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

Text of UNLOCKING LITERACY: READING

  • UNLOCKING LITERACY: READING

  • READING

    Unlocking LiteracyQUESTIONINGTHINKING ANDDISCUSSINGWRITING

  • The couple arranged meet after work and go to movies.Making predictions

  • Dont walkon thethe 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

    SemanticsMARKET

  • 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.

    PredictionsKnowledge of plot/storyExperiences with contentContextPicturesMaking 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 CuesFlow of languageSentence knowledgePrior experiences with similar sentencesGrammar and patterns

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

    Relate to knowledge of letters and the sounds they make.

    Graphophonic CuesLetters and soundsLetter clusters and groupsFamiliar/known wordsShape and length of wordsPrint

  • 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 wordsDescribe charactersHave you had similar experiences?Can you compare this with something else you have read?Comment on the language usedWhat 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

  • Web:www.literacy.org.nzEmail: admin@literacy.org.nzPhone: 0-9-3782080Fax: 0-9-3782083

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    *TRAINER GUIDE:Key points: Reading and writing are interlinked. Both modes of literacy impact on each other. To improve adult reading and writing, critical literacy is encouraged through questioning, thinking and discussing. We will explore this through understanding the four main Reading Cues and participating in activities that will enhance our strategies for improving reading.*TRAINER GUIDE:Who can read this?Why/Why not? Trainees to discuss the strategies they used to read the sentence.*TRAINER GUIDE:Trainee/s to read this out loud.Highlight the repeated word.Why dont we read every letter or word to gain meaning? Confident readers guess or predict when they are reading.Discuss some ways in which readers make predictions to gain meaning from print.*TRAINER GUIDE:Trainee/s to read this out loud.What was the marlup poving?How did he spaff his kump?What did he do after he had poved?Who sprinned swashly Zatchus kump?

    How were you able to read this?How were you able to understand and answer the questions?Discuss some ways in which readers use syntactic knowledge to gain meaning from print.

    *TRAINER GUIDE:Which words could go into this space?Because of our knowledge of the structure of language we know that certain words could make sense in this sentence.Make a list of suggestions from trainees. Discuss the use of verbs or action words. If this seems difficult, brainstorm the list of recommended words to highlight the common features of these words.Which words would not fit? Why not?*TRAINER GUIDE:Which words could go into the space?Why? We use prior knowledge and experience.

    *TRAINER GUIDE:What does this word? List all the different meanings.Repeat with the second word.What does this tell us about how we read these words? We need to learn words in the right context to understand the correct meaning of the word.Discuss some ways of how readers can use semantic knowledge to gain meaning from print.

    *TRAINER GUIDE:Which word could go into the space?Why? Our knowledge of the look and sound of the words means the missing word must be swim.*TRAINER GUIDE:Can you read the signs?How? Which column is easier to ready and why?Discuss the importance of consonants compared to vowels.Discuss some ways of how readers can use graphophonic knowledge to gain meaning from print.*TRAINER GUIDE:Ask trainee/s to read the following sentences.Discuss how punctuation is used here to make sense of what we read.Brainstorm and record all the rules of the English print. List to include: left to right movement, capital and lower case letters, punctuation, etc.Discuss some ways of how readers can use knowledge of print conventions to gain meaning from text.*TRAINER GUIDE:These examples show that we make meaning from what we read by using our knowledge of the main cueing systems.Confident readers use all of these cueing systems to gain meaning from texts.*TRAINER GUIDE:These examples show that we make meaning from what we read by using our knowledge of the main cueing systems.Confident readers use all of these cueing systems to gain meaning from texts.*TRAINER GUIDE:

    *TRAINER GUIDE:*TRAINER GUIDE:*TRAINER GUIDE:Discuss with group about how they could help learners during reading.*TRAINER GUIDE:

    *TRAINER GUIDE:" 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.Illustrates the relationship between spoken language and reading and writing. The most effective way to improve adult literacy.

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