Helping Children Read  Welcome!. The Reading Process  The turtle was swimming in the sea.  What skills do children need to be able to read this?

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Presentation transcript:

Helping Children Read  Welcome!

The Reading Process  The turtle was swimming in the sea.  What skills do children need to be able to read this?

The Reading Process: Phonics for Reading  Pupils need to know their letter sounds.  They need to be able to sound out the letters and blend them to make the word: c-a-t into the word cat s-t-a-m-p into the word stamp

The Reading Process: Sound buttons hat tree shop light

The Reading Process: Correct Enunciation  f l m n r s sh v th z  c p t ch h  b d g w qu y

Supporting Children’s Reading  Prelude  Pause  Prompt  Praise  Peruse

Prelude: Get the text level correct Error Ratios  Less than 1:20 independent reading  1:10 – 1:17 instructional level  More than 1:9 just too hard!

Prelude: Book Introduction  Read the title for the child  Walk and talk through the book with the child  What does the child already know about the subject of the book?  Pick out new, tricky vocabulary and names of characters  Model difficult decoding  Use the language of the book  What do you think might happen?

Prelude: Strategy Check What can you do if you’re not sure of a word?  Follow the words with your finger (tracking)  Look at the first sound (initial sounds)  Can you sound it out? (sounding out)  Say the sounds and see if you can put them together (blending)  Re-read the sentence to see what might fit (using context)  Does that sound right? (reading for meaning)  See if you can read just with your eyes (fluency)

Pause  Give them time to work the word out  Count to six in your head

Prompt: You can only prompt what you know they can do  Have a look at the first sound  Get your mouth ready for the first sound  Can you sound it out  Say the sounds and see if you can put them together  Have a look at the end of the word  Re-read the sentence and see what might fit  Does that sentence make sense? If they can’t work it out just tell they calmly

Praise Needs to be specific!!

Praise: Return to text  I like the way you …  I liked the way you sounded out the word…….  When you read X, but changed it to Y, how did you know it was Y?  If this word was …… what would you expect to see?

Peruse: Comprehension  Can you tell me what happened in the story?  What happened first?  Then what happened?  Did you think that was what was going to happen?  Why did that happen?  How is the character feeling?  Tell me more…

Peruse: Types of question  Retrieval questions – what does the text tell you directly?  Inferential questions – what can you work out by reading between the lines?  Further questions – do we know anything else about this text?  Personal response – what did the story make you think? How did the story make you feel?

The Most Important Thing – It’s Fun!!