1. Emergent L2 Literacy Module - Session Two Multimodal community Literacy Book Chapter One – Section 1 How to Read

2. Review previous emergent literacy components • Book selection • Train teachers in effective reading technique Agenda

3. The books need simplified, repetitive structures that expose children to a variety of language. EX. Eric Carle, Robert Munsch, Sandra Boynton, Dr. Seuss. Maurice Sendak, Mother Goose, Grimm’s fairy tales, Aesopsfables, Greek or Traditional myths. “Brown Bear, brown bear what do you see? I see a yellow duck looking at me? Yellow duck, yellow duck what do you see? I see a…” Types of narrative, the speaking speed determined by pauses. Books Selection

4. Certain characteristics in the readers speech does not always make it easier for the students to understand (Cook, 1993; Spada, 1994). Shared readings(Senechal and Cornell, 1993) or reading to your children. -Studies show that from 18 months onward children with high receptive and expressive skills had be read to more(Roberts, Jurgens and Burchinal, 2005). Shared Readings

5. Three Things to Focus on: • Changing the language to make understanding easier • Changing the sentence structures to make it easier • Increasing frequency of language and structures. TASK 7 After watching the teacher model (The Gigantic Turnip) the above practices in small groups try them out. Shared Readings

6. The style in which books are read is found to enhance the established language benefits of shared reading • Interactional Modification- Repetitions (Cervantes and Gainer, 1992) ex. Enormous Turnip allow the children to play the role of the various characters pulling the vegetable. As well gestures are important Role Play the story Reading Style

7. Reading Style Shared story telling promote a number of important emergent literacy skills (Hargrave& Senechal, 2000; Huebner, 2005). Finger pointing at words or phrases during storybook reading (Morris, 2003; Stahl, 2003).

8. Do’s Don’ts • Read slowly and clearly • Pause or emphasize words. • Alter or simplify words – this could be as simple as gesturing to allow the student to understand the story. • Read in a monotone • Keep the same rhythm throughout the whole story. Even poems an embedded pauses or breaks in the story. • Read the story word for word. How to Read…

9. Do’s Don’ts • Change the pitch, intonation, and emotion of the readers’ voice. Be expressive with your voice to engage the student- • Everything is used for effect so that the student can understand the story. • Overdramatize the story so that is becomes incomprehensible. • If the tone of the voice is the same meaning will be lost.

10. Do’s Don’ts • Use gestures and facial expressions to engage the students and allow for comprehension of meaning. • Engage the readers and get them to interact with the primary school students (use actions, ask question etc.) • Ask questions about the story and picture. • Avoid reading with a blank face. • Avoid just reading the story as it does not bring the children into the story. • Don’t ask Y/N questions How to Read…

11. DO’s Don’ts • Understand the types of questions to use. • Ask questions about the words as well as the picture. • Use the questions to gage comprehension of story, vocabulary, and prediction • Don’t punish the student for not knowing the answers or giving wrong answers. • Don’t just ask a question and answer it. • Allow the students to use their prior knowledge to guess at the meaning.

12. T: What is this? S: Zebra T: What colour is the Zebra? S: Black… T: And , and wh, wh… S: White T: The zebra is black and white. They have .. do you know what these are called (stripes) S: No T: Stripes (pause allowing time for the student to naturally repeat). The zebra has …(pause) S: black and white stripes . How to Read… EXAMPLE