1. Reading for all ages http://www.youtube.com/watch?v=oRBchZLkQR0

2. Literacy What is reading? What is reading? Elements of Reading-pre-reading, phonemic awareness, phonics, stages of development, comprehension development Elements of Reading-pre-reading, phonemic awareness, phonics, stages of development, comprehension development What teachers do What teachers do What parents can do What parents can do

3. What is reading? Reading is a highly complex process each reader builds a system for processing text that begins with early reading behaviours and becomes a network of strategic activities for reading increasingly challenging texts. Reading is essentially, thinking in response to written language.

4. What Reading involves… Reading involves knowing about: the subject how our language is spoken the conventions of print — reading from left to right and top to bottom sounds and letters and how they are represented in print. 3 Sources of information used in reading include structure, meaning and visual clues.

5. Understanding Reading using the 3 cues It_______________ across the grass. It_______________ across the grass. We can complete the sentence using our knowledge of how language works. Sophie watched the kitten. It________across the grass. Now that we know the story is about a kitten, we are able to choose a suitable word. Now that we know the story is about a kitten, we are able to choose a suitable word. Sophie watched the kitten. Sophie watched the kitten. It r________ across the grass. It r________ across the grass. Our knowledge of letters and their sounds, together with the way words look, further help us to choose the right word. Our knowledge of letters and their sounds, together with the way words look, further help us to choose the right word.

6. What teachers do Big Books Benchmarking Guided Reading Home Readers Research- links to integrated curriculum Levelled Literacy Intervention – Small group reading assistance

7. Effective Reading Instruction Must Include: –Systematic and explicit instruction that includes the five essential components of reading: –phonemic awareness, –phonics, –fluency, –vocabulary, and –text comprehension

8. Prereading Recent research is showing the importance of Phonemic Awareness in the development of reading skills. Recent research is showing the importance of Phonemic Awareness in the development of reading skills. Phonemic Awareness: The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words- This understanding is essential to learning to read.

9. Phonemic Awareness Some activities to develop phonemic awareness are Identifying beginning sounds – alphabet book Identifying beginning sounds – alphabet book Same /different sounds Same /different sounds Substituting sounds in words Substituting sounds in words Rhyming words Rhyming words

10. Developmental stages of reading Beginning Readers Beginning Readers Emergent Readers Emergent Readers Early Readers Early Readers Fluent Readers Fluent Readers

11. Observable Behaviours

12. Reading Comprehension

13. We learn in many ways, but we need… A reason to learn A reason to learn To be actively involved To be actively involved Demonstration and Modelling Demonstration and Modelling Opportunities for repetition and reinforcement Opportunities for repetition and reinforcement Helpful instructions Helpful instructions To be encouraged To be encouraged Our efforts to be praised Our efforts to be praised

14. THE 3 P’s - PAUSE PAUSE PAUSE - Wait a few seconds if you think the child is unsure. - Wait a few seconds if you think the child is unsure. - Allow them some time to think about what they are doing. - Allow them some time to think about what they are doing.Say: ‘ Have some thinking time…’ ‘Reread the instructions then we’ll work on this together.’ ‘Reread the instructions then we’ll work on this together.’ ‘ Let’s discuss this as a group before we get to work.’ ‘This is a bit tricky, let’s think together.’

15. THE 3 P’s - PROMPT Prompt them to look closer and Prompt them to look closer and ‘have a go’ ‘have a go’Ask: Tell me about…? Tell me about…? Does it look right? Does it look right? What would sound right? What would sound right? Show me how? Show me how? What do you know about? What do you know about? How can we find out? How can we find out? What strategies or resources can we use? What strategies or resources can we use? If not give encouragement and then tell.

16. THE 3 P’s - PRAISE At all times it is important that children are praised and encouraged for their efforts. At all times it is important that children are praised and encouraged for their efforts. The support and encouragement provided through your praise will greatly assist children’s development. The support and encouragement provided through your praise will greatly assist children’s development.Try: ‘I like the way…, Well Done…, That’s really great…,You must have been practising…,You did a lot of work…’ ‘I like the way…, Well Done…, That’s really great…,You must have been practising…,You did a lot of work…’

17. Interpreting Reading

18. Putting it together… Good readers have learned how to apply decoding and word recognition skills accurately and rapidly when reading words and text. They have learned how to use context to confirm accurate decoding and pronunciation of unknown words.

19. Summing Up Your child is never to old to listen to and read with. Model and discuss reading behaviours Share your passion of reading Question (thinking Within the text, About the text and Beyond the text. Have fun!

20. What Parents can do Use nursery rhymes, songs and finger plays to introduce the early stages of awareness of speech sounds. Use nursery rhymes, songs and finger plays to introduce the early stages of awareness of speech sounds. Perform rhyme, alliteration and sound-judgement tasks (e.g., Which words start with the same sounds?). Perform rhyme, alliteration and sound-judgement tasks (e.g., Which words start with the same sounds?). Do sound segmentation and blending tasks (e.g., ‘Which sound does ball start with?’; ‘What does C-A-T say?’). Do sound segmentation and blending tasks (e.g., ‘Which sound does ball start with?’; ‘What does C-A-T say?’). Expose children to different types of books (picture books, story books, alphabet books, activity books, card games such as snap, word games such as ‘I spy’, learning words of songs and rhymes, newspapers, comics, ibooks etc) as early as possible. Expose children to different types of books (picture books, story books, alphabet books, activity books, card games such as snap, word games such as ‘I spy’, learning words of songs and rhymes, newspapers, comics, ibooks etc) as early as possible. Encourage "print recognition" in everyday situations Encourage "print recognition" in everyday situations Encourage children to make inferences about what is being read to them (e.g., ‘Who will they ask to help them?’ ‘What’s going to happen, do you think?). Encourage children to make inferences about what is being read to them (e.g., ‘Who will they ask to help them?’ ‘What’s going to happen, do you think?).