Shine in-depth training Dr Jacqui Dornbrack F ocus on four aspects - PowerPoint PPT Presentation

Shine in-depth training Dr Jacqui Dornbrack

F ocus on four aspects 1. The complexity of the reading process 2. Teaching phonics 3. Teaching reading 4. Teaching writing

R eading and the brain • We were not born to read(no genetic disposition) • R ecently acquired cultural invention that requires something new from existing structures in the brain • R eading can only take place because of the brain’s ‘plastic’ design • When reading takes place the brain is changed forever both physiologically and intellectually • Eg a person who learns to read in Chinese uses a different set of pathways to when they read in English. Hence we are what we read

When do we learn to read/ • Process begins as soon as an infant is read to • ‘how often this happens, or fails to happen, in the first five years of childhood turns out to be one of the best predictors of later reading’ (Wolf, 2007:20). • By kindergarten a gap of 32 million words already separates some children in linguistically impoverished homes from their more stimulated peers (Wolf, 2007:20)

• R eading for pleasure not modelled (usually associated with school & work) • Children with a rich repertoire of words and their associations will experience a text/conversation very differently from children who not not have the same stored words and concepts • We bring our entire store of meanings to whatever we read

• isiXhosa and Afrikaans are phonetic languages (direct link between sounds and letters) • English is a phonemic language (complex link between letters and sounds; many exceptions and many distinctions between vowel sounds (21 English vowel sounds!!!) • This makes learning it very difficult

L earning to read a language you don’t know • Ear-training (auditory memory) • Discriminate between sounds • R emember the acoustic qualities of sounds • Compare sounds with memory images • F orm speech sounds (‘gymnastics of the vocal organs’)

3 cueing strategies for reading 1. Grapho-phonic (grapheme and phonemes) 2. Syntactic (knowledge of language structures) 3. Semantic (Knowledge of the word and the world) Meaning is in the person not the word!!!

Phonics • Have to learn to recognise various speech- sounds • L earn to make sounds with own organs of articulation • L earn to use these sounds in their proper places • L earn the sound-attributes (length, pitch, stress) • L earn to join the sounds

Grade 3 Phonics (CAPS) • Uses words that are pronounced and spelt the same but have different meanings (homophones) eg trap, • Uses words that sound the same but are spelt differently (hear, here; bare, bear…. • Builds 3, 4 and 5-letter words • Sorts letters and words into alphabetical order • Spells words correctly using their phonic knowledge

Showing the ‘I’ sound

Segmenting sounds

V isual reference for vowels

N eed for automaticity • Working memory (cognitive blackboard) has to work even harder when you are unfamiliar with structures, words, sounds and concepts • Can lessen the load by: Improving speed (sight words & eye movement (and finger movement!!) • and scaffolding text more through visuals and prediction

Paired/Independent R eading • R eads own and others writing • R eads aloud to a partner • R eads independently simple fiction • and non-fiction books and books from different cultures, books read in Shared R eading sessions, magazines and comics

Grade 3 reading • R eads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) • R eads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text • Answers a range of higher order questions based on the passage read

Grade 3 reading continued • R eads different poems on a topic • Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps • F inds and uses sources of information, e.g. community members, library books • Uses table of contents, index and page numbers to find information • Uses key words and headings to find information in non- fiction texts • Uses a dictionary to find new vocabulary and their meanings

R eading for meaning • Meanings of words, sentences, visuals, • Importance of prediction • Inferred meanings • Use task words such as: identify, point out, describe, show, locate, list, contrast, summarise, classify…. • Draw attention to language structure and punctuation

Grade 2 writing • Participates in a discussion and contributes ideas • Experiments with words: writes a simple poem or song • Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration • Drafts, writes and publishes own story of at least two paragraphs, using language such as ‘once upon a time’ and ‘in the end’

Grade 2 writing continued • Organizes information in a chart or table • Uses informational structures when writing (eg recipes) • Sequences text by using words like ‘first’, ‘next’ and ‘finally’ • Uses correct punctuation (full stops, commas, question marks and exclamation marks) so that others can read what has been written • Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge • Uses present, past and future tenses correctly

Grade 3 Writing Writes a selection of short texts for different purposes, e.g. writes recounts, dialogues • Writes about personal experiences in different forms, e.g. writes a short newspaper article • Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read • Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library • Uses informational structures when writing, e.g. experiments, recipes • Keeps a diary for one week

• Writes a simple book review • Sequences information and puts it under headings • Summarises and records information, e.g. using mind maps • Uses punctuation correctly, e.g. capital letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions) • Uses conjunctions to form compound sentences • Uses phonics knowledge and spelling rules to write more difficult words • Uses a dictionary

Writing assessment Grade 3 term 2 • Writes a simple book review • Writes at least two paragraphs (ten or more sentences) on personal experiences such as daily news or a school event • Uses correct grammar so that others can read and understand what has been written • Uses phonics knowledge and spelling rules to write unfamiliar words • Uses punctuation correctly; capital letters, full stops, commas, question marks, exclamation marks and inverted commas

Writing you can do at Shine • Write lists • Write about family, food, pets, transport • Write descriptions (house, friend, mom,…) • Write a card (thank you, birthday….) • Write a headline • Write short poem • Dictate and create sentences