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Concepts about print

Concepts about print. Title. Page. Letter. Cover. Word. Left before right. Punctuation. Where to start.

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Concepts about print

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  1. Concepts about print • Title Page Letter Cover Word Left before right Punctuation Where to start

  2. All readers (be they 5 year old beginners working on their 1st books or effective adult readers), need to find and use different kinds of information in print and combine the information which they find in print with what they carry in their heads from their past experiences with language M.Clay

  3. What information does a child use in their reading? Good word recognition and phonic skills Oral language comprehension plus content Oral language comprehension plus own grammatical structures

  4. The Simple View of Reading Good language comprehension, poor word recognition Good word recognition, good language comprehension Good word recognition, poor language comprehension Poor word recognition, poor language comprehension

  5. The Simple View of Reading Language comprehension good Word Word Recognition recognitiongood poor Language comprehension poor

  6. Analysing a running record • Working out sources of information to the point of error behaviour or self correction: meaning / structure/ visual cues • EASY - 95 – 100% • INSTRUCTIONAL – 90 – 94% • HARD – 80 – 89% • Analyse own running record

  7. “Giving thoughtful attention to the level of help a child needs and decide when you are prompting for processing or when you should be supplying information that the learner does not have” M.Clay

  8. Skills involved in reading Predicting Monitoring and and Anticipating Checking Self Correcting Searching Context

  9. Reading familiar texts • Enjoyment of a story • Phrased and fluent reading • Attention to print / word recognition • Speed recognition • Use of meaning • This is what a good reader sounds like

  10. Levels of reading The high progress reader The low progress reader Operates slowly on mainly one kind of information Disregards discrepancies between response and print detail Forgets the message • Can identify many different kinds of information • Appears to focus on the meaning of the text • Anticipates • Checks with a rapid search • Demonstrates flexibility across levels of language • Adjusts pace of reading

  11. Cut up sentence • Monitoring as re - ordering • Phrasing • Cutting up sentence in different ways • Observing the strategies used during re - ordering

  12. Composing own written sentence • Oral sentence • Shared production of the sentence • Using letters and clusters of letters • Production of high frequency words – taking a word to fluency • Re-read, monitor for visual information, grammatical sense and meaning

  13. Sounds, letter – sound relationships, letter clusters and words can be practised in isolation, but the groupings of words become critical when we are reading and writing continuous text. M.Clay

  14. Letter identification • Fast recognition of known letters • Extension of known letters • Upper and lower case letters

  15. Word work • Use magnetic letters to make up word Left to Right • Take word apart and blend • Substitute initial letters eg look / cook / took • Substitute end letters – can / cat / cap • Add endings – looks / looked / looking

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