Learning To Read

1. Learning To Read Unlocking the secrets of print! learningtoread

2. I am in the slow group in reading. My little brother was a Wise man in the play. My sister is a waitress at the Blue Dragon Diner. My brother plays on the varsity football team. I am in the slow group in reading. That’s all I’m in. And I hate it. learningtoread

3. Oral and Written Communication • Receptive Language Skills: Reading and Listening • Expressive Language Skills: Writing and Speaking learningtoread

4. Link between listening and reading Preschool to 6 years • Most can understand the children’s picture books and stories read to them. They understand thousands of words they hear but can read few if any. learningtoread

5. Grades 1 + 2 • The level of difficulty of language read by the child is much below the language understood when hears. • Most children can understand up to 6,000 or more words when heard but can read only about 600. learningtoread

6. Grades 2 + 3 • Children can read about 3,000 words and understand about 9,000 words when heard. Grades 4-8 • At the beginning of this stage, listening comprehension of the same material is still more effective than reading comprehension. By the end of the stage, reading and listening are about equal for those who read very well. Reading for these students may be more efficient. learningtoread

7. Grades 10 -12Reading comprehension is better than listening comprehension . For poor readers, listening comprehension may be equal to reading comprehension. College and BeyondReading is more efficient than listening. learningtoread

8. The TDSB serves an incredibly diverse community: • student body speaks 80+ languages • English is spoken at home by approximately 53% of TDSB students • Approximately 26% of our students were born outside of Canada • About 17% of our students receive some Special Education support learningtoread

9. Cueing Systems • In order to get meaning from print in English, the reader uses four major cueing systems: • semantic, • syntactic, • graphophonic, • and pragmatic. learningtoread

10. Cueing Systems Semantic Cues (Prior knowledge) • The plants flew over the airfield. learningtoread

11. What background information do you need to understand this story? Andrew was having a great time at his birthday party. He was playing games and opening presents. When it came time to blow out the candles on the cake, he blew and blew but they would not go out. As soon as he thought he had blown out the candles, they would light up again. learningtoread

12. Ways to support semantic cueing system: • Relate the background information to the printed material. • Encourage independent reading. • Give a purpose for reading. • Set up a variety of ways students can respond to reading. • Before reading, have the students recall and share information related to the subject matter. • Encourage predictions before and during reading. • Involve students in real situations. learningtoread

13. Cueing Systems Syntactic Cues (Knowledge of English sentence structure) • Noun before verb • The quick brown fox jumped over the lazy dog. learningtoread

14. Ways to support syntactic cueing system: • Read from a wide variety of authors and formats of literature. • Allow students time to read independently. • .Provide literature, such as pattern books and poetry, that uses repeated syntactic patterns. • Establish situations for students to use language for different purposes. • Discuss with students, where appropriate, how other languages indicate tense, possession, plurals, and so on. • . • . learningtoread

15. Cueing Systems Graphophonic (letter/sound relationships, word patterns, sight words) •  I like mustard on my hot dog. • Alphabet Recognition • Phonemic Awareness – spoken words are composed of separable sounds • Phonics – Knowledge of about which letters represent particular sounds learningtoread

16. Ways to support graphophonic cueing system: • Allow students to: hear language and see it in print; see their own words in print, hear language while following print, and build a sight vocabulary. • Allow student time for lots of writing. • Read alphabet books. • Encourage students to develop their own personal word lists. • Play word games. • . • . learningtoread

17. Strategies to Support Phonemic Awareness and Letter Names. • Name activities • Being the words • Counting words • Clapping syllables • Blending and segmenting words • Making rhyming words • Saying tongue twisters • Doing alphabet work (songs and books) learningtoread

18. Cueing Systems Pragmatics (Knowing about books) • How text looks on a page ( list, page from a novel) • How it is organized (point form, headings) • How it functions (title, brackets) learningtoread

19. Table of Contents Chapter 1 – History of Literacy Instruction Chapter 2 – Words, Comprehension, and Writing Chapter 3 – Assessment Chapter 4 – Content Area Literacy Chapter 5 – Support for ESL Students learningtoread

20. Ways to support pragmatic cueing system: • Introduce students to a variety of text styles. • Encourage students to make their own collections. • Allow students to produce a variety of text styles. • Help students to observe, describe, compare, and contrast characteristics and purposes of different types of text format. • Help students to analyze the effectiveness of text organization. • . • . learningtoread