Supporting Early Literacy Learning Session 2 Julie Zrna

What do good readers.. Know –that reading is meaningful Do –insist that it makes sense –use awareness of the story to predict –reread to confirm or fix-up –always attempt to SC when it doesn’t make sense –make comments or react to the meaning of the story –read with phrasing and intonation

What do good readers.. Know –how to use all sources of information in an integrated way Do –use Meaning, Structure and Visual sources of information together –notice and attempt to self correct any mistakes

What do good readers.. Know –the sounds and meanings of our language are mapped specifically to the way language looks in print Do –are phonemically aware –use phonics knowledge –are becoming independent problem- solvers

What do good readers.. Know –that some words need to be memorized and recognized instantly without sounding out Do –read high frequency words automatically, very quickly and with little conscious thought

What do good readers.. Know –it is important to use those words and spelling patterns you already know to help you quickly get to new and/or more complex words Do –read a growing number of common spelling patterns at a level of automatic recognition –look for and recognize common spelling patterns with little conscious thought –do not get bogged down in details

What do good readers.. Know –you have to be actively engaged in understanding each text at high levels of comprehension Do –think about the text and their own comprehension before, during and after they read –utilize effective strategies used by good comprehenders

Familiar Reading Several readings allow for increased familiarity Familiarity brings awareness of plot and characters, of meanings, of language structures and words that carry meaning With each reading the task is new and challenging but the child can bring more knowledge to it »Clay

Familiar Reading Familiar Reading helps children to: –Learn to be readers –Draw on their language resources and knowledge of the world –Read with phrasing and fluency –Put into place smooth orchestration of behaviours necessary for effective reading –Orchestrate behaviours they have already learned »Clay

Reading to Children Children develop a love of literature and good books Children gain practice in visualizing (decontextualising) events and objects Children extend their imagination and can picture other possible worlds Children expand their vocabulary and understanding of sentence structure Children develop familiarity with setting, plot, characters, climax, resolution Children are better able to predict and appreciate new stories

Reading to Children Helps children to: –Search for connections between prior knowledge and new information read –Determine the most important ideas and themes in a text –Ask questions of themselves, the author and the texts –Create visual and other sensory images from text during and after reading

Reading to Children Helps children to: –Draw inferences from texts... read between the lines –Synthesize what has been read... make connections between texts and apply what is read to other texts and activities –Utilize a variety of fix-up strategies to repair comprehension when it breaks down »From Keene

Reading to Children Comprehension prompts –Retelling Remembering to tell what is important Telling it in a way that makes sense Trying not to tell too much

Reading to Children Comprehension prompts –Making inferences Reading between the lines Often open-ended rather than predicting outcomes, events or actions that can be confirmed or contradicted May remain unresolved at the end of the story

Reading to Children Comprehension prompts –Making inferences Fact Question Inference

Reading to Children Comprehension prompts –Determining important ideas Sift and sort information Make decisions about what information needs to be remembered and what can be discarded

Reading to Children Comprehension prompts –Synthesizing information Taking individual pieces of information and combining them with our prior knowledge, forming a new idea or idea from the pieces of information Making synthesizing concrete – baking a cake, jigsaw puzzles

Modelled/Interactive Writing Use the Modelled/Interactive Writing time to demonstrate: –How to use a shared experience to help plan your writing –How to engage in a short conversation to decide on what your piece of writing will say –Print conventions and connections between print and illustrations –How words work –The connection between reading and writing

Modelled/Interactive Writing Model, talk about and teach how to: –Make your writing interesting –Make sure your writing is clear and coherent –Organize your thoughts –Use appropriate vocabulary –Use appropriate conventions and spelling –Revise, edit and check –Use different genres –Present a point of view

Modelled/Interactive Writing Model, talk about and teach how to make your writing interesting by: –Using interesting and exciting words and phrases –Using dialogue –Rereading to check your writing –Using unusual or interesting starters –Receiving constructive responses

Modelled/Interactive Writing Model, talk about and teach how to have a clear sequence in your writing by: –Talking about the beginning, the middle and the end –Talking about the writing before you start –Rereading to check how your writing sounds –Getting feedback from others

Modelled/Interactive Writing Model, talk about and teach how to revise and edit your writing by: –Demonstrating how to check for order, choice of words and writing conventions –Creating an editing checklist –Rereading to check yourself

Modelled/Interactive Writing Model, talk about and teach how to check your spelling by: –Learning a bank of high frequency words –Extending the bank of known words –Showing how to link out from a known word to get to a new and unknown word –Showing how to stretch out a word and record the sounds you hear to get to a new and unknown word –Showing how to clap the syllables in a new and unknown word –Rereading and underlining words you are not sure of

Modelled/Interactive Writing Model, talk about and teach different writing styles and different genres by: –Emphasising the purpose of different genres –Listing the features of different genres –Making sure you are demonstrating different genres –Providing examples of different genres in the reading texts you provide