Now I know my ABC: Developing Reading skills in under sevens Books - - PowerPoint PPT Presentation

▶
now i know my abc
SMART_READER_LITE
LIVE PREVIEW

Now I know my ABC: Developing Reading skills in under sevens Books - - PowerPoint PPT Presentation

Sep 21, 2022 150 likes •643 views

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?

slide-1
SLIDE 1

“Now I know my ABC”:

Developing Reading skills in under sevens

slide-2
SLIDE 2

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?

slide-3
SLIDE 3

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?

slide-4
SLIDE 4

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

  • f 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. 4 High Continuous activity with intense moments. The child’s activity has intense 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 Leuven Scale for Involvement

slide-5
SLIDE 5

The Simple View of Reading

slide-6
SLIDE 6

Read aloud

Choose stories or texts that respond to children's interests and experiences Introduce the book to the group Read with expression Build in time for listeners to respond along the way Encourage predictions Watch your audience Save time at the end of the story to get reactions Point out parts of the story you noticed or especially liked Remember that for some children, listening to stories is a new experience Encourage discussion about the story Have a good time!

slide-7
SLIDE 7

“Reading aloud to children may be the single most important thing a teacher does.”

Anne Thomas

slide-8
SLIDE 8

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?

slide-9
SLIDE 9

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
  • f time?
  • What are your criteria?
slide-10
SLIDE 10

Development of reading

  • Create a visual aid to show the development of

early reading

22-36 months 30-50 months 40-60 months ELG

slide-11
SLIDE 11

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

slide-12
SLIDE 12

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
slide-13
SLIDE 13

Making meaning

What does curious mean?

slide-14
SLIDE 14

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
slide-15
SLIDE 15

40-60 months

  • Uses vocabulary and

forms of speech that are increasingly influenced by their experiences of books

  • Enjoys an increasing

range of books

slide-16
SLIDE 16

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
slide-17
SLIDE 17

Learning how books and text work

slide-18
SLIDE 18

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

slide-19
SLIDE 19

Concepts of Print

slide-20
SLIDE 20

Books and text everywhere

slide-21
SLIDE 21

My name is special

slide-22
SLIDE 22

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

slide-23
SLIDE 23

Learning about sounds

slide-24
SLIDE 24

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

slide-25
SLIDE 25

Nursery Rhymes

http://wordsforlife.literacytrust.org.uk/songs

slide-26
SLIDE 26

30-50 months

  • Enjoys rhyming and rhythmic activities
  • Shows awareness of rhyme and

alliteration

  • Recognises rhythm in spoken words
slide-27
SLIDE 27

Keeping the Beat

slide-28
SLIDE 28

Letters and Sounds

slide-29
SLIDE 29

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

slide-30
SLIDE 30

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.

slide-31
SLIDE 31

Phonics

slide-32
SLIDE 32

Homemade stories

slide-33
SLIDE 33

Book talk

slide-34
SLIDE 34

Skills to build in Key Stage One

  • Visualising
  • Vocabulary
  • Empathising
  • Predicting
  • Inferring and deducing
  • Interpreting
  • Synthesising
  • Develop a positive attitude to reading
slide-35
SLIDE 35

Key themes Vocabulary Phonics Writing outcomes Pre--reading Resources

slide-36
SLIDE 36

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

slide-37
SLIDE 37
slide-38
SLIDE 38

Key themes Vocabulary Phonics Writing outcomes Pre--reading Resources

slide-39
SLIDE 39

Book Talk

slide-40
SLIDE 40

Literacy Rich Learning Environments

slide-41
SLIDE 41
slide-42
SLIDE 42
slide-43
SLIDE 43
slide-44
SLIDE 44

An example of Integrated English in Yr 1

slide-45
SLIDE 45
slide-46
SLIDE 46
slide-47
SLIDE 47

Key elements

  • Parental involvement
  • Phonics in context
  • Daily reading
  • Book talk
  • DEAR
slide-48
SLIDE 48
slide-49
SLIDE 49
  • http://www.storytimeonline.co.uk/
  • http://readingagency.org.uk/
  • http://www.poetryline.org.uk/
  • http://www.corebooks.org.uk
  • http://por.clpe.org.uk/