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Parent Workshop- September 5 th, 2014 11 am.. “Until I feared I would lose it, I never loved to...
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Transcript of Parent Workshop- September 5 th, 2014 11 am.. “Until I feared I would lose it, I never loved to...
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Parent Workshop- September 5th, 2014 11 am.
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“Until I feared I would lose it, I never loved to read. One does not love breathing”
Harper Lee
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Supporting early readers at homeRead with your child every day (home readers)
Read to your child every day
Expose your child to a wide variety of texts
Be a reading role model
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Purpose of Home Reading
Support student’s development as a reader
Practice developing reading skills with known, easy texts
Build a positive attitude to books and reading
Build the partnership between students, parents and teachers
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Opportunity to improve…..
FluencyPaceExpressionIntonation Retelling COMPREHENSION
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Help your child to enjoy home reading by:
Establish a regular daily reading time in your home
Provide lots of encouragement and show interest
Have them read aloud Ask questions during the reading Sign the recording sheet and when needed
provide feedback to the teacher Remind your child to bring their book back
each day and to do this independently
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Also…..Practice any sounds and/or high frequency words
as they come home (magic words)
Encourage children to use decoding skills to attempt independent reading
Encourage the use of pictures as reading prompts- do not cover them up
Encourage your child to talk about books and their reading with other members of the family to develop comprehension skills
Point out and encourage the reading of environmental print – road signs, shops, advertisements, product labels etc.
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In Class Learning 1. Graphophonic Cues - print conventions,
-how it looks,
-sounds and letters
2.Syntatic Cues -how words fit together to convey meaning.
3.Semantic Cues - knowledge of the topic-shared cultural
knowledge
- the meaning from the vocabulary of the text
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Home Reading New Book Orientation –Helps
student to make predictions and link it to what they already know. ....Look at book,
Consider the text type (fairy story/report/poetry)
Guess what might happen Give the title if they can’t read it Give any difficult words or names
Discuss cover, author , illustrations
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Familiar Book OrientationCan you remember what happened ? Which part would you like to read again?Read me this bit again where the.....
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Supporting the Reader Pause If child stops or makes and error.
Think what you can say to help.
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Incorrect word used , but meaning unchanged
Incorrect Word used and meaning is altered or lost
The student does not say anything.
Prompt Situations
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Prompt • Choose One What would make sense?Get your mouth ready for the word.Did that make sense?Read on to the end of the sentence.Try that again.Sound out the word. ...THEN.........................
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Praise • Say... Good try.....it’s..........and give them the word if needed. If successful...... • I like the way you worked that out• I could see how you looked at the picture to help
you....• Well done, you corrected that yourself.....
Praise successes briefly when reading –More involved praise when finished.
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ProbeCheck For Understanding Levels of Understanding 1. Factual – Here 2. Hidden-Inferred 3. Personal-relates to previous knowledge
and experiences.
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1.What is Freddie wearing?
2.How do you think Freddie felt when his friend didn’t turn up?
3.Has something like that ever happened to you? Can you think of a time when you felt like that?
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Everyone has different strengthsPositive reinforcement and encouragementShare the reading sometimes Life happens.....it’s ok to miss the occasional
day ListenImprovements takes time
Keep it Positive
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Extra Activities
• Practise re-reading a favourite or tricky part • Re-tell the story in your own words or with a
different ending or character in it • Draw a character or scene from story• Pick out and write some words that were tricky
or start with a particular sound • You read a sentence and change one word and
student has to correct you
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ANY QUESTIONS?