Supporting Early Supporting Early ReadersReaders

Goldfields NetworkBreakfast Session

July, 2010

What do teachers need to know to What do teachers need to know to support the acquisition of support the acquisition of

reading?reading?

Read the article “Teaching and Learning Experiences in an Effective Reading Program” by Diane Snowball (e:lit)

Turn and Talk

Brainwave list

Teachers need to know:Teachers need to know:

Teachers need to know their students PRECISION

Teachers need to know what to teach PERSONALISATION

Teachers need to know how to teach PROFESSIONAL LEARNING

Precision: Knowing your students Precision: Knowing your students

Using data◦English Online Interview◦Observation Survey◦Running Records◦Record of Oral Language or Oral Language

Assessment

Using observation◦Reading conference◦Guided reading◦Reflection ◦Reading behaviours

What do we know about this What do we know about this student?student?

Video Observation - Ronan

Personalisation: Knowing what to Personalisation: Knowing what to teachteach

Concepts about printA few words and letters/soundsThe reading process/ reading strategies

◦Predict, check, confirm, self correct, search◦Using all sources of information (MSV)

Fluency development Comprehension/Reading for UnderstandingDecoding StrategiesVocabulary Learning

Concepts about printConcepts about print

What are they? How can we support our students?◦Shared reading

Use a pointer Verbalise your reading behaviours and actions Oral cloze Masking letters / words

◦Guided reading

Knowing a few words and letters Knowing a few words and letters or soundsor sounds

Why is this important? How does it help? What can we do to support?

My boat is little.Tom and Dad looked for the ball.Book Introduction - Zahlia

The reading process and reading The reading process and reading strategiesstrategies

Predict, check, confirm, self correct, search

Using all sources of information (MSV)

Meaning Structure

Visual

Does it sound right?

Does it look right?

Does it make

sense?

Fluency development Fluency development

Reading rateExpressionPhrasingFinger pointingUsing punctuationUsing intonation and volume (prosody)Shared readingShadow readingEasy texts (just right books)Video - Mrs Wishy-Washy

Comprehension/Reading for Comprehension/Reading for UnderstandingUnderstanding

PredictingUsing test structures and featuresVisualising Asking questionsSummarisingThinking aloud

How do we support our students?

Decoding StrategiesDecoding Strategies

What are they? How do we support?

◦Shared reading◦Guided reading◦Word work◦Using all sources of information

Video observation – Using all sources

Vocabulary LearningVocabulary Learning

The more words we know the easier the task of reading...prior knowledge and experience plays a huge part in learning to read. (eg. The Beach Ball task from EOI)

How can we support?◦ Read aloud daily◦ Word walls◦ Word of the day◦ Build class dictionaries◦ Work on ‘words instead of’

Using ‘words in 10 minutes’

Book selectionBook selection

Easy texts for building confidenceSupportive texts..keep it simple (eg.

Whenever it rains...)Reading level 1 and 2 texts for long periods

gives a skewed perception of reading...they are designed to practise very early skills of directionality, one to one and some known words

Select texts based on what you know about the student

Be very familiar with the text yourself

Supporting studentsSupporting students

Video observation – known words

Video observation – pointing decisions

What do we know about these students?What can they already do?What do we teach next?

What are your questions?What are your questions?