Creating Our Future

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Supporting beginning readers
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Reading Workshop Objectives

• To inform you about what is happening in the
  classroom to develop reading skills
• To give you ideas and tips on how to help your
  child learn to read at home
• To illustrate how reading connects to other areas
  of literacy

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Developing Reading Skills in the Classroom

• What is happening in the classroom to support the
  development of reading skills?
• Modelled Reading
• Shared Reading
• Guided Reading
• Independent Reading

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Modelled Reading- Listening to a proficient
reader

• Happens daily because it is stimulating,
  enjoyable motivating
• Demonstrating reading for pleasure
• Modelling good reading expression, meaning
  and purposes of reading
• Presenting quality literature and a wide range of
  styles, authors and genres
• Encouraging the children to respond to literature
  and become involved with reading

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Shared Reading Children join in with the
reading process

• Big Books are often used
• Teaching specific skills and strategies for
  reading eg.decoding and cross-checking skills.
• Using finger pointing to focus concentration,
  sweeping the eye to the end of the line and back
  to the beginning of the next line
• Talking about characters, story lines and the
  meaning gained from the book.
• Fostering active participation in the reading
  process

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Guided Reading Children are supported by the
teacher

• Children work in small groups of a similar
  developmental level or like interests
• Enables teachers to closely observe and respond
  to readers as they develop and discuss texts
• Uses questioning, cues and scaffolding to support
  active problem solving
• Teaching specific skills and strategies as
  mentioned for Shared reading

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Independent Reading - Children read with little
or no help

• Giving students time and opportunity to practise
  and gain confidence with what they currently know
  about reading
• Providing texts that closely match individual
  students needs at greater than 90 accuracy to
  support success
• Encouraging students to follow interests and
  enjoy rereading books that they feel confident
  with

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Supporting Readers
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Levelled Readers

• Why?
• It is an accurate way to match children to
  appropriate texts
• It assists children to progress in reading
  through achievable steps
• It allows for consistent reporting and assessing
• It is used Internationally
• Levels are regularly updated by experienced
  teachers
• How?
• The Reading Recovery Victoria Booklist is used to
  level all readers

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Predictability in groups of levels

• Levels 1 4 consistent placement of print
• repetition of 1 2 sentence patterns (1 2
  word changes)
• oral language structures
• familiar objects and actions
• illustrations provide high support
• Levels 5 8 repetition of 2 3 sentence
  patterns (phrases may change)
• opening, closing sentences vary
• varied simple sentence patterns
• predominantly oral language structures
• many familiar objects and actions
• illustrations provide moderate-high support
• Levels 9 12 repetition of 3 or more sentence
  patterns
• varied sentence patterns (repeated phrases or
  refrains)
• blend of oral and written language structures
• fantastic happenings in framework of familiar
  experiences
• illustrations provide moderate support

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Right Material

• Running Records ensure we are providing children
  with the right material. Running Records are an
  observational tool. They are undertaken
  regularly and simply ask the child to read a text
  whilst the teacher notes any changes that are
  made
• Changes can be
• Substitutions He saw a (plant) in the sky above
  the hospital.
• Omitting words He saw a plane in () sky above
  the hospital.
• Adding words He saw a plane in the (blue) sky
  above the hospital.
• Mispronunciations - He saw a plane in the sky
  above the (hostabull).
• self-corrections do not count as errors
• Evaluate the errors
• 0 4 changes independent level
  (recreational/interest)
• 5- 10 changes instructional level
• 10 changes too difficult for development of
  reading skills
• We aim for children to be reading at 95
  accuracy before they move on to a higher level

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Right Material
The Five Finger Guide

• Evaluate the errors
• 0 2 changes independent level
  (recreational/interest)
• (Children should be independent readers at home
  90 95 accuracy)
• 3 4 changes instructional
• (Used often in Guided Reading/Shared Reading
  experiences)
• 5 changes too difficult for development of
  reading skills

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Introducing a New Book

• Talk about
• The cover
• The author and illustrator
• The illustrations
• The childs past experiences
• Making predictions about the story
• Feelings about the book and story
• New words
• Remember
• Keep it short
• Keep it simple
• Keep it moving
• Keep it stress free

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Reading Skills necessary for each Level
RR
Remember pictures are important for your child
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The Beginning Reader needs to know .

• The print on the page tells the story, not the
  pictures, but pictures are used to cross-check
  (visual/meaning/structure)
• That print goes from left to right on the page,
  and from top to bottom.
• That words are made up of letters.
• That spaces separate words.
• Where the front of the book is.
• That books have a beginning, a middle and an end.
• What a word is.
• That speech can be converted into print.
• That they can learn about our world from books.
• What the author is saying.
• Print must be meaningful to the reader.

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Decoding Skills

• Encourage your child to listen to themselves read
  and stop when it doesnt make sense or when they
  dont know the next word.
• Ask them to try one of the following
• Look at the letters at the beginning and end of
  the word
• Look at the pictures
• Think what the story is about and what would make
  sense
• Go back to the beginning of the sentence and try
  again
• Read on to the end of the sentence and then come
  back and try again
• If these things dont work try breaking the word
  into smaller parts chunking
• If your child cant work out the unknown word,
  tell them and reward their effort to try and make
  sense of their reading.

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Reading Skills necessary for each Level
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The More Experienced Reader needs to know .

• How to scan print.
• How to research information.
• That authors write using different styles and for
  different purposes.
• People read for different purposes.

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Remember when your child was learning to talk?
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Learning to talk is like learning to read

• Encouraging experimentation
• Child pretending to read their favourite book
• Rewarding approximation
• Child reading a story in their own words
• Providing the correct model
• Adults reading their own books
• Adults reading to their child
• Accepting childrens efforts
• Not expecting perfection
• Encouraging childrens efforts
• Showing interest
• Responding positively
• Making it fun
• Expecting success

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Right Encouragement

• There are two main types of encouragement
• General encouragement ( Great Susie, fantastic
  )
• Specific (descriptive) encouragement right
  encouragement ( Well done, Susie, you looked at
  the beginning and end of the word)
• Descriptive encouragement helps the child realise
  why they are
• being encouraged and provides motivation to keep
  going.
• Try some of these samples.
• Great you corrected that by yourself
• Keep going, youll work it out
• I really enjoyed that story you chose to read
  tonight
• The Reading Diary is a record for your childs
  teacher to record not only the texts read, but
  also skills to work through the use of
  encouraging words.

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The 5 star system

• The right person
• The right place
• The right time
• The right material
• The right encouragement

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Links to writing,spelling, speaking and listening

• Being exposed to a planned progression of phonics
  the sounds the letters make and later, the
  sounds combinations of letters make
• Jolly Phonics is a Reading, Spelling Writing
  programme that is based initially around the 42
  sounds of the English language. It allows
  children to decode quickly using chunking and
  blending skills
• Using language that will later be written or read
• Motivating children to read and write and have
  some context and ownership of their developing
  literacy

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Helping at home and in the classroom

• Readers will go home on Monday of Week 5 which
  will allow for children to learn some decoding
  and cross-checking skills and some sight words
• Sound Books and sight word flash cards have been
  coming home nightly. Sound Books will eventually
  contain 42 sounds of the English language, added
  as the children are exposed to them in the
  classroom. It is hoped that the Sound Book can
  be practised nightly, however we understand the
  need to be flexible.
• Spelling journals will contain 5 sight words to
  practise nightly and will be tested on a Friday
  
• Hearing reading in the classroom is a great way
  to be involved. It allows you to not only hear
  your child read, but share in the joy of reading
  with a small group of children. A Police Check
  form must be completed and a legal requirement
  before helping in the classroom.
• A blue folder is provided so that books can be
  transported to and from school safely.

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A final check..

• Do I know what is happening in the classroom to
  develop reading skills?
• Do I know how to help my child learn to read?
• Do I know how reading is connected to other areas
  of literacy?