Thursday, 27 July 2017

Teaching beginning readers using prompts effectively!

Today we had the wonderful Helen Squires. Help us to develop the best ways to support our developing readers. This session really helped me to think about which prompts I use regularly and the ones that I need to start using,

Teaching children who are at the stage of learning to read.

-We often forget the importance of reading to the children. This allows for development vocabulary and children will begin to use this language in their conversation with others.

-Observational drawing can also be a great way to develop language and the skills of noticing. Does the object look the same as you picture. What can you see.

When learner are focussed on decoding. You need to orientate the learners into the focus of the text. This is a short opening focussing on the Vocabulary in the text rather than opening up the topic by discussing the topic you sum up the main bit of the story. For example the little red hen: This is a story about a hen whose friends are too lazy to help her bake a cake.

Magenta- At this level the focus is not what you say you must see, what you see you must see. These book have the same phrasing across the pages. Again Orientate the book, this is a book about things we do at school. Children need to tap on each page. Children read in their own time not all together so you can catch each child as they read. Children will often point to space between words or after word. You stop them and say "you said cut can you see cut?"  If they don't know the word you tell them. Once they are one to one pointing less repetitive books are introduced. Once they have learnt the words get them checking "You said the can you see the." child "Yes I see the" They might point to the wrong word they can confirm they are wrong. "Tent" confirming cover word you said tent what would you expect to see for tent, t..t...t... Child T

Magenta is just getting the DOS-direction, orientation, sequence. This applies to arranging the magnetic letters. Then break it make multiple times then write it. This should be quick at the end of the book.

Red is where the text changes, this provides an opportunity to think. I go to school on is the pattern. On the last page it will change for example I go to school in. For this the child is likely to say "on" You say you said on do you see on. Then you tell them. Read the sentence with them. Confirming for changes. Have you still got more words to say. This is when the child changes to text but has not read all the word. The boy climbed up the mountain, The child say The boy climbed up the hill. You said hill do you see hill, h....h..hill. Then you tell them.

This is the level at which we try to lose the finger pointing, Then pointing is strong get it gone.
If children are struggling to stop finger pointing break it down into three words etc to build fluency.

The boy went to the supermarket... Child said the boy went to the shop. prompt: Try that again and think who went to the supermarket.

Still doing word work. Making or breaking. A word they know "Can" Get child to make can. give them m, r, t. Can you make Man. Can you make can, Can you make ran. Always go back to the word they know in between new words.

Yellow- This again build the stills of confirming and discounting. The sentence is the boy knocked on the door of the shack. The child say " They boy knocked on the door of the house" You said .... They could give them options. Cottage etc.

Word work adding endings, beginning, vowel sounds etc.

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