Parent Information Session
– Reading –
Monday 6 May 2013
http://www.schoolatoz.nsw.edu.au/home
P.A.C.T.
Parents and Children Together
What is reading?
When reading, we are
trying to interpret the
meaning from the
text…….it more than
decoding
words……barking at print.
Phonics
Phonemic awareness
Decoding strategies &
How you can support your child in
reading………
…..instilling a love of books and
reading!
What is a text?
A text can be aural, written, visual
or multi-modal.
It could be in the form of a
magazine article; a symbol or logo;
movie; book; map; diagram; play;
and so on.
What skills are needed?
•Concepts of print
•Phonics & Phonemic
awareness
•Alphabetic code
•Sight words
•Real engagement in text
CONCEPTS
ABOUT PRINT
Kindergarten
•How to hold a book - where to start
•Front of book and back of the book
•Read from left to right
•What a letter is and what a word is
•Where the first letter of a word is to be found
•Upper case letters
•Lower case letters
•Some punctuation
•Visual and order information
Can be used to determine
the student’s knowledge of
the nature and function of
written text.
Phonics
&
Phonemic Awareness
• Phonics - making the connection between sounds
and letters when reading and spelling. Including
sounds and names of letters
• Phonemic Awareness - involves hearing and
manipulating the sounds in spoken language. For
example: rhyme, identify words with the same
sound – hear it, to phoneme manipulation deletion
and addition.
PHONOLOGICAL AWARENESS TASKS
1.
Sound-to-word matching: e.g. Does fence start with /f/ Does pig end with /g/
2.
Word-to word matching: e.g. Does fish start with the same sound as fence?
3.
Recognition of rhyme: e.g. Does dog rhyme with hog?
4.
Isolation: e.g. What is the first sound in pig? What is the last sound in fan?
5.
Phonemic segmentation: e.g. What are the three sounds in back?
6.
Counting phonemes: e.g. How many sounds do you hear in the word phone?
7.
Blending: What word is this? /b/, /a/, /ck?
8.
Deletion of a phoneme: e.g. Say mat. Now say it without the /m/
9.
Specifying which phoneme has been deleted: e.g. Say seat. Now say eat.
What sound was left out in the second word?
10. Phoneme substitution: e.g. Say seat. Now say it with /f/ instead of /s/
Understanding
the Alphabetic
Code
Reading Strategies:
When reading, students must draw
on a range of strategies to decode
the symbols.
Look at the Picture, Get your lips ready,
Stretch it out, Chunk the word, Skip it,
Try it Again, Ask for Help. Flip the Vowel
Learning to read
When learning to read, students start with the
letter sounds and basic book conventions.
As students acquire new sounds, they learn how
to make and read words.
Task: Recite the alphabet using each letter’s most
common sound.
Take care not to overemphasise sounds as this
makes it challenging when stretching words to
‘hear’ the word being decoded.
Carnine’s Sequence
a m s t i f
d r o g h l
u c n k b v
e p j w y x
qu z
Learning to read cont.
Most students start their learning journey at Level 1 in
Kindergarten.
Level 1: one-to-one correspondence and basic book conventions
Level 2: as above but with a return sweep
Level 3: students are required to start to use a small range of sight
words, high frequency words, letter/sound knowledge, picture
cues
Students must build knowledge of letter sounds, the sounds of
letter combinations, vocabulary, sight word and high frequency
words to continue through subsequent levels. Lack of knowledge in
these areas will prevent students from moving on.
Sight
Words
a, is, am, to, come, like,
see, the, we, and, at,
here, on, up, look, go,
this, it, me
Letter Combination Sounds
The English language is a very difficult language to
master.
Letters and letter combinations often have more
than one sound and many spelling conventions
exist. When students come to decode words they
must apply a range of spelling strategies, sound
knowledge, the context, etc.
Eg: ‘ir’, ‘er’, ‘ur’ can all make the same sound.
Fir, person, turn
Task:
When reading a text, a student
comes to the word ‘bough’ but
does not recognise it. How many
sounds for ‘ough’ exist that the
child may need to know in order to
decode this word?
‘u’
(schwa)
as in
thorough
‘up’ as in
hiccough
‘off’
as in
cough
‘uff’ as in
enough
‘o’ as in
though
‘oo’
as in
through
‘ough’
‘or’
as in
bought
‘ow’
as in
bough
Real
Engagement
in Text
What Do
Reluctant
Readers
Need?
WHAT DO RELUCTANT
READERS NEED?
1.
2.
3.
4.
Success
Instructional Level Books
Real Engagement in Reading
Frequency of Instruction /Short
lessons
5. Small, sequenced steps
6. An appropriate time to
practice
7. Re-reading of familiar text
8. Praise
How can we
encourage
reading in the
home?
How do we create
a good learning
climate in the
home?
Regular practice
of any skill
leads to
improvement
Book Level Guide
(Five Finger Test)
APPLICABLE TO ANY READING MATERIAL
1. Choose the book/story
2. Count off the first 50 words
3. Hear the child read the passage
0-2 errors
=
easy leisure reading (home readers)
3-4 errors
=
instructional level (learning at school)
4+ errors
=
frustration level (read to the child)
READING TOGETHER
•BEFORE READING
Find a comfortable, quiet spot, away from distractions
Sit beside the child. Let the child hold the book
Look at the book title together
Discuss what the story could be about
Look through the book at the pictures
Discuss child’s own experiences relevant to the text
Deliberately discuss and point out harder words that are
contained in the text, in preparation for meeting them
Show you enthusiasm for having the child commence
reading the story to you
Orientation
Extremely important at all levels
It helps students to succeed, build required
vocabulary for reading the specific text, heighten
interest and engagement, understand the
purpose of the text, make predictions, creates
connections to the child so they can bring their
own experiences and understandings to aid
comprehension
Proficient readers will be able to self-orientate
Orientation cont.
 Cover, title
 Make predictions about text type, content, storyline
 Make connections, talk about their experiences to
help them relate
 Look for difficult words
 Build vocabulary specific to text or topic
 Discuss decoding strategies, fluency and expression
 Make inferences
 Do a picture walk
 Ask questions and have students ask questions
Adapt orientation to suit student’s level and age
DURING READING
Engage the child in discussion of
illustration, prediction of events,
character analysis etc.
Where appropriate, involve the child
in shared reading.
(The use of Big Books in the class
imitate this intimate sharing)
Fluency/Expression
Students lacking in fluency are using their efforts
to decode words rather than draw meaning. They
have difficulty going beyond the words to the big
picture
Need to sound like they are speaking when
reading
Students who are fluent are more efficient in
drawing on a range of decoding and
comprehension strategies.
Fluency cont.
The most productive model for the structure of a scientific
explanation is that of a valid deductive argument whose conclusion
is the event to be explained. Some of the premises of this
argument will be factual statements of the antecedent
circumstances, while the others will be the scientific hypotheses
offered as a way of linking those circumstances to the outcome
stated by the conclusion. Scientific predictions have exactly the
same structure; the only difference between the explanation and
the prediction of an event is whether or not it has already
occurred.
On this deductive-nomological model for scientific explanation, the
conclusion of the argument must be true (that is, the event must
occur) if all of the premises are true. Those of its premises that
state the antecedent circumstances will naturally be true so long as
we have our facts straight. But the truth of the hypotheses, which
try to capture the lawlike relationship between those
circumstances and the event to be explained, will always remain
open to question. So the quality of the explanation as a whole
typically rests upon the extent to which these hypotheses are
reliable.
AFTER READING
Provide the child with opportunity to
respond to the text eg.
Reactions to the story plot so far,
Opinion about characters,
Prediction about the rest of the story
line.
PAUSE, PROMPT and
PRAISE
If the child makes a mistake or cannot
work out a word
PAUSE
•Wait (about 5 Seconds)
•Look at the word while waiting!
PROMPT
Give a suitable clue•About the sounds in the word
•Ask if the given word sounds right or
makes sense
•Help the child guess the word by
encouraging them to read on, or reread
the sentence
•After 2 prompts, if they still can’t work
it out, tell them the word!
PRAISE:
Be specific. Tell them exactly what
they did right!
Praise for•Checking sounds before making an
attempt
•Trying hard to work out a word
•Reading a page/sentence with no
mistakes
Thankyou for Coming!