Transcript What is Reading? - Junior School

Reading and
Writing:
an
enjoyable
experience
Annie Prusky
What is Reading?
Reading implies:
Identifying and decoding symbols
Pronunciation, clear voice (if you
read aloud)
 Understanding
 Making sense
 Interpreting
 Deducing
 Communicating
What do we read?
Books, stories
Magazines
Instructions
Names, phone numbers, addresses
Labels, signs, messages,
advertisements,lists
Etc., etc., etc.
Environmental Print
Print is everywhere - we are
surrounded by print.
Identifying symbols is reading.
They tell us something, they carry meaning
Street signs
Brands
In Hospitals, cinemas, stores
Where do we read?
In the supermarket
Watching a movie
In the street
In the waiting room
In the classroom
At home
In bed, on a sofa, on cushions, on the floor
Etc., etc., etc.
When do we read?
When we need to know something:
Information, (for school)
Shopping list
Instructions
For enjoyment
When do we read?
In school or at bedtime.
On a rainy day or in the sun.
When we are alone, when the family
is together or when friends visit us.
In the morning, in the afternoon, at
night.
Etc., etc., etc.
When do we read books?
When we want to have fun.
When we want to relax.
When we can, when we have time.
When we are willing to do so.
Learning
to read
is a process
Learning Process
Slowly and spirally
Making mistakes
Trial and error
Lots of positive
feedback
Learning to read
=
learning to walk
and talk
How can we
help?
They already know:
 Many letters
 Significant words:
Names
High frequency words
Meaningful environmental print
 The structure of stories
 Book language
What do we need?
 Concepts (conventions) of print
 Visual perception
 Auditory discrimination
 To know that reading implies
comprehension
Concepts
of
Print
Concepts of Print
Sound – letter correspondence
Concept of word and sentence
Directionality
Sounds and letters
Letters are represented by
conventional symbols.
There is a relationship between
written letters and spoken sounds.
How to help
Have your child point to letters in a
book.
Have your child tell you the sounds
of letters in the alphabet.
Play games involving letter
recognition:
Lotto
Domino
Words and Sentences
Words are made up of letters
In a specific order
Sentences are made up of words
In a specific order
Directionality
Book orientation
Left to right directionality
In words
In sentences
Top to bottom
Return sweep
How to help
 Activities involving eye-hand coordination:
 Tracing
 Joining dots
 Cutting along lines
 Mazes
 Concept of sequence
 Time line: arrange pictures in a story
 Put word cards in order to make up a simple
sentence
 What comes next pictures/games
Most important:
Model reading
Make your movements explicit
when necessary and appropriate
Move finger across the line
Point to beginning of sentence
Make return sweep clear
Visual Skills
We need:
to interpret, analyze and give
meaning to what we see.
to determine exact similarities and
differences between similar
objects. (was – saw)
visual memory
Visual memory
 Ability to remember, for immediate
recall, the characteristics of something.
 Ability to remember similarities and
differences.
 Ability to recognize and remember
patterns.
 Close observation.
How to help
 Close observation of pictures (Where’s Wally?)
 Colouring, tracing, drawing
 Memory game
 What was on the tray? Game
 What is missing?
 Look and draw
 Odd one out – pictures, letters, symbols
 “Find the same” games
 Find the difference (between 2 pictures)
 Dominoes
 Lotto
Auditory Discrimination
 Ability to distinguish and isolate
sounds:
1.
2.
3.
4.
Hearing phrases in a sentence
Hearing different words in a sentence
Hearing sounds in words
Hearing the differences (and
similarities) between sounds
5. Ability to reproduce those sounds in
the appropriate sequence
How to help
 Odd one out
 First sound: cat, cart, bag, cap, car
 Rhyming words: pet, get, let, cat, met
 Sounds around us
 Guess who is speaking
 Rhymes
 Granny went to market and she bought…
 Beginning sound games
 with pictures, objects
 Sound lotto
Comprehension
Los taquis
rules dolearon
en el moti
finde.
Reading is effective…
when we understand
the text
we are reading
How to help
Before reading:
Immerse reading in a context
 The more I know about something, the easier
it will be for me to read about it
Picture Walk: Look through the
pictures and make predictions
Mention (and look for), specific
vocabulary in book
After reading:
Ask your child to retell the story in her/his
own words.
Ask your child questions about the
characters and events in the story.
Ask “Why do you think” questions, and ask
your child to support the answer.
Refer story to your child’s own experiences.
Relate it to other stories you have read.
During reading:
When child gets stuck:
Look at the pictures
Does it look right?
Does it sound right?
Does it make sense?
Look for the little word inside the
big word
STOP and READ the sentence
again
Writing
Writing
Writing is more than putting words
on paper
It has to be meaningful
Its purpose is communication
Involves both construction and
comprehension of a text
What do we need?
 Mechanics:
 Handwriting
 Punctuation
 Spelling
 Concepts of Print:
 Sound – letter correspondence
 Concept of word and sentence
 Directionality
 Ideas
 Ability to organize those ideas
What do we write?
narratives - stories
poems
notes
lists
messages
instructions
Why do we write?
To communicate to others
To organize and explain information
To remember something
To develop ideas
To create imaginary worlds
 Because the teacher asks us to do so
Where do we start?
Letters
Recognition – Recalling
Correct formation
Words
High Frequency Words
Invented spelling
Sentences
Simple, familiar
Cross-check with speech
What do we need?
Recall background experiences
Use the texts we read as models for
owr own writing
Put ideas in meaningful sentences
Use a clear structure to organise
writing
beginning, middle and end
Spelling
The order of written letters follows
the order of the individual sounds in
spoken words
Involves recall memory, while
reading involves recognition memory
Develops slowly and spirally
Invented Spelling
Children use a letter or group of letters to
represent every sound they hear in a
word.
Invented Spelling
They write all of the sounds they hear in
words. However, they often don't hear all
the sounds.
Invented Spelling
The writing moves closer and closer to the
standard spelling.
How to help
 Help child remember High Frequency Words
 Play memory games
 Play word games: Hangman
 Encourage child to try new words
 Find words within the word (the - they)
 Find a word that rhymes with it:
 is the spelling the same? (sun – fun)
 Respect "good mistakes“ (invented spelling)
 Haws – house; ruan - run
How to help
Write a lot.
Have a good place to write.
Table, good chair,good lighting
Provide plenty of paper and things to
write with.
Be patient.
Your child may be thinking, (good
writers do a great deal of thinking.)
How to help
 Remember writing implies communication
 Focus on what the child has written,
not how it was written
 Be positive, encourage your child to
continue writing
 Create real writing situations
Letters to relatives
Shopping lists
 Make it easy and enjoyable
Reading and Writing
imply
communicating with
others...
and dreaming,
imagining, enjoying,
learning.