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Parent Information Session – Reading – Monday 6 May 2013 Monday 6 May 2013 http://www.schoolatoz.nsw.edu http://www.schoolatoz.nsw.edu .au/home .au/home

Parent Information Session – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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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 - PowerPoint PPT Presentation

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Page 1: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Parent Information Session

– Reading –

Monday 6 May 2013Monday 6 May 2013

http://www.schoolatoz.nsw.edu.au/homehttp://www.schoolatoz.nsw.edu.au/home

Page 2: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

P.A.C.T.

Parents and Children Together

Page 3: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

What is reading?When reading, we are trying to interpret the

meaning from the text…….it more than decoding words……

barking at print.

Page 4: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

PhonicsPhonemic awarenessDecoding strategies & How you can support your child in reading………

…..instilling a love of books and reading!

Page 5: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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.

Page 6: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

What skills are needed?

•Concepts of print

•Phonics & Phonemic

awareness

•Alphabetic code

•Sight words

•Real engagement in text

Page 7: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Can be used to determine the student’s knowledge of the nature and function of

written text.

•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

CONCEPTS ABOUT PRINT

Kindergarten

Page 8: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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.

Page 9: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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/

Page 10: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Understanding the Alphabetic

Code

Page 11: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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

Page 12: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Learning to readWhen 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.

Page 13: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Carnine’s Sequencea 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

Page 14: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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.

Page 15: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

SightWords

Page 16: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

a, is, am, to, come, like,

see, the, we, and, at,

here, on, up, look, go,

this, it, me

Page 17: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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

Page 18: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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?

Page 19: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home
Page 20: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Real Engagement

in Text

Page 21: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

What Do ReluctantReadersNeed?

Page 22: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

WHAT DO RELUCTANT READERS NEED?

1. Success2. Instructional Level Books

3. Real Engagement in Reading4. Frequency of Instruction /Short

lessons5. Small, sequenced steps

6. An appropriate time to practice

7. Re-reading of familiar text 8.Praise

Page 23: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

How can we encourage

reading in the home?

Page 24: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

How do we create a good learning climate in the

home?

Page 25: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Regular practice

of any skill

leads to

improvement

Page 26: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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)

Page 27: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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

Page 28: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

OrientationExtremely 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

Page 29: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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

Page 30: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

DURING READINGEngage 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)

Page 31: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Fluency/ExpressionStudents 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.

Page 32: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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.

Page 33: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

AFTER READINGProvide 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.

Page 34: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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!

Page 35: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

PROMPTGive 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!

Page 36: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

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

Page 37: Parent Information Session  – Reading – Monday 6 May 2013 schoolatoz.nsw.au/home

Thankyou for Coming!