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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
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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