supporting early literacy learning session 2 julie zrna

Supporting Early Supporting Early Literacy LearningLiteracy LearningSupporting Early Supporting Early Literacy LearningLiteracy Learning

Session 2Session 2

Julie ZrnaJulie Zrna

What do good readers . .

• Know– that reading is meaningful

• Do– insist that it makes sense– use awareness of the story to predict– reread to confirm or fix-up– always attempt to SC when it doesn’t make sense– make comments or react to the meaning of the

story– read with phrasing and intonation


• Know– how to use all sources of information in

an integrated way

• Do– use Meaning, Structure and Visual

sources of information together– notice and attempt to self correct any

mistakes


• Know– the sounds and meanings of our language

are mapped specifically to the way language looks in print

• Do– are phonemically aware– use phonics knowledge– are becoming independent problem-solvers


• Know– that some words need to be

memorized and recognized instantly without sounding out

• Do– read high frequency words

automatically, very quickly and with little conscious thought


• Know– it is important to use those words and

spelling patterns you already know to help you quickly get to new and/or more complex words

• Do– read a growing number of common spelling

patterns at a level of automatic recognition– look for and recognize common spelling

patterns with little conscious thought– do not get bogged down in details


• Know– you have to be actively engaged in

understanding each text at high levels of comprehension

• Do– think about the text and their own

comprehension before, during and after they read

– utilize effective strategies used by good comprehenders

Familiar Reading • Several readings allow for increased

familiarity• Familiarity brings awareness of plot and

characters, of meanings, of language structures and words that carry meaning

• With each reading the task is new and challenging but the child can bring more knowledge to it

» Clay

Familiar Reading• Familiar Reading helps children to:

– Learn to be readers– Draw on their language resources and

knowledge of the world– Read with phrasing and fluency– Put into place smooth orchestration of

behaviours necessary for effective reading– Orchestrate behaviours they have already

learned» Clay

Reading to Children• Children develop a love of literature and good

books• Children gain practice in visualizing

(decontextualising) events and objects• Children extend their imagination and can picture

other possible worlds• Children expand their vocabulary and

understanding of sentence structure• Children develop familiarity with setting, plot,

characters, climax, resolution• Children are better able to predict and appreciate

new stories

Reading to Children • Helps children to:

– Search for connections between prior knowledge and new information read

– Determine the most important ideas and themes in a text

– Ask questions of themselves, the author and the texts

– Create visual and other sensory images from text during and after reading

Reading to Children • Helps children to:

– Draw inferences from texts . . . read between the lines

– Synthesize what has been read . . . make connections between texts and apply what is read to other texts and activities

– Utilize a variety of fix-up strategies to repair comprehension when it breaks down

»From Keene

Reading to ChildrenComprehension prompts

– Retelling

• Remembering to tell what is important• Telling it in a way that makes sense• Trying not to tell too much


– Making inferences• Reading between the lines• Often open-ended rather than predicting

outcomes, events or actions that can be confirmed or contradicted

• May remain unresolved at the end of the story


– Making inferences

• Fact• Question• Inference


– Determining important ideas• Sift and sort information• Make decisions about what information

needs to be remembered and what can be discarded


– Synthesizing information• Taking individual pieces of information

and combining them with our prior knowledge, forming a new idea or idea from the pieces of information

• Making synthesizing concrete – baking a cake, jigsaw puzzles

Modelled/Interactive Writing

• Use the Modelled/Interactive Writing time to demonstrate:– How to use a shared experience to help

plan your writing– How to engage in a short conversation to

decide on what your piece of writing will say– Print conventions and connections between

print and illustrations– How words work– The connection between reading and

writing


• Model, talk about and teach how to:– Make your writing interesting– Make sure your writing is clear and

coherent– Organize your thoughts– Use appropriate vocabulary– Use appropriate conventions and spelling– Revise, edit and check– Use different genres– Present a point of view


• Model, talk about and teach how to make your writing interesting by:– Using interesting and exciting words and

phrases– Using dialogue– Rereading to check your writing– Using unusual or interesting starters– Receiving constructive responses


• Model, talk about and teach how to have a clear sequence in your writing by:– Talking about the beginning, the middle

and the end– Talking about the writing before you start– Rereading to check how your writing

sounds– Getting feedback from others


• Model, talk about and teach how to revise and edit your writing by:– Demonstrating how to check for

order, choice of words and writing conventions

– Creating an editing checklist– Rereading to check yourself


• Model, talk about and teach how to check your spelling by:– Learning a bank of high frequency words– Extending the bank of known words– Showing how to link out from a known word to get to

a new and unknown word– Showing how to stretch out a word and record the

sounds you hear to get to a new and unknown word– Showing how to clap the syllables in a new and

unknown word– Rereading and underlining words you are not sure of


• Model, talk about and teach different writing styles and different genres by:– Emphasising the purpose of different

genres– Listing the features of different genres– Making sure you are demonstrating

different genres– Providing examples of different genres in

the reading texts you provide

supporting early literacy learning session 2 julie zrna

Documents

good readersknowthat

good readersknowit

good comprehendersfamiliar

good readersknowthe

good readersknowhow

good readersknowyou

new information readdetermine

new andor