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Literacy Support @ Home

Literacy Support @ Home. Lizzie Tout Staff and Curriculum Development English Point Cook P-9 College. 5 Building Blocks of Literacy. Conversation Vocabulary Story Comprehension Print Knowledge Sound Awareness. Conversation.

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Literacy Support @ Home

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  1. Literacy Support @ Home Lizzie Tout Staff and Curriculum Development English Point Cook P-9 College

  2. 5 Building Blocks of Literacy • Conversation • Vocabulary • Story Comprehension • Print Knowledge • Sound Awareness

  3. Conversation • To successfully read with, instead of to, your child, plan to encourage conversation about any part of the book that interests them. (I’m Ready, Greenberg & Weitzman, 2014)

  4. OWL • Observe Wait Listen • Observe – use the following to springboard conversation: • Is your child fascinated by a certain part of the story? • Is one of the characters making them laugh? • Are they pointing to or looking closely at a particular illustration?

  5. Wait – Waiting means you stop speaking and look at your child expectantly, you could do this when: • You are about to turn the page • After you make a comment about the story • After you point to and comment on an illustration • When something exciting happens in the book • After you ask a question

  6. Listen – when you listen you let your child know that what they are saying is important, do not interrupt them even if you think you know what they mean. • Keep the conversation going until your child looses interest • Conversation Stoppers • Asking too many questions • Asking questions that… • Your child doesn’t have time to answer • Test your child’s knowledge • Are too hard for your child to answer • Don’t have anything to do with what your child is interested in

  7. Conversation prompts – good questions: • What would you do if you were (the character)? • I remember when the same thing happened to you. Do you remember how you felt? • I wonder why he chose to do that. What do you think? • What do you think will happen next?

  8. Vocabulary • Introduce via a new book or an experience • SSTaRS • Stress the new word • Show your child what the new word means • Tell your child what the new word means • And • Relate the word to child’s experiences and knowledge and to any new situations that arise after introducing the word • Say it again and read the book with the word in it again and again.

  9. Story Comprehension • Focus on the following: • Characters – who is the story about? • Setting – Where does the story take place? • Problem – What is the problem being solved? • Actions – What do the characters do to solve the problem? • Resolution – What happens at the end when the problem is solved? • Model your thinking to your child, use the following prompts: • I’m think that… • I’m wondering about… • I’m trying to figure out… • Work with your child to: • Connect the story to their own experiences • Explain why things happened in the story • Solve the problem in the story • Predict what they think will happen in the future

  10. Print Knowledge • Point Out Print • Incidentally throughout your time with your child point out the print in the environment that surrounds them. • Encourage your child to write and use print – write their name, design labels, shopping lists, calendars, birthday cards, invitations, chalk on the concrete, pretend supermarket, play dough – make words and letters • Create a special writing centre where your child can create written pieces of work using ‘special’ tools

  11. Sound Awareness • Play I spy using letter sounds rather than names • Listen and Find One Like It • Listen. Stream sounds like dream. Stream and dream rhyme. Can you find one like it… how about team? Stream, dream and team all rhyme. – model first then ask child to join in. • Making the shopping list stretch out the first sound of the word, we need milk, mmmilk, can you add another word to our list that begins with /m/? Mmmuffin. • Packing up, I am going to put away the bear and the ball, can you put away something that beings with /b/ b-b-ball? • Apply the above method when reading, getting dressed, on a walk, in the car • Four S strategy: • Show the letter • Say the letter’s name • Sound out what the letter says • Stress the sound – exaggerate the sound the letter makes

  12. Book Choice Essential • Choose books that your child will be interested in… • Relate to your child’s experiences… • Encourage your child to think and give opinions… • Have clear, appealing illustrations… • Introduce your child to imaginary places and creatures… • A book you enjoyed as a child that you would love to share with them.

  13. Reluctant Reader Tips • Pop up books, lift-the-flap books, tactile feely books • Books with rhyme or repetition • Books that come with additional toys such as puppets to help tell the story

  14. READ THE BOOK SEVERAL TIMES

  15. Suggested Children’s Authorsjust to name a few… • Lynley Dodd • Julia Donaldson • Pamela Allen • Mem Fox • Eric Carle • Babette Cole • Margaret Wild • David Shannon • Bob Graham • Anthony Browne • Nick Bland • Rod Clement • Pat Hutchins • Maurice Sendak • Jeannie Baker • John Burningham

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