Literacy Information Night Presenters: Paula Heenan Kaylene Humphreys Nikki Panagos Micaela Clinton Lisa Yates
‘No matter what your ability is, effort is what ignites that ability and turns it into an accomplishment’ - Carol Dweck • ‘Self - managers’ • Taking risks • Challenging ourselves We do not want them to play it safe and only do what they know they will get right
Some excellent books on YouTube which have a growth mindset focus https://www.youtube.com/watch?v=R4ofl-6kwX4 ‘The girl who never made mistakes’ https://www.youtube.com/watch?v=2fZjMYdQjGM A song about mistakes and how they can become something beautiful https://www.youtube.com/watch?v=LjmLurvXH0Q ‘The elastic brain’… long but has a section on making mistakes. https://www.youtube.com/watch?v=swn-aIwgFVo ‘The dot’. A girl says she can’t draw, but when her efforts are celebrated…she flies.
What is Reading? “I define reading as a message -getting, problem solving activity which increases in power and flexibility the more it is practised” Marie Clay
How do you read? What sources of information do you use ? If the balloon popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Because the whole operation depends upon a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face-to-face contact, the least number of things could go wrong.
How do you read? What sources of information do you use? Do you use the picture to help make meaning? If the balloon popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Because the whole operation depends upon a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face- to-face contact, the least number of things could go wrong.
How do you read? What sources of information do you use? Do you need to know what all the symbols mean?
How do you read? What sources of information do you use? Does a picture help?
How do you read? What sources of information do you use?
How do you read? What sources of information do you use? Does your knowledge of language structure help? Henry Making a Bow: The boys' arrows were nearly gone so they sat down on the grass and stopped hunting. Over the edge of the wood they saw Henry making a bow to a small girl with tears in her dress and tears in her eyes. She gave Henry a note which he brought over to a group of young hunters. Read to the boys, it caused great excitement. After a minute, but rapid examination of their weapons, they ran down to the valley. Does were standing at the edge of the lake, making an excellent target.
Brain not wired for print! “The fact that the brain is not ‘wired’ for reading partly explains why reading does not come naturally like speech or visual perception which both appear very early and universally in children’s development” Marie Clay
Successful readers: Expect what they read to make sense Make predictions based on their understanding of the content (meaning) Use knowledge of language (structure) Use information contained in the print (visual) Re-read and cross-check m/s/v when reading doesn’t make sense/sound right or look right...and attempt to self-correct Self-monitor using all of the above
Pause, Prompt, Praise… Pause : Wait 5 seconds and give your child a chance to solve the problem… “ Prompts are not just talk! Short prompts give a maximum of information to the child using the fewest words. Too much teacher (and parent) talk interferes with solving a problem.” (Clay 2005)
Pause, Prompt, Praise… Pause : Wait 5 seconds and give your child a chance to solve the problem Prompt “Try that again” (gives the child a change to recognise the error and/or self-correct) ◦ Did that makes sense? (meaning) e.g. car/cat ◦ Did that sound right? (structure) e.g. runned/ran ◦ Did that look right? (visual) e.g. bunny/rabbit Think about what’s happening in the story (picture) Look at the first letter(s) of the word Take your eyes to the end of the word (e.g ‘ing’) Find a part of the word you know Point to the tricky bit
Using Visual Prompts… ‘Sounding out’ every individual letter is NOT an effective long- term strategy in READING … It only works with phonetically spelt words (e.g. s-u-n, w-e-n-t) But not said, they, knife, station or confusion or most multisyllabic words as combinations of letters make different sounds in words E.g. Try ‘sounding out’ each letter in this word: c-o-n-s-c-i-e-n-t-i-o-u-s Break the word into each SOUND as there may be a combination of letters that make one sound, uncommon letter sounds or letters that can’t be heard e.g. d/ ay, s/aw, l/oo/k/ed, ch/i/ck/en, a/b/ou/t, m/o/th/er, p/i/c/t/ure, l/i/tt/le, c/ea/se) ‘ Sounding out ’ is an excellent WRITING/SPELLING strategy. Ask your child to say the word aloud slowly and prompt: “What can you hear? – how will you write (or spell) that?”
So what visual prompts do work? Syllables: help your child break words into syllables - clap ( look – ing , wond – er – ful, par – tic – u – lar) www. syllable count.com Onset and rime: s – un ( f – un, b – un, r – un ) E.g. rhyming books are great! This also improves reading fluency e.g. ‘d – ay/day’ rather than ‘ d – a – y ’ Make words using magnetic lower case letters Analogy: (for reading and writing): “ You know ‘ bl ’ in black – so how would you read/write blue, blend, blink ” “You know how to read/write day – so how would you read/write say or ‘ tion ’ in sta tion – if you know nation? ”
Pause, Prompt, Praise… Praise: Be specific with your praise Especially when the child is ‘self - managing’ and cross - checking m/s/v …. . this is the key to reading success as all three work together! I like the way you noticed something didn’t… …make sense/sound right/look right (three sources of information) I like the way you made that sound like talking… I like the way you looked at the picture and then at the word… I like the way you looked at the first letter(s)… I like the way you went back and read that again… I like the way you broke that word (into onset and rime/syllables) to check that it looked right I like the way you went back and changed ‘ runned ’ to ‘ ran ’ so that it sounded right * I LIKE THE WAY YOU CHECKED !!! *
Reading Recovery/Literacy Intervention/EAL supporting effective classroom literacy Reading Recovery (Year 1 individual program): Literacy Intervention program specific to YEAR ONE STUDENTS only Aims to produce independent/self-managed readers and writers 5 lessons per week (half and hour per session) Includes reading, writing, letter work and word work Builds on student’s strengths and teaches explicit reading and writing strategies Literacy Intervention (Prep – Year 6 small groups): Small group sessions (from Foundation/Prep – Six depending on need) Usually 40 mins one – two times per week Includes reading, writing, letter work and word work EAL (English as an Additional Language): Provided by Esther Cotton and provides oral, reading and/or writing support for students who are learning English as an additional language (may be individual or small group) Esther and I work closely to support all students across the school who need additional literacy support Meet regularly with classroom teachers to assist these students
The Alphabet and Learning to Read Learning to read is developmental Names vs. sounds of letters - knowing the letter sounds is just as important for writing and reading as knowing the letter names The importance of ‘have a go’ Upper case vs. lower case I Can read The only thing consistent about a letter is it’s name as the sounds change What we do in class
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