supporting early literacy learning ballarat march, 2011

Supporting Early Supporting Early Literacy LearningLiteracy Learning

BallaratBallarat

March, 2011March, 2011

Teaching Children to Read Teaching Children to Read

►Essential for reading:Essential for reading: Phonemic awarenessPhonemic awareness PhonicsPhonics Developing fluencyDeveloping fluency Vocabulary developmentVocabulary development Comprehension instructionComprehension instruction

Phonemic AwarenessPhonemic Awareness

►The ability to tune into separate single The ability to tune into separate single soundssounds To be able to play with themTo be able to play with them Blend them togetherBlend them together Segment themSegment them Swap them aroundSwap them around

Phonemic AwarenessPhonemic Awareness

► Phonemic Awareness Subskills:Phonemic Awareness Subskills: Phoneme isolationPhoneme isolation

►Recognise the separate phonemes in a wordRecognise the separate phonemes in a word

Phoneme blendingPhoneme blending►Listening to a sequence of phonemes and then combine Listening to a sequence of phonemes and then combine

them into a wordthem into a word

Phoneme segmentationPhoneme segmentation►Count out the separate phonemes inn a word, saying Count out the separate phonemes inn a word, saying

each sound as they tap it or count iteach sound as they tap it or count it

Phoneme manipulationPhoneme manipulation►Phoneme deletion, addition and a combination of bothPhoneme deletion, addition and a combination of both

PhonicsPhonics

►The understanding that there is a The understanding that there is a predictable relationship between the predictable relationship between the individual sounds (phonemes) of individual sounds (phonemes) of spoken language and letters spoken language and letters (graphemes) that represent those (graphemes) that represent those sounds in written languagesounds in written language

PhonicsPhonics

► Synthetic phonics instructionSynthetic phonics instruction Refers to the process of synthesising or blending Refers to the process of synthesising or blending

individual sounds togetherindividual sounds together

► EmbeddedEmbedded Literature based involves pointing out letter-sound Literature based involves pointing out letter-sound

relationships to children incidentally while relationships to children incidentally while engaged in reading motivating and engaging textengaged in reading motivating and engaging text

► Analytic Analytic Based on whole words and involves drawing Based on whole words and involves drawing

children’s attention to and analysing word partschildren’s attention to and analysing word parts

Developing fluencyDeveloping fluency

►The ability to read accurately, quickly The ability to read accurately, quickly and with expressionand with expression

►Strong correlation between fluency Strong correlation between fluency and comprehensionand comprehension

►Requires Requires Background knowledge of material being Background knowledge of material being

readread Rapid retrieval of relevant vocabularyRapid retrieval of relevant vocabulary Knowledge of syntax to allow reader to Knowledge of syntax to allow reader to

predict upcoming wordspredict upcoming words

Developing fluencyDeveloping fluency

►Core components of fluencyCore components of fluency AccuracyAccuracy

►Demands that the text be at the reader’s Demands that the text be at the reader’s independent reading levelindependent reading level

Rapid rate of readingRapid rate of reading►When a reader is accurate and rapid, the word When a reader is accurate and rapid, the word

identification processes have become identification processes have become automatisedautomatised

Reading with expression (prosody)Reading with expression (prosody)►Use of appropriate phrasing, stress, pitch and Use of appropriate phrasing, stress, pitch and

rhythmrhythm

Vocabulary DevelopmentVocabulary Development

►The size of vocabulary is critical to The size of vocabulary is critical to success in reading and in broader success in reading and in broader academic achievement academic achievement

Vocabulary DevelopmentVocabulary Development

►Vocabulary knowledge is complexVocabulary knowledge is complex►Vocabulary supports both learning to Vocabulary supports both learning to

read and reading to learnread and reading to learn►Vocabulary grows through readingVocabulary grows through reading►Explicit teaching of vocabulary is Explicit teaching of vocabulary is

effective – and necessaryeffective – and necessary►Teachers need to stimulate vocabulary Teachers need to stimulate vocabulary

growth growth

Comprehension DevelopmentComprehension Development

►Comprehension is not just finding Comprehension is not just finding answers in a piece of answers in a piece of text – it is an active process whereby text – it is an active process whereby the reader creates a version of the the reader creates a version of the text in his or her mindtext in his or her mind

Comprehension DevelopmentComprehension Development

►Comprehension needs to be taught not Comprehension needs to be taught not just testedjust tested

►A variety of reading materials should A variety of reading materials should be used, including short textbe used, including short text

►Active listening should be taughtActive listening should be taught►Readers need multiple strategiesReaders need multiple strategies

‘‘In interactive writing, the process is In interactive writing, the process is as important as the product. It might as important as the product. It might be said that what we learn on the be said that what we learn on the journey is more important than journey is more important than reaching the destination.’reaching the destination.’

Interactive Writing and Interactive Interactive Writing and Interactive Editing, p 16Editing, p 16

Modelled/Interactive WritingModelled/Interactive Writing

►Modelled/Interactive Writing isModelled/Interactive Writing is Negotiating the composition of textsNegotiating the composition of texts Collaborating in the construction of textCollaborating in the construction of text Using the conventions of prointUsing the conventions of proint Reading and rereading textsReading and rereading texts Searching, checking and confirming while Searching, checking and confirming while

reading and writingreading and writing Using the reading of text as a model to co-Using the reading of text as a model to co-

operatively write new productsoperatively write new products A strategy that supports comprehension through A strategy that supports comprehension through

discussiondiscussion


►TypesTypes TranscriptionTranscription

►Reconstruct existing textReconstruct existing text

Innovation on textInnovation on text►Change a familiar textChange a familiar text

NegotiationNegotiation►Original compositionOriginal composition


►Teaching PointsTeaching Points Alphabetic PrincipleAlphabetic Principle Concepts about PrintConcepts about Print Phonemic Awareness and PhonicsPhonemic Awareness and Phonics Written Language ConventionsWritten Language Conventions Writing ProcessWriting Process


►Alphabetic PrincipleAlphabetic Principle Letter recognitionLetter recognition Letter formationLetter formation Letter-name correspondenceLetter-name correspondence Letter-sound correspondenceLetter-sound correspondence Alphabetic orderAlphabetic order


►Concepts about PrintConcepts about Print DirectionalityDirectionality One-to-one matchingOne-to-one matching Return sweepReturn sweep Spacing, indentation, paragraph form, Spacing, indentation, paragraph form,

text layouttext layout Concept of first and last part of word, Concept of first and last part of word,

sentence, storysentence, story Punctuation, reading the punctuationPunctuation, reading the punctuation


► Phonemic Awareness and PhonicsPhonemic Awareness and Phonics Hearing sounds in wordsHearing sounds in words Inflectional endingsInflectional endings RhymingRhyming SyllabificationSyllabification Compound wordsCompound words Onset and rimeOnset and rime SegmentationSegmentation Chunking and blendingChunking and blending Root words Root words


► Phonemic Awareness and Phonics (cont.)Phonemic Awareness and Phonics (cont.) Sounds in sequenceSounds in sequence AnalogiesAnalogies High frequency wordsHigh frequency words Spelling patternsSpelling patterns Consonants, blends, short and long vowels, Consonants, blends, short and long vowels,

digraphs, diphthongsdigraphs, diphthongs AlliterationAlliteration Suffixes, prefixes and root wordsSuffixes, prefixes and root words Metaphors and similesMetaphors and similes


►Written Language ConventionsWritten Language Conventions Punctuation and capitalizationPunctuation and capitalization Spelling and word analysisSpelling and word analysis Sentence structureSentence structure


►GrammarGrammar Similes and metaphorsSimiles and metaphors Homophones, antonyms, synonymsHomophones, antonyms, synonyms Parts of speechParts of speech Word usageWord usage Irregular wordsIrregular words OnomatopoeiaOnomatopoeia ContractionsContractions


►Writing ProcessWriting Process Idea developmentIdea development Text organizationText organization Proof reading and editingProof reading and editing OutliningOutlining Vocabulary and word choiceVocabulary and word choice Concept developmentConcept development Characters, plot, settingCharacters, plot, setting Writing categoriesWriting categories Paragraph developmentParagraph development

Writing StrategiesWriting Strategies

► ‘‘In your head’In your head’► ‘‘In the room’In the room’►StretchStretch►AnalogyAnalogy► Is there a part you know?Is there a part you know?►Does that look right?Does that look right?

supporting early literacy learning ballarat march, 2011

Documents

vocabulary growth slide

rhythm slide

mind slide

written language slide

size of vocabulary

complex vocabulary

automatised reading

reading motivating