2“If we teach todays student’s as we taught yesterday’s, we rob them of tomorrow.” John Dewey
3ApproachPhonics – using letter sounds to build up words – first children need the recognise the sounds in language e.g. s-a-tLook say – recognising high frequency words through familiarityIn a meaningful context – links with the unit, to understand read and make sense of text.Phonics – pure sounds “a” not A so that they can
4Phonics a for apple (Jolly phonics/zoo phonics/Alphablocks) Don’t need to know the name of the letter just the soundCVC – can then read many more than 100 wordsInstant success!Later learn double letter(oo,ch etc)Letter and sounds
5High frequency words Many of these words are non phonic Words that can not be built up using phonic skills we call them red words and children just have to learn them - was, I, is, here,
7The techniques we use to promote and develop reading Instructional opportunitiesEncouraging readingHearing students readShared readingGuided readingReading to studentsModeling readingBook discussion groupsIndependent readingBegin with encouraging readingReading to students – let them see you practice, discussion about title, character (learner profile), plot – key concepts – what caused the biscuit to run away.Hearing reader – inefficient, time consuming other 34 students? One to one, Can focus on negative. Skill and accuracy focus – which isn’t the point of reading – read to ?Guided reading – focus on constructing a deeper meaning enclosed in the book – a bit like the anthropologist – extracting meaning – what evidence have you got – where does it say that in the book, what makes you say that,Guided reading
8Purpose of reading List all the situations where you must read Young girl last year going off on holiday reading everything – pointing to the destination board at the airport – that where we are going Daddy!
9Reading strategies Shape of the letters Initial sound Build up words using identified soundsLook for clues in the pictureUse the syntax of the sentence to identify the necessary part of speechChoose a word that makes sense in the sentence we are reading.Reading is sometimes called a psycho- linguist guessing game
10Use of PM benchmarks and other assessments PM administered at least twice a year.Continuums at least twice a yearWords I know twice a yearSound and sight word checklists probably about once a monthGoal is not to keep pushing students to more difficult texts but to encourage them to read with greater understanding. If you can’t understand it you shouldn’t be reading it. Teacher and Parents are guilty of pushing children beyond their understanding – Bush fire.
11Different types of questions LiteralReorganisationalInferentialEvaluativeAppreciative