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Reading 1 - Some practical strategies to help the beginning reader to develop their skills

Reading 1 - Some practical strategies to help the beginning reader to develop their skills. 1. Learning Outcomes. By the end of the session, students will: Know that we read texts for a range of purposes Be aware of a range of skills and knowledge readers use when reading texts

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Reading 1 - Some practical strategies to help the beginning reader to develop their skills

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  1. Reading 1 - Some practical strategies to help the beginning reader to develop their skills 1

  2. Learning Outcomes By the end of the session, students will: • Know that we read texts for a range of purposes • Be aware of a range of skills and knowledge readers use when reading texts • Have revised the structure of the literacy core curriculum • Know some activities for learners to develop their use of context (grammar and meaning), phonic and graphic cues • Apply knowledge of the strategies a reader uses, to identify what skills s/he needs to develop 2

  3. The Reading Process - what’s involved? The text structure and key language features The world and society The subject/topic Meaning within sentences Meaning between paragraphs Meanings between sentences Correspondence between spoken and written words Word identification Awareness of meaning Phonological awareness skills Grammatical awareness 3

  4. How these are made into a learning programme? Context Syllabus/learner Skills & Knowledge Syllabus/Curriculum Learning Programme Teacher 4

  5. Different types of text - letters - emails - novel - poem - recipes - a note - DIY instructions - an advert - an article in a newspaper or magazine, - writing on a webpage All of these are texts When you are reading or writing any text, think about the purpose of the text or why it has been written. Also, think of the reason you have for reading the text - what’s your purpose? 5

  6. What might the purpose of a text be? An advert might be trying to persuade you to buy something. A letter from school might be to inform you about something. A novel might describe somewhere or someone to you. A car manual might instruct you how to do something to your car. Depending on the purpose of the text, different methods will be used to get the message across to the reader.For more specific information see the Persuasive texts, Informative texts, Instructive texts and Descriptive texts factsheets on: www.bbc.co.uk/skillswise 6

  7. How is the Curriculum Organised? Literacy Curriculum Reading Speaking and Listening Writing Text Sentence Word Text Sentence Word Listen Speak to Engage in and Communicate Discussion Respond Levels: Entry 1 E1 Level 1 L1 Entry 2 E2 Level 2 L2 Entry 3 E3 7

  8. How is the Curriculum Organised? (2) Literacy Curriculum Reading Speaking and Listening Writing Text Sentence Word Wt Ws Ww Text Sentence Word Rt Rs Rw Listen Speak to Engage in and Communicate Discussion Respond SLc SLd SLlr Levels: Entry 1 E1 Level 1 L1 Entry 2 E2 Level 2 L2 Entry 3 E3 8

  9. How to use the Curriculum Referencing System 2. Listen and Respond • How to Reference: • Element • Element sub section • Level • Specific skill 3. Entry 1 SLlr/E1.1 1. Speaking and Listening 4. Skill 9

  10. The Searchlight Model and Reading Cue System Sounds and Spellings (Phonic Cue) Knowledge of Context (Semantic Cue) Grammatical Knowledge (Syntactic Cue) TEXT Word recognition, letters, shapes (Graphic Cue) 10

  11. Reading cues What cues do you use to read these sentences? 1. The boy ______ the ball. 2. The boy k----- the ball. 3. The boy kicked --- ball. 11

  12. Grapho-phonics - the link between the sound of a letter or group of letters, and the way they are spelt, their graphical representation Words including the ‘ee’ sound Think of words each containing the sound but spelt in different ways: be brief theme caesarian 12

  13. Social Sight Vocabulary FormsWork In the streetIn shops 13

  14. The Value of the Language Experience Approach • It commits the student’s experiences, thoughts and ideas to print. • It demystifies the process of creating written material. • It creates a relevant context from which you and the student can choose words to work on. • It uses the student’s innate knowledge of their speech patterns and vocabulary to help read text. • The student is asked to use their judgement in selecting what to include in the text being created. • The piece can be as short or as long as the student needs/can cope with, but is still a complete text • It creates reading material relevant to your student 14

  15. Approaches to teaching reading • The ‘Searchlight’ model shows that readers need to be able to use a range of cues to work out meaning. This will involve teachers in developing specific skills and knowledge: • Recognising words by their look - Sight Vocabulary • Using letters & their sounds to work out words - Phonics • Strategies for tackling longer words • Using the Context - both of grammar and meaning • Developing a wider spoken and heard vocabulary 15

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