Welcome to Pajama Reading Night

1. Welcome to Pajama Reading Night Presenter: Ms. Dorothy Schmauder dorothy.schmauder@yrdsb.edu.on.ca

2. Team Work I dreamed I stood in a studio And watched two sculptors there The clay they used was a young child’s mind And they fashioned it with care. One was a teacher – the tools he used Were books, music and art. The other, a parent worked with a guiding hand, And a gentle, loving heart. Day after day, the teacher worked with touch That was deft and sure, While the parent standing by his side Polished and smoothed it over And when at last the task was done, They were proud of what they had wrought, For the things they had moulded into the child Could neither be sold nor bought. And each agreed they would have failed If each had worked alone, For behind the teacher stood the school, And behind the parent, the home.

3. Agenda • Reading research • Strategies teachers use to help students become proficient readers • Strategies/prompts you can use at home • Practice with your child(ren)

4. English is confusing! • The bandage was wound around the wound. • The farm was used to produce produce. • The dump was so full that it had to refuse more refuse. • He could lead if he would get the lead out. • The soldier decided to desert his dessert in the desert.

5. How did you learn to read? Turn to an elbow partner and share how you learned to read. Who taught you? How did you feel about reading? What challenges did you face? What did you like to read?

6. A simple view of a complex theory Reading is a message-getting, problem-solving activity, which increases in power and flexibility the more it is practised.

7. A simple view of a complex theory • When we read we create networks in the brain linking things we see (print on the page) and things we hear (the language we speak). • As a child reads, his brain links the squiggles on the page with the sounds of speech and computes the probability of the information

8. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

9. Four roles of the literate learner

10. Proficient Readers… • Focus on the meaning of text • Use all 3 sources of information quickly and flexibly • Use strategic activity to solve text (monitor, cross-check, self-correct, rerun) • Do not read every letter • Have an understanding of language structures • Use their prior background knowledge • Are fluent and phrased

11. Reading in your home language Benefits include: • Fostering a respect for a home language • Promoting bi/tri-lingualism • Maintains cultural-linguistic identity • Helps students develop understanding of how language works • Allows students to hear richer texts.

12. Reading is more than ‘sounding out’ Sound out these words: • Knife • Happy • Something Only 30% of English words are spelled phonetically

13. A Focus on the Three Cueing Systems Meaning What the we know of the world Structure Visual What we know about the marks on the page What we know of grammar

14. Let’s Watch

15. Meaning (Semantic) The Student attends to what is happening in the story, the pictures and their own background knowledge. S: He kicks the ball T: He kicks the football S: My Dad T: My Papa S: The window in the house T: The window in the building Think about what makes sense. Can you use the picture to help you? Think about the story.

16. Structure (Syntactic) The student uses their knowledge of how language works (grammar). They think about how the reading sounds S: He sees T: He worked S: The dog is hungry T: The dog is running Does that sound right? Try that again and think what would sound right.

17. Visual (Graphophonic) The student attends to the text (letter, words) and marks on the page. S: I went a cookie. T: I want a cookie. S: The fire trick is red. T: The fire truck is red What would look right here? Do you know a word like that? Think about how the word looks?

18. d-i-r-d is looked ran dashed

19. Prompting

20. Wait Time Silence is the deliberate act by the teacher that encourages thought and response. J.T. Dillon, 1983

21. A Growth Mindset Growth Fixed

22. Choosing a book • Interests the child • Is at or slightly above their reading level. Remember the 5 words rule. • Is a size they can persevere with • They have some background knowledge • The vocabulary is not too challenging

23. Introduce the book • Allow the child to choose the book or you choose for them based on their interests, age, ability, genre • Do a picture walk • Pre-teach any unknown vocabulary • Talk about text features or formats • Make personal connections to the book • Make a prediction based on the front cover or picture walk

24. Let’s Practice 1. Select a book with your child 2. Get your prompt sheets ready 3. Ask them to read the book to you while you practice using the prompts 4. If the book is too difficult or easy, abandon it and choose one that is just right.

25. Any questions?

26. Reluctant readers • Redefine your definition of ‘text’. Does your definition include internet, texting, comic books, graphic novels, magazines? • Read with your child or have a family reading time • model the enjoyment of reading • provide reading materials that interest your child • avoid using reading as any form of punishment http://justonemorebook.com/2007/05/13/interview-with-david-booth/