Epsom Primary School PresentsHelping with
Reading and
Writing in the
Junior School
The Literacy Block
Reading
•Shared modelled reading
Grade 1/2
•Individual sustained reading
•Guided reading/Running records
•Reading activitiesSharing our learning
Writing
•shared modelled writing
•individual writing
•guided writing
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What is reading?
Reading is making meaning from print, which is all around
us - books, magazines, posters, advertisements, films,
videos and computers.
Teaching reading is based on these beliefs
• that reading should be enjoyable
• that students learn to read by reading
• that reading programs should be child centred
• that reading must be rewarding
• that children learn to read on books that have meaning
• the best approach to teaching reading is a combination
of approaches
Successful readers
* expect what they are reading to make sense
* can predict what is to come next in a text
* can test and correct their predictions
Reading involves
knowing about
- the subject
- how our language is spoken
- the conventions of print
(reading from left to right,
top to bottom
- sounds and letters and how
they are represented in print
Decoding
What does the writing say?
What do the letters and words tell us?
Making meaning from print (writing).
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Successful readers use a range of information to make
meaning:
* knowledge about how language is spoken (structure)
* previous experience and understanding of the topic
(meaning)
* knowledge of letters and associated sounds and how
they are represented in print (visual information)
A good reader uses all sources of information to gain
meaning from print. It is important to be aware of this so
students can be encouraged to use all these sources to
work out the meaning of the texts they are reading.
Prior Knowledge
Meaning Cues
Constructing
Meaning
Visual Cues
Structural Cues
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Book Introductions
Book introductions help students to get to know the book
prior to reading. They encourage children to make
predictions about what they will read. Words and ideas
can be discussed so that when reading begins the student
has some idea of what to expect and is familiar with some
of the language they will encounter.
Talk about the cover and title - to give an overview of what the
book is about.
Browse through 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?
What does a Book Introduction achieve?
* it makes the book easier to read at the first reading
* it allows the child to read with a high degree of
processing
* it creates a scaffolding
* it allows the child to initiate the reading work needed to
gain meaning
Finger pointing
Finger pointing allows a student to monitor their
reading.
They must hold the book, turn the pages and
finger point.
If they are having trouble finger pointing
help your child to point to the words as he/she
reads by guiding their
hand
if necessary.
Later pointing may be used when text becomes difficult.
Pause
Prompt
Praise
When the book is being read by your child, use the 3 P’s,
Pause, Prompt, Praise - to assist:
Pause if the child is unsure; wait a moment. Let your child
look at the pictures and words to work out the meaning.
Give a prompt or clue that encourages your child to look
closer and have a go. Ask a question such as:
What word might make sense? What would sound right?
What does it start with?
Praise all efforts. If the child is still unsure after a try,
tell them the word so they don’t lose the meaning of the
story.
Keep the Pause, Prompt, Praise process short, so as not to interrupt the
flow of the story. Enjoyment and understanding of the book are most
important.
Retell
After reading we need to find out whether the student
gathers meaning from the text as a whole.
The best way of finding out
about the student’s
comprehension is to ask the student about the book.
Having the students retell what they have read
gives a quick guide as to how well they understood the
text.
We may need to prompt or ask questions to focus the
student’s attention on certain points or ideas in the text.
Discussion about the text and illustrations is very
important.
Retells can be in many forms eg.
* a verbal retell
* a written retell
* a story map
* a puppet play
What is writing?
Writing is a way of communicating
through a process of constructing
messages and representing ideas,
feelings and information in print.
We use writing to communicate ideas
and information. Through writing we
explore ideas, record things we have
done, or have to do, and share our
thoughts, desires and feelings.
“Writing is thinking with your fingers.”
Teaching writing is based on these beliefs
• children need opportunities to write everyday
• children learn to write by writing
• children learn to write by talking about their writing
• children need to see regular demonstrations of the writing
process
• children need to be surrounded by a print rich environment
that they help to create
• children need to have their writing efforts valued
A writer needs
* a reason to write
* an audience
* knowledge of a variety of writing to use eg. letters, lists,
notes, instructions, stories
* to know when correct spelling and presentation are
important
Developing the ability to hear and record sounds in words
1. Random placement of letters
ammnlpaah
(often starts with those in their own name)
2. Recording dominant sounds
Iwtfpatsl
(I went to the shop and got some lollies.)
I wl cum to git vu cat.
(I will come to get the cat.)
3. Recording hard to hear sounds.
I went home with my bruther.
Letter – sound knowledge is very important.
Helpful spelling strategies
1. Use sound / letter charts.
Say the word slowly. What sound do you hear? It starts the
same as…………… Always use the same example. S - sun
2. Say the word slowly so each sound can be articulated.
Say the word slowly. What sounds do you hear? What letters
might you use to make that sound?
3. Using a known word to write an unknown word
If you can spell mat you can spell fat, bat, hat, rat, sat
4. Clap the word
5. Use a base word
eg. Talk – talking
6. Just know the word
Some words just need to be learnt eg. to, the, are
7. The look of the word
What the word looks like
bot, baot, boat
How can you
support your
child’s literacy
development?
Show your child that you value and enjoy reading
and writing. Remember a positive attitude is
“catching”.
Read print material together
- at the supermarket
- on the television
- on street signs, shops, billboards
- on computer screens
Explain what you’re doing when filling in forms,
making lists, taking notes, leaving messages, writing
cards and letters, keeping diaries and so on.
Involve your child in writing birthday cards, thank
you letters, shopping lists, lunch orders and labels
and responding to stories, keeping a diary and so
on.
Sing alphabet chants and play “I Spy.”
Provide pens, pencils, crayons and paper for your
child.
Display an alphabet strip with the correct letter
formation.
Play word games like Boggle, Scrabble and build up
personal dictionaries with older children.
Talk about words, their look, sound, and meaning.
Join your local library and
visit regularly.
Make words on the
refrigerator with magnetic
letters.
Mem Fox’s Ten Read Aloud Commandments
1. Spend at least ten wildly happy minutes every single day
reading aloud.
2. Read at least three stories a day: it may be the same
story three times. Children need to hear a thousand
stories before they learn to read!
3. Read aloud with animation. Listen to your own voice and
don’t be dull, or flat or boring. Hang loose and be loud,
have fun and laugh a lot.
4. Read with joy and enjoyment: real enjoyment for yourself
and great joy for the listeners.
5. Read stories that the kids love over and over and over
again, and always read in the same ‘tune’ for each book: i.e.
with the same intonations on each page, each time.
•
Let children hear lots of language by talking to them
constantly; or sing any old song that you can remember; or
say nursery rhymes in bouncy way; or be noisy together
doing clapping games.
7. Look for rhyme, rhythm or repetition in books for young
children, and make sure the books are short!
8. Play games with the things that you and the child can see on
the page, such as finding the letters that start the child’s
name and yours, remembering that it’s never work, it’s
always a fabulous game.
9. Never ever teach reading, or get tense around books.
10. Read aloud every day because you just love being with your
child, not because it’s the right thing to do.
•Literacy is the key to success.
•Children who read, more often, succeed.
“We believe all children
can learn to read and write.”
Epsom Primary School developing partnerships with parents.
http://www.epsomps.vic.edu.au