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UNLOCKING LITERACY: READING

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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Page 1: UNLOCKING LITERACY: READING

UNLOCKING LITERACY: READING

Page 2: UNLOCKING LITERACY: READING

READING

Unlocking Literacy

QUESTIONINGTHINKING ANDDISCUSSING

WRITING

Page 3: UNLOCKING LITERACY: READING

The couple arranged meet after work and go to movies.

Making predictions

Page 4: UNLOCKING LITERACY: READING

Don’t walkon the

the grass.

Making predictions

Page 5: UNLOCKING LITERACY: READING

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

Page 6: UNLOCKING LITERACY: READING

It __________ across the water.

Syntax

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Sam took his pet _________ to the river.

It paddled across the water.

Semantics

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STOCK

Semantics

MARKET

Page 9: UNLOCKING LITERACY: READING

Sam took his pet dog to the river.

It paddled across the water.

Dogs love to sw_m.

Graphophonics

Page 10: UNLOCKING LITERACY: READING

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

Page 11: UNLOCKING LITERACY: READING

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

Page 12: UNLOCKING LITERACY: READING

• The language structure (syntax)

• The meaning of the words (semantics)

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

• Knowledge of print conventions

Cueing Systems

Page 13: UNLOCKING LITERACY: READING

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

Cueing Systems

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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

Page 15: UNLOCKING LITERACY: READING

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

Page 16: UNLOCKING LITERACY: READING

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

Page 17: UNLOCKING LITERACY: READING

Meaning prompts

Does it make sense?

Sound prompts

Does it sound right?

Visual prompts

Does it look right?

How to help learners

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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

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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

Page 20: UNLOCKING LITERACY: READING

Web: www.literacy.org.nzEmail: [email protected]

Phone: 0-9-3782080Fax: 0-9-3782083

Literacy Aotearoa IncorporatedBack suite, 449 Richmond Road

Grey LynnAuckland CityNew Zealand

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