Transcript Reading

Helping Children to Read.
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Food for thought …
 Does your child see you read?
 Does your child see you write?
 Do you scribe for them…?
 You teach by being a role model to
your child…
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Good language
comprehension,
poor word recognition
+
Good word recognition,
good language
comprehension
Guesses
-
+
Poor word recognition,
poor language
comprehension
Language comprehension
Word recognition
Good word recognition,
poor language
comprehension.
Barking at print.
-
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Building Blocks.
Comprehension
Multisyllabic words
Reading fluency
Vocabulary
Blending &
segmenting
Alphabetic code
Phoneme awareness
Left to right tracking
Awareness of print
Visual discrimination
Music & Movement
Memory
Listening skills
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Phonological Awareness
A gradual and sequential process.
 Ability to manipulate units of oral language.
 Rhyming words, syllables.
 Clap out the number of syllables in a word,
 Alliteration
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Phonemic Awareness
 Word level – Hear distinct speech sounds.
 Must orally discriminate and articulate.
 Precursor to ability to map speech sounds onto print.
 Say it, then read!!!
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Complex Alphabetic Code
 Most complicated language in the world.
 44 speech sounds but only 26 letters.
 150+ letter combinations.
 Same letters used for different
sounds. Same sound spelled
differently.
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Complex Alphabetic Code
 Digraphs: Two letters one sound
 Sh ng
wh th
ch
 Vowel Digraphs:
 ay
ee
ar
nk qu ck
oy
 Adjacent Consonants:
 Sp st s sl tr sm cr pl
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RWI Simple Approach
 RWI starts with a simple code.
 One way to read/write each of the 44 sounds.
 Some spellings incorrect but phonetically plausible.
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…It’s all so confusing!
play mayk trayn cafay strayt wayt brayk
green dreem kee hee happee
light kight fligh Igh igh tigh
blow smowk flowt gow mowst
moon broot bloo groo
3/26/2016
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Consonants: stretchy
f
l
m
n
r
s
v
j
p
qu
z sh th ng
nk
Consonants: bouncy
b
c
k
d g h
Vowels: bouncy
a
oo
e
oo
t
w x
ch
y
Vowels: stretchy
i
o
ar
Set 1 sounds
u
or
ay
air
ee
ir
igh
ou
ow
oy
Set 2 sounds
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Fred Talk – Blending.
 Children learn simple sounds.
 Need to be able to blend them together.
 Left to right
 Secure sound : letter mapping.
 Alien words.
 Need to pronounce sounds clearly.
 Use exaggeration.
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 Beach
 Storm
 three
 Shelf
 Think
 String
 Sprint
Fred
talk
A structured approach
to teaching sounds
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And…
 Use Fred Talk at home:
 Final word in sentence:
…Would you like ch.ee.se or h.a.m
…
It’s time for b.e.d
… Can you pass me the p.e.n
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Fred Fingers
 Children convert a whole word they hear into sounds.
 They put sounds they hear onto their fingers...
 We call this Fred Fingers
.
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Teaching Set 3 sounds.
 Complex alphabetic code.
 Same sound, different spelling.
 Teaching split vowel sounds – special friends.
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Green and Red Words.
 Not all words are nice and easy to sound.
 RWI highlights these to children.
 Green words = regular sand, hat, much
 Red words = have a grotty grapheme
 the, said, want, was.
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Reading Focus
 Blending: Complex alphabetic code,
syllables..
 Understand text - Literal responses.
- Find it, prove it.
- Inference and deduction.
 Language – Impact on reader.
 Storyteller voice.
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Read the passage
The cat ¥at¶µd the ¥it¶.
The ¥it¶ drδββµΓ a sliюя
n¥t into a big ca~ldr(ų.
He cδ~ld sµµ a smülµ on
the faðµ of the ¥it¶..
Use context, prior
knowledge.
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Let’s Talk Vocabulary
 Tight link between academic success and number of
words spoken to child by parents up to age of 3.
 Constant chatter, build on child’s speech, asking
questions, constant praise, approx 1,000 stories.
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Reading and Writing Activities.
 Use of forced alternatives:
Did you feel grumpy or miserable?
 “Did he scoff or munch his lunch?”
 “Will he creep away or sneak off?”
Build comprehension skills by asking children to ‘Find it… Prove
it…
Why does …’
‘What do you think…’
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And
 Use these prompts to at the end of each page or paragraph:
What is that
character
thinking
What is happening in
this
part of the story?
What do you think
happens next?
What is that
character
saying?
What do you think that
character is feeling now?
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Reading
 Read lots and lots at home.
 Use blending and segmenting skills and
use the pictures to help guide them.
 Left to right tracing and asked to find
individual words.
 Reading should be enjoyable.
 Understand it - able to talk about it
 Reading diaries, your comments valued.
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
www.ruthmiskinliteracy.com
www.oup.com
(RWI resources are published by
Oxford University Press)
Home Learning Support
https://Global.oup.com/education/content/pri
mary/series/rwi/parents/?region=uk
http://www.focusonphonics.co.uk/sound.htm
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