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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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Presentation Transcript
  • Intro activity
  • Description of reading stages
  • Questions
  • Browsing Time
  • Go home and read!
  • Put the pictures in developmental order
levels of reading
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

Phonemic Awareness

Alphabetic Principle

Accuracy and Fluency



phonemic awareness
Phonemic Awareness
  • Sound knowledge
  • Awareness of sounds- environmental and speech
  • Developing listening skills
  • Playing with words
  • No print
alphabetic principle
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.
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
  • Developing large bank of words
  • Understanding the different ways that words can look
  • Meaning as well as grammar
  • 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.
  • 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
  • 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

lap reading bed reading
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


Quiet activity

Lots of language

Reading to your child

Natural expression

Book can be at any level

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