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

Shine in-depth training

Dr Jacqui Dornbrack

Focus on four aspects

• 1. The complexity of the reading process
• 2. Teaching phonics
• 3. Teaching reading
• 4. Teaching writing

Reading and the brain

• We were not born to read(no genetic disposition)
• Recently acquired cultural invention that requires

something new from existing structures in the brain

• Reading 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

• ne 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)

• Reading 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

Learning to read a language you don’t know

• Ear-training (auditory memory)
• Discriminate between sounds
• Remember the acoustic qualities of sounds
• Compare sounds with memory images
• Form speech sounds (‘gymnastics of the vocal
• rgans’)

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

• Learn to make sounds with own organs of

articulation

• Learn to use these sounds in their proper

places

• Learn the sound-attributes (length, pitch,

stress)

• Learn 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

Visual reference for vowels

Need 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 Reading

• Reads own and others writing
• Reads aloud to a partner
• Reads independently simple fiction
• and non-fiction books and books from

different cultures, books read in Shared Reading sessions, magazines and comics

Grade 3 reading

• Reads enlarged texts such as fiction and non-fiction big

books, newspaper articles, plays, dialogues and electronic texts (computer texts)

• Reads 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

• Reads different poems on a topic
• Uses visual cues to talk about a graphical text, e.g.

advertisements, pictures, graphs, charts and maps

• Finds 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

Reading 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

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

Grade 3 Writing

• 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

• 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 assessment Grade 3 term 2

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