1 / 24

Helping Children to Read.

Helping Children to Read. Food for thought …. Does your child see you read? Does your child see you write? Do you scribe for them…? You teach by being a role model to your child…. +. Good word recognition, good language comprehension. Good language comprehension,

morey
Download Presentation

Helping Children to Read.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Helping Children to Read.

  2. Food for thought … • Does your child see you read? • Does your child see you write? • Do you scribe for them…? • You teach by being a role model to your child…

  3. + Good word recognition, good language comprehension Good language comprehension, poor word recognition Guesses - + Word recognition Poor word recognition, poor language comprehension Good word recognition, poor language comprehension. Barking at print. Language comprehension -

  4. Building Blocks. ComprehensionMultisyllabic wordsReading fluencyVocabularyBlending & segmentingAlphabetic codePhoneme awareness Left to right trackingAwareness of printVisual discriminationMusic & MovementMemory Listening skills

  5. Phonological Awareness A gradual and sequential process. • Ability to manipulate units of oral language. • Rhyming words, syllables. • Clap out the number of syllables in a word, • Alliteration

  6. Phonemic Awareness • Word level – Hear distinct speech sounds. • Must orally discriminate and articulate. • Precursor to ability to map speech sounds onto print. • Say it, then read!!!

  7. Complex Alphabetic Code • Most complicated language in the world. • 44 speech sounds but only 26 letters. • 150+ letter combinations. • Same letters used for different sounds. Same sound spelled differently.

  8. Complex Alphabetic Code • Digraphs: Two letters one sound • Sh ng wh th ch nk qu ck • Vowel Digraphs: • ay ee ar oy • Adjacent Consonants: • Sp st s sl tr sm cr pl

  9. RWI Simple Approach • RWI starts with a simple code. • One way to read/write each of the 44 sounds. • Some spellings incorrect but phonetically plausible.

  10. …It’s all so confusing! play mayk trayn cafay strayt wayt brayk green dreem kee hee happee light kight fligh Igh igh tigh blow smowk flowt gow mowst moon broot bloo groo 9/11/2014

  11. Consonants: stretchy Consonants: bouncy Vowels: bouncy Vowels: stretchy Set 1 sounds Set 2 sounds

  12. Fred Talk – Blending. • Children learn simple sounds. • Need to be able to blend them together. • Left to right • Secure sound : letter mapping. • Alien words. • Need to pronounce sounds clearly. • Use exaggeration.

  13. Fred talk • Beach • Storm • three • Shelf • Think • String • Sprint A structured approach to teaching sounds

  14. And… • Use Fred Talk at home: • Final word in sentence: …Would you like ch.ee.se or h.a.m … It’s time for b.e.d … Can you pass me the p.e.n

  15. Fred Fingers • Children convert a whole word they hear into sounds. • They put sounds they hear onto their fingers... • We call this Fred Fingers .

  16. TeachingSet 3 sounds. • Complex alphabetic code. • Same sound, different spelling. • Teaching split vowel sounds – special friends.

  17. GreenandRedWords. • Not all words are nice and easy to sound. • RWI highlights these to children. • Green words = regular sand, hat, much • Redwords = have a grotty grapheme • the, said, want, was.

  18. Reading Focus • Blending: Complex alphabetic code, syllables.. • Understand text - Literal responses. - Find it, prove it. - Inference and deduction. • Language – Impact on reader. • Storyteller voice.

  19. Read the passageThe cat ¥at¶µd the ¥it¶. The ¥it¶ drδββµΓ a sliюя n¥t into a big ca~ldr(ų.He cδ~ld sµµ a smülµ on the faðµ of the ¥it¶..Use context, prior knowledge.

  20. Let’s Talk Vocabulary • Tight link between academic success and number of words spoken to child by parents up to age of 3. • Constant chatter, build on child’s speech, asking questions, constant praise, approx 1,000 stories.

  21. Reading and Writing Activities. • Use of forced alternatives: Did you feel grumpy or miserable? • “Did he scoff or munch his lunch?” • “Will he creep away or sneak off?” Build comprehension skills by asking children to ‘Find it… Prove it… Why does …’ ‘What do you think…’

  22. And • Use these prompts to at the end of each page or paragraph: What is that character thinking What is happening in this part of the story? What do you think happens next? What is that character saying? What do you think that character is feeling now?

  23. Reading • Read lots and lots at home. • Use blending and segmenting skills and use the pictures to help guide them. • Left to right tracing and asked to find individual words. • Reading should be enjoyable. • Understand it - able to talk about it • Reading diaries, your comments valued.

  24. www.ruthmiskinliteracy.com www.oup.com (RWI resources are published by Oxford University Press) Home Learning Support https://Global.oup.com/education/content/primary/series/rwi/parents/?region=uk http://www.focusonphonics.co.uk/sound.htm

More Related