Helping with Reading and Writing in the Junior School

1. Helping with Reading and Writing in the Junior School Epsom Primary School Presents-

2. The Literacy Block Reading • Shared modelled reading Grade 1/2 • Individual sustained reading • Guided reading/Running records • Reading activities Sharing our learning • Writing • shared modelled writing • individual writing • guided writing 2

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7. What is reading? Reading is making meaning from print, which is all around us - books, magazines, posters, advertisements, films, videos and computers.

8. Teaching reading is based on these beliefs • that reading should be enjoyable • that students learn to read by reading • that reading programs should be child centred • that reading must be rewarding • that children learn to read on books that have meaning • the best approach to teaching reading is a combination of approaches

9. Successful readers * expect what they are reading to make sense * can predict what is to come next in a text * can test and correct their predictions

10. Reading involves knowing about - the subject - how our language is spoken - the conventions of print (reading from left to right, top to bottom - sounds and letters and how they are represented in print

11. Decoding What does the writing say? What do the letters and words tell us? Making meaning from print (writing).

16. Successful readers use a range of information to make meaning: * knowledge about how language is spoken (structure) * previous experience and understanding of the topic (meaning) * knowledge of letters and associated sounds and how they are represented in print (visual information) A good reader uses all sources of information to gain meaning from print. It is important to be aware of this so students can be encouraged to use all these sources to work out the meaning of the texts they are reading.

17. Prior Knowledge Structural Cues Meaning Cues Visual Cues Constructing Meaning

19. Book Introductions Book introductions help students to get to know the book prior to reading. They encourage children to make predictions about what they will read. Words and ideas can be discussed so that when reading begins the student has some idea of what to expect and is familiar with some of the language they will encounter.

20. Talk about the cover and title - to give an overview of what the book is about. Browse through pictures and discuss the events. Identify unusual or unfamiliar words and ideas and talk about them. Ask questions like What do you think this book might be about? What is happening now? What might happen next? What do you think could happen in the end?

21. What does a Book Introduction achieve? * it makes the book easier to read at the first reading * it allows the child to read with a high degree of processing * it creates a scaffolding * it allows the child to initiate the reading work needed to gain meaning

22. Finger pointing Finger pointing allows a student to monitor their reading. They must hold the book, turn the pages and finger point. If they are having trouble finger pointing help your child to point to the words as he/she reads by guiding their hand if necessary. Later pointing may be used when text becomes difficult.

23. Pause Prompt Praise When the book is being read by your child, use the 3 P’s, Pause, Prompt, Praise - to assist:

24. Pause if the child is unsure; wait a moment. Let your child look at the pictures and words to work out the meaning. Give a prompt or clue that encourages your child to look closer and have a go. Ask a question such as: What word might make sense? What would sound right? What does it start with? Praise all efforts. If the child is still unsure after a try, tell them the word so they don’t lose the meaning of the story. Keep the Pause, Prompt, Praise process short, so as not to interrupt the flow of the story. Enjoyment and understanding of the book are most important.

25. Retell After reading we need to find out whether the student gathers meaning from the text as a whole. The best way of finding out about the student’s comprehension is to ask the student about the book. Having the students retell what they have read gives a quick guide as to how well they understood the text.

26. We may need to prompt or ask questions to focus the student’s attention on certain points or ideas in the text. Discussion about the text and illustrations is very important. Retells can be in many forms eg. * a verbal retell * a written retell * a story map * a puppet play

27. What is writing? Writing is a way of communicating through a process of constructing messages and representing ideas, feelings and information in print. We use writing to communicate ideas and information. Through writing we explore ideas, record things we have done, or have to do, and share our thoughts, desires and feelings. “Writing is thinking with your fingers.”

28. Teaching writing is based on these beliefs • children need opportunities to write everyday • children learn to write by writing • children learn to write by talking about their writing • children need to see regular demonstrations of the writing process • children need to be surrounded by a print rich environment that they help to create • children need to have their writing efforts valued

29. A writer needs * a reason to write * an audience * knowledge of a variety of writing to use eg. letters, lists, notes, instructions, stories * to know when correct spelling and presentation are important

30. Developing the ability to hear and record sounds in words 1. Random placement of letters a m m n l p a a h (often starts with those in their own name) 2. Recording dominant sounds I w t f p a t s l (I went to the shop and got some lollies.) I wl cum to git vu cat. (I will come to get the cat.)

31. 3. Recording hard to hear sounds. I went home with my bruther. Letter – sound knowledge is very important.

32. Helpful spelling strategies 1. Use sound / letter charts. Say the word slowly. What sound do you hear? It starts the same as…………… Always use the same example. S - sun 2. Say the word slowly so each sound can be articulated. Say the word slowly. What sounds do you hear? What letters might you use to make that sound? 3. Using a known word to write an unknown word If you can spell mat you can spell fat, bat, hat, rat, sat

33. 4. Clap the word 5. Use a base word eg. Talk – talking 6. Just know the word Some words just need to be learnt eg. to, the, are 7. The look of the word What the word looks like bot, baot, boat

34. How can you support your child’s literacy development?

35. Show your child that you value and enjoy reading and writing. Remember a positive attitude is “catching”. Read print material together - at the supermarket - on the television - on street signs, shops, billboards - on computer screens

36. Explain what you’re doing when filling in forms, making lists, taking notes, leaving messages, writing cards and letters, keeping diaries and so on. Involve your child in writing birthday cards, thank you letters, shopping lists, lunch orders and labels and responding to stories, keeping a diary and so on. Sing alphabet chants and play “I Spy.”

37. Provide pens, pencils, crayons and paper for your child. Display an alphabet strip with the correct letter formation. Play word games like Boggle, Scrabble and build up personal dictionaries with older children. Talk about words, their look, sound, and meaning.

38. Join your local library and visit regularly. Make words on the refrigerator with magnetic letters.

39. Mem Fox’s Ten Read Aloud Commandments • Spend at least ten wildly happy minutes every single day reading aloud. • Read at least three stories a day: it may be the same story three times. Children need to hear a thousand stories before they learn to read! • Read aloud with animation. Listen to your own voice and don’t be dull, or flat or boring. Hang loose and be loud, have fun and laugh a lot.

40. 4. Read with joy and enjoyment: real enjoyment for yourself and great joy for the listeners. • Read stories that the kids love over and over and over again, and always read in the same ‘tune’ for each book: i.e. with the same intonations on each page, each time. • Let children hear lots of language by talking to them constantly; or sing any old song that you can remember; or say nursery rhymes in bouncy way; or be noisy together doing clapping games.

41. Let children hear lots of language by talking to them constantly; or sing any old song that you can remember; or say nursery rhymes in bouncy way; or be noisy together doing clapping games. • Look for rhyme, rhythm or repetition in books for young children, and make sure the books are short! • Play games with the things that you and the child can see on the page, such as finding the letters that start the child’s name and yours, remembering that it’s never work, it’s always a fabulous game. • Never ever teach reading, or get tense around books. • 10. Read aloud every day because you just love being with your child, not because it’s the right thing to do.

42. •Literacy is the key to success. •Children who read, more often, succeed. “We believe all children can learn to read and write.” Epsom Primary School developing partnerships with parents. http://www.epsomps.vic.edu.au