in action • Watch the clips. • How would you describe the teacher’s approach? • How could a use of phonics benefit struggling readers in Y7?

  21. Session breakdown

  22. Key features of synthetic phonic teaching “Synthetic phonics refers to an approach to the teaching of reading in which the phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised).” • Grapheme/phoneme correspondences • Blending • Segmenting • Blending and segmenting are reversible

  23. A phonics quiz • What is a phoneme? • How many phonemes are in the word ‘strict’? • a) What is a digraph? b) Give an example of a vowel digraph and a consonant digraph • Why has ‘hiss’ got ‘ss’ at the end (and not ‘s’)? • Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or ‘c’)? • a) What is a ‘trigraph’? b) Give an example of a vowel trigraph • Write down five different ways of representing /ae/ • What is the best guess when you write /ae/ at the end of a word?

  24. Phoneme/grapheme correspondence • Teaching phonics requires a technical skill in enunciation • Phonemes should be articulated clearly and precisely – correctly!

  25. The 44 phonemes

  26. Phonic terminology

  27. Phoneme A phonemeis the smallest unit of sound in a word

  28. Grapheme Letter(s) representing a phoneme e.g.: t ai igh

  29. Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy

  30. Split digraph A digraph in which the two letters are not adjacent (e.g. make)

  31. Trigraph Three letters, which make one sound igh dge

  32. Blending Recognising the letter sounds in a written word, for example c-u-p and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’

  33. Oral blending Hearing a series of spoken sounds and • merging them together to make a spoken • word – no text is used • For example, when a teacher calls out • ‘b-u-s’, the children say ‘bus’ • This skill is usually taught before blending • and reading printed words

  34. Segmenting Identifying the individual sounds in a spoken word e.g. h-i-m and writing down or manipulating letters for each sound to form the word ‘him’

  35. Segmenting activity Segment these words into their constituent phonemes: shelf dress think string sprint flick

  36. The same phoneme can be represented in more than one way: • burn • first • term • heard • work

  37. A grapheme can represent more than one phoneme

  38. Reducing uncertainty Certain representations of a phoneme are more likely in initial, medial and final position in monosyllabic words

  39. ll ss ff zz fill miss whizz huff

  40. ck k c sack picnic chick phonic monk

  41. High frequency words • The majority of high frequency words are phonically regular • Some exceptions – for example the and was – should be directly taught

  42. Systematic synthetic phonics programmes • Letters and Sounds • 6 phases from Foundation to Year 2. • Jolly Phonics • Claims to teach full phoneme set in first 9 weeks • Ruth Miskin scheme • Every child reading by six

  43. Letters and Sounds: Pace and progression

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