“Now I know my ABC”: Developing Reading skills in under sevens
Books from our childhood… What is your sensory memory of reading your favourite book as a child? • Where did you read it and who with? • What was your favourite book? • How did the book affect the way you were feeling?
A book from your childhood… Where do you remember reading the book? What do you remember about the story? Why was it a favourite book?
The Leuven Scale for Involvement The Leuven scale for Involvement Level Well-being Signals 1 Extremely low Activity is simple, repetitive and passive. The child seems absent and displays no energy. They may stare into space or look around to see what others are doing. 2 Low Frequently interrupted activity. The child will be engaged in the activity for some of the time they are observed, but there will be moments of non-activity when they will stare into space, or be distracted by what is going on around. 3 Moderate Mainly continuous activity. The child is busy with the activity but at a fairly routine level and there are few signs of real involvement. They make some progress with what they are doing but don’t show much energy and concentration and can be easily distracted. Continuous activity with intense moments. The child’s activity has intense 4 High moments and at all times they seem involved. They are not easily distracted. 5 Extremely high The child shows continuous and intense activity revealing the greatest involvement. They are concentrated, creative, energetic and persistent throughout nearly all the observed period.
The Simple View of Reading
Read aloud Save time at the end of the story to get reactions Introduce the book to Have a good time! the group Encourage discussion Read with expression about the story Encourage predictions Watch your audience Choose stories or texts that respond to Build in time for listeners to respond along the way children's interests and experiences Point out parts of the story you noticed or Remember that for some children, listening especially liked to stories is a new experience
“Reading aloud to children may be the single most important thing a teacher does.” Anne Thomas
Reading aloud Rate (pace): Does the speed of the reading match the feeling or mood in the poem? Repetition: When you read the repetition, does it clarify to the listener what the author wants to emphasize? Onomatopoeia: Does the word sound like its meaning? Language: Does the reader use voice to identify character’s tone or mood? Rhythm: Is the reading ordered, predictable or conversational? •
Which books do we choose? What makes a quality text? • High quality of writing and illustration? • Engage children? • Have something valuable to say to young children? • Innovative and original? • Books that stand the test of time? • What are your criteria?
Development of reading • Create a visual aid to show the development of early reading 22-36 months 30-50 months 40-60 months ELG
22-36 months • Has some favourite stories, rhymes, songs, poems or jingles • Repeats words or phrases from familiar stories • Fills in the missing word or phrase in a known rhyme, story or game
30-50 months • Listens to and joins in with stories and poems, 1-1 and also in small groups • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories • Beginning to be aware of the way stories are structured • Suggests how the story might end • Listens to stories with increasing attention and recall • Describes main story settings, events and principal characters • Looks at books independently
Making meaning What does curious mean?
Introducing Fairy Tales • The Three Bears • Little Red Riding Hood • The Three Little Pigs • The Gingerbread Man • The Three Billy Goats Gruff • The Little Red Hen
40-60 months • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books • Enjoys an increasing range of books
Books about “Children like me” Children of 40-60 months have a taste for realism – children who have the same concerns as them, e.g.: • Losing favourite toys • Being the youngest child • A new baby
Learning how books and text work
30-50 months • Shows interest in illustrations and print in books and print in the environment • Recognises familiar words and signs such as own name and advertising logos • Handles books carefully • Knows information can be relayed in the form of print • Holds books the correct way up and turns the pages • Knows that print carries meaning and, in English, is read from top to bottom and left to right
Concepts of Print
Books and text everywhere
My name is special
40-60 months • Links sounds to letters, naming and sounding the letters of the alphabet • Begins to read words and simple sentences • Knows that information can be retrieved from books and computers
Learning about sounds
22-36 months • Has some favourite (stories) rhymes, songs, poems or jingles • Fills in the missing word or phrase in a known rhyme, story or game
Nursery Rhymes http://wordsforlife.literacytrust.org.uk/songs
30-50 months • Enjoys rhyming and rhythmic activities • Shows awareness of rhyme and alliteration • Recognises rhythm in spoken words
Keeping the Beat
Letters and Sounds
40-60 months • Continues a rhyming string • Hears and says the initial sound in words • Can segment the sounds in simple words and blend them together and knows which letters represent some of them
Poetry John had Great Big Waterproof Boots on: John had a Great Big Waterproof Hat: John had a Great Big Waterproof Mackintosh- And that (Said John) Is That.
Phonics
Homemade stories
Book talk
Skills to build in Key Stage One • Visualising • Vocabulary • Empathising • Predicting • Inferring and deducing • Interpreting • Synthesising • Develop a positive attitude to reading
Vocabulary Key themes Pre--reading Resources Phonics Writing outcomes
Prediction with a crunch legs changes tiny eyes promise rainbow pearl Tadpole rainbow weather love black caterpillar help tadpole caterpillar promise promise love shiny willow tadpole beautiful water
Vocabulary Key themes Pre--reading Resources Phonics Writing outcomes
Book Talk
Literacy Rich Learning Environments
An example of Integrated English in Yr 1
Key elements • Parental involvement • Phonics in context • Daily reading • Book talk • DEAR
• http://www.storytimeonline.co.uk/ • http://readingagency.org.uk/ • http://www.poetryline.org.uk/ • http://www.corebooks.org.uk • http://por.clpe.org.uk/
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