UNLOCKING LITERACY: READING

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UNLOCKING LITERACY: READING. QUESTIONING THINKING AND DISCUSSING. READING. WRITING. Unlocking Literacy. The couple arranged meet after work and go to movies. Making predictions. Don’t walk on the the grass. Making predictions. - PowerPoint PPT Presentation

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UNLOCKING LITERACY: READING

READING

Unlocking Literacy

QUESTIONINGTHINKING ANDDISCUSSING

WRITING

The couple arranged meet after work and go to movies.

Making predictions

Don’t walkon the

the grass.

Making predictions

The Marlup was poving his kump. Frinkily, he spaffed the lop kump into his dunt. When he had poved, he sifted his crit and grunged frangily. “Zatchus kump”, sprinned the marlup swashly to the bosnut.

Syntax

It __________ across the water.

Syntax

Sam took his pet _________ to the river.

It paddled across the water.

Semantics

STOCK

Semantics

MARKET

Sam took his pet dog to the river.

It paddled across the water.

Dogs love to sw_m.

Graphophonics

Can you read the signs?

_ u _ _ D _ n g _ r

_ e _ E _ _ t

_ o _ e _ L _ f t

u _ N _ s m _ k _ n g

_ _ a i _ _ N _ e n _ _ y

_ o i _ e _ _ N _ _ x i _

Graphophonics

Go slow, men working.

Go. Slow men working.

King John had his lunch half an hour after his head was cut off.

King John had his lunch. Half an hour after, his head was cut off.

Print Conventions

• The language structure (syntax)

• The meaning of the words (semantics)

• The look, sounds and letters of words (graphophonics)

• Knowledge of print conventions

Cueing Systems

Reading involves problem solving. Readers comprehend texts by integrating semantic, syntactic, graphophonic cues and knowledge of print conventions.

Cueing Systems

Knowing the words and meanings

Relate to prior knowledge. Are based on understandings and experiences of the subject, the world and the way texts work.

Predictions Knowledge of plot/story Experiences with content Context Pictures Making senseSemantic Cues

Knowing the word order andsentence structure

Relate to knowledge of how language works. Correlates with the way words fit together in sentences.

Syntactic Cues

Flow of language Sentence knowledge Prior experiences with similar sentences Grammar and patterns

Knowing the appearance of the letters and the sounds they make.

Relate to knowledge of letters and the sounds they make.

Graphophonic Cues

Letters and sounds Letter clusters and groups Familiar/known words Shape and length of words Print

Meaning prompts

Does it make sense?

Sound prompts

Does it sound right?

Visual prompts

Does it look right?

How to help learners

Prompts to check understanding

Retell in your own words Describe characters Have you had similar experiences? Can you compare this with something else you have read? Comment on the language used What is the purpose of this text? Can you identify 5 verbs (doing

words)? What tense are they written in? (past, present, future) What? Why? When? Where? How?

Comprehension

What I can think about, I can talk about.

What I can say, I can write.

What I can write, I can read.

I can read what I can write and what other people can write for me to read.

Food for thought

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