A Practical Guide to Teaching Reading in the Early Years by Ann C Browne

By Ann C Browne

`This is a transparent, jargon-free research of present nationwide curriculum and nationwide literacy process files, mixed with brilliant and inventive feedback for imposing them.... the actions are inventive, constant and precise to the author's excellent of a whole and empowering serious literacy for all little ones' - Times Educational Supplement, Friday Magazine

A useful consultant to instructing interpreting within the Early Years meets the desires of scholar academics on undergraduate and postgraduate lecturers education classes. It addresses the English National Curriculum for instructor education as good as protecting the curriculum standards for children. it's going to even be proper

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Ask the children to compile a quiz related to a known book. Ask the children to design a poster which conveys what the book is about. Establish a class book containing book reviews of some of the books children read. Ask the children to make resources for the imaginative play area that will enable them to re-enact stories. Involve children in making story props to be used alongside au­ diotapes and books to facilitate retellings. Summary Working on the key skills of reading in ways that relate to texts and make sense to children can help young readers to understand that • • • • • • text is constant, the words on the page carry a consistent meaning; the text and the illustrations have different but complementary functions; language is composed of separate words; the English writing system follows a particular set of conventions; words are composed of separate sounds or phonemes; letters in words are connected to speech sounds; Copyrighted Material 36 • • • • • • • • A Practical Guide to Teaching Reading it is necessary and helpful to recognise some words on sight; some important and commonly occurring words do not necessarily follow phonic rules or contain features which make them easily distinguishable; common spelling patterns in prefixes, suffixes and roots help with decoding and establish meaning and grammatical status; knowledge of language helps to identify what kind of a word will fit into a particular slot; the language and construction of written texts share similarities with but are different from spoken language; knowledge of the world and the subject-matter of a book can be used to recognise words and construct meaning when reading; using larger text structures such as the title, headings, a table of contents and an index and knowing how texts are constructed around characters, settings, beginnings, development and endings helps support understanding of what is read; and using information from non-linguistic clues such as illustrations helps readers to recognise moods and consequences and under­ stand meaning beyond the literal.

Series. Organise print observation walks around the school or the immedi­ ate environment. Involve children in making displays and draw attention to what is included. Play 'I Spy' games. Play word games that involve sorting and matching words. Discuss words with children. Make collections of environmental print which children can cut up, copy, compare and sort. Select a word for the week and compile, with the class, a list of words which look similar, begin with the same letter or end with the same letter string.

Reading slowly and with too much attention to accuracy distracts the reader from the context and interferes with the ability to use sense-making strategies. In order to avoid this teachers should defer their teaching and discussion about letters and words until after the act of reading to and with children. Teaching at this stage can interfere with the flow of the text and obscure its meaning and cause children to lose the context cues that are provided when the reader focuses on understanding the meaning of the whole text.

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