Literacy Information Night Presenters: Paula Heenan Kaylene - - PowerPoint PPT Presentation

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

• n 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

• f 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

• f 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.syllablecount.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 station – 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

Improving Alphabet Knowledge

 Focus on the sounds words make, not just what letter they

start with

 Draw your child’s attention to objects in their world and

discuss what sound they may start with e.g. Seeing a stop sign when driving in the car = ask ‘What sound does that start with?’

 When reading stories, ask your child if they can hear or see a

particular sound

 When introducing the name of a book or the name of the

characters, ask your child what sound does that start with

 Purchase some alphabet puzzles from educational stores (in

lower case)

 Play sound ‘Eye-Spy’ in the car  Discuss sounds whilst cooking in the kitchen

e.g. Can you find the vegetable that starts with “k” (carrot/cucumber)

 Access Reading Eggs – every Prep student now has their own

username/password

Home Reading

Book: ‘Reading Magic’ by Mem Fox Websites: http://memfox.com/ http://www.letsread.com.au/Home

Reading with your Child

It is important to remember that when your child brings home their reader, that even though you may feel it is a simple book, this time together isn’t a simple 5 minute activity, but should be enjoyable. *Text levels: These vary greatly - even in the same ‘level’ and texts taken home to read SHOULD BE EASY!

Reading Time

 Find a calm and comfortable time and place to

read

 Introduce the book  Get your child to read to you or read together  Encourage them to look at the pictures  Encourage them to work out difficult words  Ask questions and discuss the book at the end

Introduction

 Introduce the book by telling your child the name of

the book

 Get your child to talk about any things they already

know about the topic before they start read

 Do a quick picture walk and talk about what is

happening

Reading Strategies

The following tool can be used at home to help your children figure out tricky words.

“Writing is a message sending activity. Both reading and writing activities involve linking invisible patterns of oral language with visible symbols”

Pg 1, Clay, M.M. (2005) Literacy Lessons, Designed for Individuals, Part 1. Auckland, NZ Heinemann.

What is Writing and why do we write?

 When do you write?  Why do you write?  Who do you write for?  What form does your writing take?  How important is accurate spelling and

neatness?

Considerations

Talking and writing are very similar Talking Writing

INITIAL STAGE

Babbling Scribbling and drawing

EXPERIMENTAL STAGE

Invented words Conventional words During this stage the children’s approximations gradually develop towards the adult model eg dink, dad dink, dad me dink are all approximations of “Daddy I want a drink” Invented letters Conventional letters, no spaces With spaces Invented words Children use their knowledge

• f sound and letters when

writing

/`.>V

bLMofCeO MNO OFT beLLaM I I s I lk skl I lik skol (I like school)

DEVELOPING STAGE

The approximations continue until the adult model is reached, the structure of words and the relationship between letters and sounds is made Conventional words During this stage further developments are made in understanding the relationships between letters and sounds loin (lion) jumpt (jumped)

Writer’s Workshop

• Mini lesson on a particular aspect of writing (6+1

traits, genre, grammar). Turn and Talk to discuss ideas and the new learning with each other

• Independent Writing – Sketch, dot points ideas
• r practise skills learnt from the mini lesson. Write.

Teachers conference with a group or individuals to support the students’ writing

• Share and reflection time to celebrate the writing

and see others’ ideas

What does writing at MAPS look like?

 Prompt  Talk about what they are going to write  Encourage them to have a go and not

expect everything to be correct

 Help them see the reason to write  Get excited about writing and be positive

 Provide choice allowing students to write

about things that interest them

What we do to help our students to develop their writing?

 You say the word, what can you hear?  Say it slowly and listen  What do you know that might help?  Do you know another word that sounds

like that?

 Do you know a word that starts like that?



Pg 61, Clay, M.M. (2005) Literacy Lessons, Designed for Individuals, Part 2. Auckland, NZ Heinemann

Prompting Language – Economy of words

Phonological Awareness Levels:

(oral – connecting to reading and writing) 1) Syllable: com–put-er, pot, play-ing 2) Onset and rime: w-ent, s-ent, b-ent, t-ent 3) Phoneme: w-e-n-t, a-n-d, sh-o-p b-r-ea-d, s-t-a-ti-on, a-n-t-i-c-i-p-a-te, e-xc-e-p-ti-o-n-al, i-n-i-t-i-a/ti-on

(Tricky sounds: sta/tion, an/ti/ci/pa/tion, ex/cep/tion/al, in/i/ti/a/tion)

Prompting Language – Phonological Awareness

 If students can not easily clap syllables, chances

are they will not be able to hear individual phonemes so…

 We will need to adjust our scaffolding, saying

the word slowly and listening may not be appropriate on its own

 May need visual scaffold  Elkonin Box

Prompting Language – Phonological Awareness

Prompting Language – Phonological Awareness: Elkonin Box

w e n t sh

• p

m y

 Sounding out every individual letter is an unhelpful long-term

strategy in reading - but it is exactly what we want the students to do in writing to hear the sounds!

 Letters do not make sounds in isolation, only when they are in words

(and this varies e.g. c = ‘s’, ci = ‘sh’, ed = ‘t’ sound ow in window/now, sh – out – ed, silent letters why, who, knife, school and so on…

 We need to teach children to be flexible in their use of letters and

letter sounds – explore! What sound does the letter ‘a’ make is this word? E.g. have, cave, bath, was, saw, away, after, are What sound does the letter ‘g’ make in this word? E.g. go, page, giraffe, enough

Prompting Language – Sounding Out

Prompting Language – Analogy, complicated vowel sounds

 Sometimes “What can you hear?” isn’t enough. We can link in what

they know about other words to help problem solve (analogy). E.g. cat/mat/sat play/tray boat/goat after/water/mother shout/out come/some

 High Frequency irregular words e.g. said, was, who, just need to be

known visually.

 As students begin to develop the beginnings of a self extending system

they will be more able to relate – help students talk about words, break and make words, add to words, see similarities in words and explore.

Prep, March

Year 1 – March

Year 3, March