Parents are the first and most

important teachers in their

child’s life

"Parents are key reading role models. High frequency reading parents are six times
more likely to have high frequency reading kids.”
2008 Kids & Family Reading Report)
 Welcome
to the Star of the
Sea
Reading Workshop

S
 Allison Sammut
Early Intervention/Reading Recovery
Teacher

Tammy Reardon
Key Literacy Coordinator R-3

S
 Create a
Common
Language
S  Purpose of workshop is to
provide a common reading
language between home and
school
S  Work in partnership to benefit all
our young learners
 READ READ READ

S  Regular reading with your child will

support a foundation of important
skills. They will gain knowledge about
the ways books work (print concepts),
build vocabulary, listen to correct
fluency and phrasing and gain an
insight into different text types.
 Research says…

Please encourage your child to build their reading stamina at home.

Read books together and enjoy a love of reading at home. It will have
a huge impact on your child’s learning.
Reading with a beginning reader

S Read to your child

S Read with your child
S Let your child read
Building Foundations for
Reading
 Learning to Read

S  We require a foundation of skills in order to be able to

make sense of ‘print’

S  POP – Phonological awareness, Oral Language skills

and Print Awareness

S  How can we develop all these skills to support our young
readers?
In order to read this we need …

the boy can read

Reading in the 21st Century
What is involved in learning to
read?
Building a solid foundation of
early reading skills…
 Phonological Awareness Skills

Nursery rhymes
Read rhyming books – Dr Seuss, Songs-
counting, alphabet, rhyming and riddle
games such as knock, knock
Alliteration
Alliteration is like rhyming, but with
alliteration the rhyming comes at the front of
the words instead of the end
Alvin alligator always asks Alice if she likes
ants.
 Phonological Awareness Skills
Manipula(on  of  Sounds  
Subs&tu&ng  beginning,  middle,  and  ending  sounds  of  a  word.  
“Say  bug,  now  change  /b/  to  /t/  -­‐  what  word  do  you  have?  Tug”  
“Say  cap,  now  change  /p/  to  /t/  -­‐  what  word  do  you  have?  Cat”  
 
Omi@ng  beginning,  middle,  and    ending  sounds  of  a  word  
“Say  smile  without  /s/,  what’s  the  new  word?”  mile  

Change the sounds of traditional songs and rhymes

Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily,
merrily
Life is but a dream.
Bow, bow, bow your boat Sow, sow, sow your soat
Bently bown the bream. Sently sown the stream.
Berrily, berrily, berrily, berrily Serrily, serrily, serrily, serrily
Bife is but a bream. Sife is sut a sream.
 Sentence Segmenting &
Syllables
S  Early in phonological awareness instruction, teach children
to segment sentences into individual words. Identify familiar
short poems such as "I scream you scream we all scream for
ice cream!" Have children clap their hands with each word.

S  As children advance in their ability to manipulate oral

language, teach them to segment words into syllables or
onsets and rimes. For example, have children segment their
names into syllables: e.g., Ra-chel, Al-ex-an-der, and Rod-
ney.
S  When children have learned to remove the first phoneme
(sound) of a word, teach them to segment short words into
individual phonemes: e.g., s-u-n, p-a-t, s-t-o-p.
 Syllables

S  Syllables play an important role in spoken English, in that they

greatly influence the rhythm of the language, its poetic meter and
its stress patterns. As the basic units of speech sounds, syllables
are often considered the phonological building blocks of words.

S  Compound Words -

Compound words are often two-syllable words (rain|bow,
sun|set, dog|house). Understanding syllables and learning to
segment words not only helps children master phonics, but
these skills also play a vital role in learning to spell, read and
pronounce words correctly.
 Oral Language Development

S  Oral Language: This includes many aspects of “talk”, such as the
words children know and use, the way they put words together
into sentences and their ability to converse and talk about their
world.
S  Oral Language is continually developing

S  Model clear and correct use of oral language

S  One of the most important things that teachers can do is to

provide a good model of oral language use. Giving unambiguous
instructions, using accurate descriptive and positional language,
utilising precise terminology where necessary and giving clear
feedback are ways in which teachers can demonstrate how the
correct use of language assists communication and facilitates
understanding.
 3 Important Cues

S Meaning
S Structure
S Visual
Learning to read does not happen all at once. It
involves a series of stages that lead, over time, to
independent reading and fluency.
 Book Introduction

S  Start with a book introduction

S  A book introduction will support the reader in gaining meaning

from a new text. Please make sure that the children hold their
own book. Ask them to flip through the pages and talk about
what they think the book may be about. If the book is an
Information text on ‘Volcanoes’, for example, or another subject
with difficult or new vocabulary, then take time to discuss new
words and their meaning. A book introduction should be a rich
discussion about what the book may be about from the child’s
perspective. Take time to discuss the title too.

S  Examples of texts

 Different Types of Texts
S  How to introduce different texts
 Teaching Print knowledge

S  Print Knowledge: Knowing the letters of the alphabet &

understanding about print, e.g. we read books from front to
back and left to right, letters represent sounds, written words
are made up of letters and represent spoken words.

S  Jolly Phonics

S  Concepts of print

S  Oxford Sight Words

 Visual – Sound/Symbol
Relationships
S  What if we gave you some clues in order to work out
what our sentence says?

Visual – sound/symbol relationships

  the boy can read

  t – represents the sound ’th’

  c - represents the sound ‘c’

  r – represents the ‘r’ sound

  Oral language development provides the ‘platform’ for the development of phonological
awareness. As children make sounds and combine them into words and sentences, they
are literally ‘tuned into’ the phonological system: the intonation and rhythm of language
and its common sound patterns (Goswami, 2001; Metsala, 1999).
 Structure - syntax

S  Knowledge about the system of language

S  The organisation and arrangement of text and how words

fit together to convey meaning

S  Grammar, word order, punctuation, patterns in the book such as

rhyming patterns or repeated phrases are structure cues
S  I do not like them in a box

S  I do not like them with a fox

S  I ___ ______ _____ _____ in a house.

S  I ___ ______ _____ _____ with a mouse.

 Comprehension

S  What are the three levels of comprehension?

S  3 H strategy

S  Here – in the text (literal) – Is it here in one sentence in the

text?

S  Hidden – it is found by joining information from two or

more places in the text, or from information in the text
and what I already know (Inferential)

S  Head – Is the answer in my background knowledge:

What I already know?
Building Comprehension
 I am so frustrated! Why
can’t my child move up a
text level?
Your child will move up a level of text when
they can demonstrate that they are a Balanced
Reader on a wide range of text types. The
following strategies and skills are all taken
into consideration…

??????What is a balanced reader?????????

 What is a balanced reader?

A balanced reader will…

S  Decode (break/pull apart words)

S  Comprehend (on 3 levels – literal, inferred, response)

S  Use structure knowledge (how we use language correctly)

S  Be fluent (punctuation, flow, grouping words like we speak)

All of the above need to be visible on a wide range of text

types.
 How does my child’s teacher assess
reading? What does my child need to
be doing before they go up a level?
S  Your child’s teacher will assess using a running record and
regularly listening to reading in a variety of contexts.
S  A running record analyses whether your child is exhibiting the
skills to be a confident, balanced reader.
S  We examine the errors they are making – meaning, structure and
visual

S  Fluency and phrasing

S  Comprehension – on three levels

S  Concepts about print - phrasing/punctuation/decoding skills/

sight word recognition
 So how can I support
Reading at Star of the Sea?
A laminated sheet will be
provided for parent readers
outlining our morning routine.

1.  Book Introduction

2.  You hold the book
3.  Now you read the words
4.  Were you right? What can
you try?
5.  Can you tell me what the
book was about?
 Once  is  not  enough!  
Repeated  prac&ce  increases  skill  in  many  
areas…  
S  Playing a sport/ Playing an instrument/Driving a car

S  Reading works the same way!

S  The text that comes home should be at an easy

level. This is so you can celebrate when your child
reads their book to you with confidence.

Encourage your child to re-read

favourite books and poems.
Re-reading helps children read fluently and accurately.
 The Reluctant Reader

S  Reading is about:

The right book

The right child
The right time
 Useful websites
www.getreadingright.com
www.sparklebox.co.uk
http://www.speld-sa.org.au/
http://www.syntheticphonics.com/

Access Jolly Phonics on youtube

www.youtube.com/watch?
v=xGpsVmWLRFA