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Supporting Early Literacy Learning Ballarat March, 2011.

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Presentation on theme: "Supporting Early Literacy Learning Ballarat March, 2011."— Presentation transcript:

1 Supporting Early Literacy Learning Ballarat March, 2011

2 Teaching Children to Read ► Essential for reading:  Phonemic awareness  Phonics  Developing fluency  Vocabulary development  Comprehension instruction

3 Phonemic Awareness ► The ability to tune into separate single sounds  To be able to play with them  Blend them together  Segment them  Swap them around

4 Phonemic Awareness ► Phonemic Awareness Subskills:  Phoneme isolation ► Recognise the separate phonemes in a word  Phoneme blending ► Listening to a sequence of phonemes and then combine them into a word  Phoneme segmentation ► Count out the separate phonemes inn a word, saying each sound as they tap it or count it  Phoneme manipulation ► Phoneme deletion, addition and a combination of both

5 Phonics ► The understanding that there is a predictable relationship between the individual sounds (phonemes) of spoken language and letters (graphemes) that represent those sounds in written language

6 Phonics ► Synthetic phonics instruction  Refers to the process of synthesising or blending individual sounds together ► Embedded  Literature based involves pointing out letter-sound relationships to children incidentally while engaged in reading motivating and engaging text ► Analytic  Based on whole words and involves drawing children’s attention to and analysing word parts

7 Developing fluency ► The ability to read accurately, quickly and with expression ► Strong correlation between fluency and comprehension ► Requires  Background knowledge of material being read  Rapid retrieval of relevant vocabulary  Knowledge of syntax to allow reader to predict upcoming words

8 Developing fluency ► Core components of fluency  Accuracy ► Demands that the text be at the reader’s independent reading level  Rapid rate of reading ► When a reader is accurate and rapid, the word identification processes have become automatised  Reading with expression (prosody) ► Use of appropriate phrasing, stress, pitch and rhythm

9 Vocabulary Development ► The size of vocabulary is critical to success in reading and in broader academic achievement

10 Vocabulary Development ► Vocabulary knowledge is complex ► Vocabulary supports both learning to read and reading to learn ► Vocabulary grows through reading ► Explicit teaching of vocabulary is effective – and necessary ► Teachers need to stimulate vocabulary growth

11 Comprehension Development ► Comprehension is not just finding answers in a piece of text – it is an active process whereby the reader creates a version of the text in his or her mind

12 Comprehension Development ► Comprehension needs to be taught not just tested ► A variety of reading materials should be used, including short text ► Active listening should be taught ► Readers need multiple strategies

13 ‘In interactive writing, the process is as important as the product. It might be said that what we learn on the journey is more important than reaching the destination.’ Interactive Writing and Interactive Editing, p 16

14 Modelled/Interactive Writing ► Modelled/Interactive Writing is  Negotiating the composition of texts  Collaborating in the construction of text  Using the conventions of proint  Reading and rereading texts  Searching, checking and confirming while reading and writing  Using the reading of text as a model to co-operatively write new products  A strategy that supports comprehension through discussion

15 Modelled/Interactive Writing ► Types  Transcription ► Reconstruct existing text  Innovation on text ► Change a familiar text  Negotiation ► Original composition

16 Modelled/Interactive Writing ► Teaching Points  Alphabetic Principle  Concepts about Print  Phonemic Awareness and Phonics  Written Language Conventions  Writing Process

17 Modelled/Interactive Writing ► Alphabetic Principle  Letter recognition  Letter formation  Letter-name correspondence  Letter-sound correspondence  Alphabetic order

18 Modelled/Interactive Writing ► Concepts about Print  Directionality  One-to-one matching  Return sweep  Spacing, indentation, paragraph form, text layout  Concept of first and last part of word, sentence, story  Punctuation, reading the punctuation

19 Modelled/Interactive Writing ► Phonemic Awareness and Phonics  Hearing sounds in words  Inflectional endings  Rhyming  Syllabification  Compound words  Onset and rime  Segmentation  Chunking and blending  Root words

20 Modelled/Interactive Writing ► Phonemic Awareness and Phonics (cont.)  Sounds in sequence  Analogies  High frequency words  Spelling patterns  Consonants, blends, short and long vowels, digraphs, diphthongs  Alliteration  Suffixes, prefixes and root words  Metaphors and similes

21 Modelled/Interactive Writing ► Written Language Conventions  Punctuation and capitalization  Spelling and word analysis  Sentence structure

22 Modelled/Interactive Writing ► Grammar  Similes and metaphors  Homophones, antonyms, synonyms  Parts of speech  Word usage  Irregular words  Onomatopoeia  Contractions

23 Modelled/Interactive Writing ► Writing Process  Idea development  Text organization  Proof reading and editing  Outlining  Vocabulary and word choice  Concept development  Characters, plot, setting  Writing categories  Paragraph development

24 Writing Strategies ► ‘In your head’ ► ‘In the room’ ► Stretch ► Analogy ► Is there a part you know? ► Does that look right?

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