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Beginning Readers Strategies to Build Strong Foundations

Beginning Readers Strategies to Build Strong Foundations. Before children begin to read they need…. A knowledge of letters and their sounds To have had been read to by an adult regularly To be able to make meaning from the pictures and words and be able to answer questions regarding the text

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Beginning Readers Strategies to Build Strong Foundations

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  1. Beginning ReadersStrategies to Build Strong Foundations

  2. Before children begin to read they need… • A knowledge of letters and their sounds • To have had been read to by an adult regularly • To be able to make meaning from the pictures and words and be able to answer questions regarding the text • To have a bank of known sight words

  3. What Good Readers Do… • Make Connections • Visualise • Infer • Determine Importance • Synthesize

  4. How does making connections help me think as I read? • Making connections helps me understand the story • When I can think of a similar experience to the one in the story, I can better understand what is happening and what characters are feeling • When I understand what is happening, I can remember the story and the story is more interesting to read

  5. How does visualising help me think as I read? • Enhances meaning with mental pictures • Links past experience to the words and ideas in the text • Enables me to place myself in the story • Stimulates my imaginative thinking • Keeps me engaged with the text • Brings joy to my reading

  6. He must be sad . How does inferring help me think as I read? • Draw conclusions based on clues in the text • Make predictions before and during reading • Surface underlying themes • Use implicit information from the text to create meaning during and after reading • Use the pictures to help gain meaning

  7. How does determining importance help me think as I read? • It helps me to not have to memorise the whole text • It helps me figure out what is important information and what is not important to remember • It helps me to remember to stop and ask myself if what I am reading makes sense • It helps me to look at features such as: bold words, italicized words, pictures, captions, headings, graphs and know that I should pay attention to these words

  8. How does synthesising help me think as I read? • Take in a lot of different facts, think about them, and learn something new • Sift through a lot of information, take out the key ideas and put them together to get the overall sense of the reading material • Weave together what I read and my own ideas into new, complete thoughts • Use the prompts: • I have learned that… • This gives me an idea… • Now I understand that…

  9. What Good Readers Do… • Make Connections – What do I know? • Visualise – CanI see pictures in my mind? • Infer – What is not being stated? • Determine Importance –Whatis the main idea? • Synthesise – What do I know now?

  10. Helping children to be good readers. 1. Front Cover ‘Read’ • What do you think the book is about? • Who are the characters in the story? • Where is the story set? • How many words are in the title? • How many syllables/letters are in the word ----? • Author & Illustrator

  11. 2. Picture ‘Read’ • Open the book to each page and do a picture read by only looking at the pictures and discussing what is happening. • Talk about the pictures and ask questions: Who do you think is on this page? What is happening? Where are they? What do you think is going to happen?

  12. 3. Retell the Picture Read. • Without looking at the pictures, encourage your child to retell as much as they can remember in the order of it happening. • If they have trouble remembering, allow them to look at the pictures and close the book again.

  13. 4. Read the book together. • Praise and encourage as you go. • Focus on following each word on the page. (drive your finger car smoothly underneath.) • Focus on the text making sense. • Focus on strategies to work out words. (pictures/first letter/stretch out the sounds)

  14. Reading Strategies • This term we are working on reading behaviours. (What you do when you read.) • When students have solid letter sound knowledge and a collection of sight words they will require more complex texts. • This is when strategies are required to work out unfamiliar words and keep the reading fluent and meaningful.

  15. 5. Talk about the story. • Ask questions: Who/what/when/where/why/how? Are the answers on the page? What did Sally plant? Is the answer inferred either in the pictures or in the text? Did all of the beans grow? Is the answer from your own knowledge or experience? How does Sally feel? (exclamation mark/ darker font/ shouted/ calling Mum)

  16. 6. Reflection • Ask did you like the story? Why/why not? Encourage your child to give a reason. • Did you learn anything new from this book? e.g. About the topic or the words (ing/ed) or about reading. (smooth/ !/?/ speech marks)

  17. Happy Reading! • Acknowledgments to Reading Comprehension Strategies Jeanne Novak-Eegan web3.beverlyhg-h.schools.nsw.edu.au/../readcompstrategies.

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