Session 2

Reading is...

WAYS IN WHICH CHILDREN LEARN TO READ

We learn when...

• we recognise a reason to learn• we are actively involved• we are supported by models or demonstrations by others• we have the tools and resources we need• we have opportunities for repetition and reinforcement• we have time for practice• our efforts are recognised

Development of the Reading Process is complex and sequential

It ______________ across the garden.We can complete the sentence using our knowledge of how language works.

(Only an action word or verb can be used here)

Sophie watched the kitten.It _____________ across the garden.Now that we know the story is about a kitten, we are able to choose a

suitable word.

Sophie watched the kitten.It r______________ across the garden.Our knowledge of letters and their sounds, together with the way words

look, further help us to choose the right word.

Successful readers use a range of information to make meaning:

• Knowledge of how our language is spoken (structure)

• Previous experience and understanding of the topic (meaning)

• Knowledge of letters and sounds and how they are represented in print (visual information)

Successful Readers...

• Expect what they read to make sense

• Predict what is to come based on their knowledge of the content, knowledge of how language works and the information contained in the print

• Remember: Children read when they are encouraged to use ALL the

sources of information rather than sounding out words letter by letter. Using only one cue source can sometimes hinder a reader, especially with fluency.

Real Life Literacy Partnerships• Prepare a shopping list and go shopping• Follow a recipe• Talk about a TV program• Look up a street directory• Make a model• Browse through a magazine• Prepare invitations• Send greeting cards• Tell jokes• Play board games : read game rules• Listen to CDs; join in with songs• Read a book and talk about the pictures• Reread and join in favorite books and rhymes• Have fun playing with language, e.g. Tongue

twisters• Read environmental signs

• Read labels, directions, instructions• Write letters or cards to relatives and

friends-receiving and replying• Take and send telephone messages, emails• Use the internet for supervised research• Talk about articles and issues in the

newspaper• Choose TV programs from the guide• Play a computer game• Hold conversations, actively listen and ask

open ended questions• Solve problems together, e.g. Jigsaw,

crossword, word puzzle• Write forms such as a lunch order or

excursion form

4 Ways to work on wordsReading and Writing

• S-t-r-e-t-ch it out

• Clap the syllablesChoc /o /late

• If I know ‘look’, I can write / read ‘book’

• Look at the word. Does it look / sound right and make sense?

Characteristics of textsfor early readers...

Varied, simple sentence patterns that support sentence phrasing

Several lines of text per page, longer sentences

Blend of oral and written language patterns

Illustrations provide a moderate level of support

Opportunities to visually analyse some new or unusual words

Words requiring greater visual attention and some cross checking of cues

Increasing range of high frequency words, vocabulary extended

Stages in reading developmentEMERGENT

• Text size is large and consistently placed on the page

• Illustrations provide strong support

• High frequency words

• Language is predictable and repetitive

• Content is familiar to students

The Three Ps – Pause, Prompt, PraisePause

• Before responding it is important that classroom helpers first wait, giving the child time to work out the words for themselves.

Prompt Encourage the child to look at the pictures Ask: What word would make sense? What would sound right? What does it start with?

If the word makes sense• allow the child to continue reading.

If the word doesn’t make sense• encourage the child to have another try• tell the child the word

PRAISE

At all times it is important that children are praised and encouraged for all their efforts. The support and encouragement provided through classroom helpers’ praise will greatly assist children’s reading development.

Try comments like:

.I like the way you...

Well done, you made a really

great effort with...

You must have been practising...

You worked really hard to...

Book Introductions• Talk about the cover, title, author – to give an overview of what the book might be

about• Allow the children to make connections to their own experiences, other texts or the

world• Browse through the pictures and discuss the events• Identify unusual or unfamiliar words and ideas and talk about them Ask questions like:

What do you think this book might be about?What is happening now?What might happen next?What do you think could happen in the end?Have you read another book like this?

Make thought provoking statements like:Tell me about.....I wonder...

Reading AloudPractise reading the book so you are familiar with the story-line, expression required and

any unfamiliar words.

When reading aloud...• read slowly• enjoy the story• use an expressive voice (model fluency and phrasing)• avoid interrupting the story• keep the flow and rhythm of the language alive.

After reading aloud...• encourage children to talk about the book and its meaning. Ask them to...• share and compare their own experiences to those in the book• describe characters and events they especially like / disliked and say why• ask if they found any new and interesting words

Classroom Helpers may be involved in...

Book Introductions

Small Group Activities

Reading Aloud

Listening Post

Computer