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Learning To Read

Unlocking the secrets of print!

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I am in the slow group in reading.

My little brother was a Wise man in the play.

My sister is a waitress at the

Blue Dragon Diner.

My brother plays on the varsity football team.

I am in the slow group in reading.

That’s all I’m in.

And I hate it.

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The Good Wife

• http://www.youtube.com/watch?v=zx1mz79861g

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Defining Literacy

• Firstly, in my view, literacy is not a single entity or definite physical reality like the amount of water in a container or the amount of gas in a cylinder. Nor is it a single ability or skill like typing or using a calculator.

•  

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• To me, literacy is a word which describes a whole collection of behaviours, skills, knowledge, processes, and attitudes. It has something to do with our ability to use language in our negotiations with the world. Often these negotiations are motivated by our desires to manipulate the worlds for our own benefit. Reading and writing are two linguistic ways of conducting these negotiations. So are talking, listening, thinking, reflecting, and a host of other behaviours related to cognition and critical thinking

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• Whatever literacy is, it has something to do with reading. And reading is always reading something. Further, if one has not understood [made meaning from] what one has read then one has not read it. So reading is always reading something with understanding. This is something that one reads with understanding is always of text of a certain type which is read in a certain way. The text might be a comic book, a novel, a poem, a legal brief, a technical manual, a textbook in physics, a newspaper article, an easy in the social sciences or philosophy, a “self-help” book, a recipe, and so forth through many different types of text. Each of these different types of text requires somewhat different background knowledge and somewhat different skills. (Gee, Hull, and Lankshear 1996)

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Oral and Written Communication

• Receptive Language Skills: Reading and Listening

• Expressive Language Skills: Writing and Speaking

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Link between listening and reading

Preschool to 6 years

• Most can understand the children’s picture books and stories read to them. They understand thousands of words they hear but can read few if any.

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Grades 1 + 2

• The level of difficulty of language read by the child is much below the language understood when hears.

• Most children can understand up to 6,000 or more words when heard but can read only about 600.

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Grades 2 + 3• Children can read about 3,000 words and

understand about 9,000 words when heard. Grades 4-8

• At the beginning of this stage, listening comprehension of the same material is still more effective than reading comprehension. By the end of the stage, reading and listening are about equal for those who read very well. Reading for these students may be more efficient.

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Grades 10 -12Reading comprehension is better

than listening comprehension . For poor readers, listening

comprehension may be equal to reading comprehension.

College and Beyond Reading is more efficient than

listening.

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The TDSB serves an incredibly diverse community:

• student body speaks 80+ languages

• English is spoken at home by approximately 53% of TDSB students

• Approximately 26% of our students were born outside of Canada

• About 17% of our students receive some Special Education support

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Cueing Systems

• In order to get meaning from print in English, the reader uses four major cueing systems:

• semantic,

• syntactic,

• graphophonic,

• and pragmatic.

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Cueing Systems

Semantic Cues (Prior knowledge) The plants flew over the airfield.

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What background information do you need to understand this story?

Andrew was having a great time at his birthday party. He was playing games and opening presents. When it came time to blow out the candles on the cake, he blew and blew but they would not go out. As soon as he thought he had blown out the candles, they would light up again.

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Ways to support semantic cueing system:

• Relate the background information to the printed material.

• Encourage independent reading.• Give a purpose for reading.• Set up a variety of ways students can respond to

reading. • Before reading, have the students recall and share

information related to the subject matter.• Encourage predictions before and during reading. • Involve students in real situations.

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Cueing Systems

Syntactic Cues (Knowledge of English sentence structure)

• Noun before verb

• The quick brown fox jumped over the lazy dog.

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Ways to support syntactic cueing system:

• Read from a wide variety of authors and formats of literature.

• Allow students time to read independently. • .Provide literature, such as pattern books and poetry, that

uses repeated syntactic patterns.• Establish situations for students to use language for

different purposes.• Discuss with students, where appropriate, how other

languages indicate tense, possession, plurals, and so on. • .• .

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Cueing Systems

Graphophonic (letter/sound relationships, word patterns, sight words)

I like mustard on my hot dog. • Alphabet Recognition • Phonemic Awareness – spoken words are

composed of separable sounds• Phonics – Knowledge of about which

letters represent particular sounds

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Ways to support graphophonic cueing system:

• Allow students to: hear language and see it in print; see their own words in print, hear language while following print, and build a sight vocabulary.

• Allow student time for lots of writing. • Read alphabet books. • Encourage students to develop their own personal word

lists. • Play word games. • .• .

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Strategies to Support Phonemic Awareness and Letter Names.

• Name activities • Being the words • Counting words • Clapping syllables• Blending and segmenting words• Making rhyming words• Saying tongue twisters• Doing alphabet work (songs and books)

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Cueing Systems

Pragmatics (Knowing about books) How text looks on a page ( list, page

from a novel) How it is organized (point form,

headings) How it functions (title, brackets)

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Table of Contents

Chapter 1 – History of Literacy Instruction Chapter 2 – Words, Comprehension, and

WritingChapter 3 – Assessment Chapter 4 – Content Area Literacy Chapter 5 – Support for ESL Students

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Ways to support pragmatic cueing system:

• Introduce students to a variety of text styles.• Encourage students to make their own collections. • Allow students to produce a variety of text styles. • Help students to observe, describe, compare, and

contrast characteristics and purposes of different types of text format.

• Help students to analyze the effectiveness of text organization.

• .• .

What do you need to know to understand this article?

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