Transcript LiteracyFINAL - English Book in Georgia

How do children learn to read and supporting early literacy
Sarah Oskay
July 2016
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What does literacy actually mean?
1. Literacy is learning to read and write.
2. Literacy is a social and cultural
construction.
3. Literacy is the ability to read and write
and have a basic knowledge of maths.
4. Literacy is the acquisition of a set of
technical skills to enable decoding of a
text.
5. Literacy is the gain of socially based
skills that can enable an individual to
relate to and interact with their
community.
6. Literacy is all of these definitions……..
How do children learn to read?
“Between the ages of four and nine, a child learning English will
have to master some 100 phonics rules, learn to recognise 3,000
words with just one glance and develop a comfortable reading speed
approaching 100 words a minute. She must learn to combine words
on the page with half a dozen squiggles called punctuation into
something-avoice or image in her mind that gives back meaning.”
Paul Kropp (1996)
Same or different?
https://youtu.be/3UCK4XCrvoc
https://www.youtube.com/watch?v=jxJBK92q_Hs
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How do we learn our own
language(s)?
 Letters have sounds
 Mixtures of Sounds (phonemes) are used to make words
 Babies initially use a variety of sounds not only from their own
language.
 Between 6-10 months babies begin to ignore “other” sounds that
are only occasionally used and babble in their native language.
What is emerging literacy?
“The gradual, ongoing process of learning to understand
and use language that begins at birth and continues
through the early childhood years.” (US Department of
Education.)
Words begin to be linked
with meaning
• Word labels refer to a whole object-not it’s
parts or qualities (teddy is a toy- it’s not a
colour or an animal)
Word labels refer to all classes of things not
individual things (a dog means all 4 legged
animals)
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Things with names have only one name
(mummy is only mummy-not a woman or
Jane)
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How does literacy progress?
• Many children follow a similar pattern
and sequence for development, but
all children are individuals and may
not develop at the same rate
• Boys tend to be slightly slower than
girls to develop language and literacy
skills
• Children who are learning more than
one language at the same time are
typically slower
How do children learn?
Children acquire early literacy skills using a variety of
different methods.
We will now look together at some of the activities
that they undertake prior to school that introduce the
children to the necessary skills that they will require
for subsequent literacy.
How do these activities help a
child become literate?
Rolling playdough
Playing memory
Retell a story
Make a pattern with beads
Copy the bead pattern
Play picture bingo
Sort the buttons according
to size or colour
Draw a picture
How do these activities help a
child become literate?
Rolling playdough
Make a pattern with beads
Strengthen and improve
coordination of small hand
muscles
Same/different. Letters are
written in the same way to
carry meaning
There is a beginning middle
and end.To hold meaning it
must be shown like that
Sequencing
Copy the bead pattern
Patterns like during written
Playing memory
Retell a story
How do these activities help a
child become literate?
Copy the bead pattern
Play picture bingo
Sort the buttons according
to size or colour
Draw a picture
Follow certain patterns just
like when learning to write
Understand similarity and
difference of certain
symbols and letters
Children start to put things
in specific order according
to certain characteristics
Strenthen finger muscles
and increase control of
writing tools
Play enables numerous
language discoveries
As children’s language skills develop,
 they begin to tell stories,
 start to identify words such as their
names
 incorporate pretend writing into
their play.
www.literacymatters.com
To begin formal work on
reading and writing
 Children need to recognise the written
symbols of letters and “decode” the words
that they are used in.
 Write letters and form words following
certain rules such as spelling, spaces
between words and punctuation.
 Use routine skills such as phonemic
awareness, blending, sight word
recognition and thinking/reasoning
abilities.
Children build up their
reading skills
• Use phonics and context clues to work out
unknown words
• Use word parts such as suffixes or prefixes
and similar words to figure out new words
• Read words from memory by “sight”
automatically
What do children know and how?
 Know print carries meaning
 Can identify the names and letters of
the alphabet
 Know that letters are associated
with sounds
 Know the sounds that letters make
 Know how books work
 Know how words can serve various
purposes
 Know what language looks like
On the positive side….
A child who has developed early literacy skills in his or
her first language will find it easier to develop those
same skills in English
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How can we continue to encourage literacy?
«Use of “nursery rhymes and songs are also
related strongly to the development of
reading abilities.»
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Why Is Rhyming Important?
1. Rhyming teaches children how language works. It helps them notice and work
with the sounds within words.
2. Rhymes help children experience the rhythm of language. As they recite nursery
rhymes they learn to speak with animated voices. Someday they’ll read with expression,
too.
3. When children are familiar with a nursery rhyme or rhyming book, they learn to
anticipate the rhyming word. This prepares them to make predictions when they
read, another important reading skill.
4. Rhyming is important for writing, too. It can help children understand that words
that share common sounds often share common letters. For example, the rhyming
words cat and bat both end with –at.
5. When listening to rhyming songs and poems children create a mental
picture, expanding the imagination.
6. Because rhyming is fun, it adds joy to the sometimes daunting task of learning to
read
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Turn it into a game
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Rhyming games
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Make up nonsense rhymes
Have children listen to and identify rhymes in
books. Before reading, ask children to listen for rhyming
words and raise their hands when they hear them. Or, stop
before you get to the rhyming word and have children supply
it.
Prompt children to produce words that rhyme. Both real
words and “nonsense words” are useful, such
as Peggy and leggy; turtle and Yertle.
Provide opportunities to recite rhymes in song. Music is
a natural part of a child’s world. They can be active
participants, clapping, snapping, and adding their own
motions to songs. For example, “I’m a little lizard, my oh my!
My skin has scales, it’s nice and dry.”
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Make your own nonsense rhymes
happy
English book
smile
learn
rain
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Nonsense rhyme….
English Book is worth a look
If there is rain, we have no pain
We are happy and so clappy
It makes us smile all the while
Our brains will burn while we learn!
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Recognizing sounds
banging on wall/table/lap
blowing
blowing a whistle
blowing nose
clapping
clicking with tongue
closing purse
coloring hard on paper
coughing
crumpling paper
cutting with a knife
cutting with scissors
dropping (various things)
drumming with fingers
eating an apple
folding paper
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Websites to find sounds
http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/stimulus
soundslibrary
http://www.iokui.com/kizzie-meow.wav
http://sep800.mine.nu/files/sounds/beeswarm.wav
http://www.crickweb.co.uk/ks1science.html#sound1f
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Clapping syllables
Clap syllables. Help children recognize that words are made up of
parts, and the parts make a whole word.
Clap names. Have children clap the syllables in their own names.
As the game progresses, have children determine who has the
longest name, e.g., Victoria (the most claps), or the shortest name,
e.g., Sean (only one clap).
Play a guessing game: I am going to clap a name. (clap
twice) Whose name has two claps?
Clap words. Children can progress to clapping words. It’s especially
fun to clap unusual and interesting words.
Challenge children to think of a long word they would like to
clap: hippopotamus, elephant, or ambulance.
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Prefixes and suffixes
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Read for a purpose: Draw!
"Draw a rocket ship. Color the top of the rocket ship
one color. Color the rest of the rocket ship another
color. Draw fire coming out of the back of rocket ship.
Draw ten stars in the sky. Make a moon in the sky.
Draw a face on the moon."
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Puzzles create interest
http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp
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Retelling a story
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Ways of encouraging retelling
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Retelling stories….
http://betterlesson.com/lesson/resource/2850846/retelling-brown-bearbracelets
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Useful websites
http://www.earlychildhoodwebinars.com/wpcontent/uploads/2013/01/Retelling-Webinar.pdf
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Do reading skills develop alone?
Reading and writing skills develop together with
speaking and listening
Print rich environments
Seeing how the print in their homes,
classrooms and communities provide
information.
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A fun inference activity for early primary
http://files.havefunteaching.com/fun-activities/reading-activities/inferencesactivity.pdf
https://youtu.be/xNv4rJ2ho0Q
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Reduce the Level of Task Difficulty
First remove faulty thinking….
Students believe that they do
not know enough
So they think that they will not
be able to perform the task
well,
and this is one of the biggest
causes of students’
unwillingness to read and write
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Presentation heading | Date Month Year
Don’t forget that…..
Strong L1 skills
support both language
and literacy learning in
English
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To correct or not to correct?
Avoid telling children that they sing out of
key: you may break their vital spirit and
enthusiasm and induce a lack of confidence
that will be difficult to remove.»
«
Martens and Van Sull 1992
To sum up: As teachers
For more information
Please contact
NAME PERSON
Job Title
M +44 (0) 000 000 000
T +44 (0) 000 000 000
E [email protected]
Thank you