Reading for Understanding 4th February 2016
Reading for Understanding • What does this mean?
•Azta ti shilk Yol marbbed zaun qua kalckow. Za ibu jighed, Yol drulaked dak mooked idbakta. Ha mid bolnad. Qua neel simbed mu dawlb. Za chy aswu dak ibu yex kinnel buzzit. • How did you read/decode it? • Look for words you knew? Look for single graphemes, digraphs and trigraphs? Sound them out by segmenting and blending?
• What are you doing to draw meaning out of it? Discuss with the people around you. • Look for repeated words? Use of punctuation (Cc . ,)? Use of capital letters for names? Use of suffixes – ed, so are they verbs? Is it in past tense?
Reading for Understanding • What if I change some of the words?
• Azta his shilk Yol marbbed zaun the kalckow. Za was jighed, Yol drulaked and mooked idbakta. Ha was bolnad. The neel simbed mu dawlb. Za chy aswu and ibu yex kinnel buzzit. • What are you doing now to draw meaning out of it? • Are you doing anything differently? Discuss with the people around you. • Which are the personal pronouns? The prepositions?
How did you learn to read?
Can you remember?
The latest guidance in England brings teaching reading in line with the method that Romania has always used however… There are about 44 phonemes in the English spoken language but only 26 letters of the alphabet. We have not only single letters but also many letter groups as the written code for the speech sounds: Graphemes = letters or letter groups: t b a e sh ee ng igh ch ay Graphemes are the ‘spelling alternatives’
Systematic, Synthetic Phonics programmes.
•We support the spelling with real books.
Why is it ‘synthetic’ phonics?
Synthesising = sounding out and blending to read the unknown words (aloud or silently!)
Our school uses the Phonics International programme
www.phonicsinternational.com
Lets think about reading‌
The princess wore a pale green dress. The girl reads the words in the book. She can decode them because she has followed the programme.
TALK
TALK
TALK
Different Types of Reading Questions
Different Types of Reading Questions What Reading Focus do these questions have? Discuss with a partner.
1. What does Pippa sit in? 2. How do we know that the chair moves? 3. Is this book Fiction or Non-Fiction? How can you tell? 4. What does the dentist use to see Pippa’s teeth?
Different Types of Reading Questions
Different Types of Reading Questions What Reading Focus do these questions have? Discuss with a partner.
5. What type of text is this? How do you know? 6. Why does the author use ‘weak’? 7. This book is written by Julia Donaldson. What other books of hers do you know? 8. What does the bird learn at the end of the story?
Think of your own Reading Focus Questions What questions could you ask your child based on this extract? Discuss with a partner.
Think of your own Reading Focus Questions Choose one of these books. What questions could you ask your child? Discuss with a partner.
Other Activities to Develop Understanding • • • • •
Sequencing: Year 1 read Goldilocks then sequenced the story using pictures . Drama: acting out the story themselves or using puppets or toys to retell it. Retell the story using the pictures. Story map the story. Follow instructions in instruction books and make the item. Talk, Talk, Talk: relate to their own experiences.
Reading Ideas as well as Words: Teaching Inference Much of what we understand, in listening and reading, we understand indirectly, by inference. Listening involves a complex combination of hearing words, analysing sentence structure and attempting to find meaning within the context of the given situation. Written word is the same. A text does not contain a meaning. Instead readers construct meaning by what they take the words to mean and how they process sentences to find meaning. Readers draw on • knowledge of the language • Knowledge of social communication • knowledge • experience We make sense of what we read by recognising implications and drawing conclusions.
Teaching Inference
Demonstrating through verbalising what WE think about when we read a text.
Teaching Inference
Demonstrating through verbalising what WE think about when we read a text.
Teaching Inference
Demonstrating through verbalising what WE think about when we read a text.
Teaching Inference
What inference can you pull from this extract? Discuss with a partner.
Your Questions?