Parent Information - Reading
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Draw on children’s experiences and knowledge
Leave room for the children to bring their own experiences to bear on the story.
Explain important ideas and concepts.
Discuss the plot or theme of the whole story
Talk about the meaning of the whole story
Say language patterns that are unfamiliar and critical to the story
Talk about the illustrations and help children to discover information in them
Discuss the characters in the story
Draw children’s attention to the structure of the text and help them to understand “how the book works”.
Pronunciation of unfamiliar words (e.g. proper nouns)
Use some new and challenging vocabulary found in the text
Draw children’s attention to specific words and punctuation
Explore any aspects of text layout that affects the meaning of the story or would be tricky for children to
follow
Leave the children with one or two clear questions that will drive them into the text and serve as a
continuing impulse to seek meaning when they read
Feedback
Ensure you provide feedback to your child regularly on their reading. (Hattie – high yield strategy)
Make sure your feedback is very clear and specific, not just good job Sam.
1. Sam I like the way your read fluently by raised your voice at the end of that question.
2. Jane you did a great job of inferring during that text. What information led you to that answer?
3. Brianna I can see you are trying really hard, next time let’s skip that hard word and come back and see if we
can work it out.
The Big 6
Oral Language
At Cranbrook SS we have an Oral Language Program that operates to support students with their Oral Language.
This is on a needs basis based on data and learning goals.
The oral language learning goals consist of the following
1. Telling stories
2. Clear speech quality
3. Volume
4. Active listening
5. Follows directions/instructions
6. Eye contact
7. Taking turns
8. Maintaining a conversation
9. Links to personal experiences
10. Asking relevant questions
11. Using situational talk
Phonemic Awareness
The ability to hear, identify and manipulate individual sounds in spoken words
Some examples might include the following:
1. What is the sound at the beginning/end of this word – bag (ensure they use sound, not letter name)
2. How many words are in a sentence?
3. First and last sound in a word
4. Orally match words with the same beginning/end sound
5. I can say the beginning sound that is different in a group of words
6. I can join the sounds to make a word
7. I can break words into sounds and say how many sounds
8. I can add/remove a sound to the beginning/end of a word
Phonics - http://www.lem.com.au/phonintro.pdf
Fluency - http://www.primary-education-oasis.com/reading-fluency-activities.html
Rereading is a highly effective way to develop fluency (Hattie – high yield strategy)
Vocabulary
Discuss any new words with your child
Use a dictionary (book or digital) to explore the meaning
Discuss the meaning in detail
Encourage your child to use this new terminology
Revisit the new vocabulary regularly to reinforce learning.
Comprehension - http://reading.ecb.org/teacher/index.html
8 Strategies
1. Prior Knowledge – what do they already know?
2. Making Connections – between other books, life experiences or world.
3. Questioning – what questions can they ask about the text?
4. Visualising – developing a mental image in their mind.
5. Inferring – reading between the lines, what is the author trying to say?
6. Summarising – what was the story about?
7. Evaluating – what is their opinion of the text? And justify why.
8. Synthesising – process what was read to comprehend the text and solve problems across the
curriculum with this new knowledge.
Using strategies together to make meaning