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Welcome to our Year One Reading Worksho p

Welcome to our Year One Reading Worksho p. Schedule…. Intro activity Description of reading stages Questions Browsing Time Go home and read!. Activity. Put the pictures in developmental order. Levels of Reading. Sentence: The sun shone brightly Grammar: noun, adjective, adverb

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Welcome to our Year One Reading Worksho p

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  1. Welcome to our Year OneReading Workshop

  2. Schedule….. • Intro activity • Description of reading stages • Questions • Browsing Time • Go home and read!

  3. Activity • Put the pictures in developmental order

  4. Levels of Reading • Sentence: The sun shone brightly • Grammar: noun, adjective, adverb • Word: sun • Vocabulary: sun, sunshine, sunny • Alphabetic Principle: s-u-n • Phonemic Awareness: s-un = f-un = r-un • Context: matches the picture in the story about the family picnic

  5. Phonemic Awareness Alphabetic Principle Accuracy and Fluency Vocabulary Comprehension

  6. Phonemic Awareness • Sound knowledge • Awareness of sounds- environmental and speech • Developing listening skills • Playing with words • No print

  7. Alphabetic Principle • Linking sounds with something that is written • Sounds = letters = words = sentences • Start simple! • Sounding out > saying whole word > sight word reading > automatic word reading • English is complicated.

  8. Accuracy/Fluency • Automatic process (brushing teeth, shifting gears) • Fluent reading frees the brain to process meaning • Perform the task accurately and effortlessly • Many strategies can be used – individual letters, spelling patterns • Reading becomes easier

  9. Vocabulary • Developing large bank of words • Understanding the different ways that words can look • Meaning as well as grammar

  10. Vocabulary • Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between Year 3 and Year 6 than children who do little or no reading. (Anderson & Nagy, 1992) • Printed school English contains 88,533 distinct word families (Nagy & Anderson, 1984). • An average student in years 4 through 13 is likely to learn approximately 3,000 new vocabulary words each year. • Children's vocabulary size approximately doubles between years 4 and 8.

  11. Comprehension • Beyond just reading the words • Many high level skills such as connecting, analysing, predicting • A key area that will continue to be developed throughout school

  12. Comprehension • The essence of reading • The complex cognitive process involving the intentional interaction between reader and text to extract meaning. • To comprehend you must have: Alphabetic understanding Vocabulary knowledge Fluency with the Code Prior knowledge Engagement and interest

  13. Lap Reading Bed Reading Engaged in the text Actively participating Lots of learning Reading with your child Modelling of strategies Book at their reading level Listening Quiet activity Lots of language Reading to your child Natural expression Book can be at any level

  14. Your turn! • Browse the different stations we have • Feel free to ask questions • Take as many ideas home as you can! • Enjoy

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