To provide background information on literacy skills To think about the role of technology To suggest ideas for a reading and writing home To help you to support reading writing spelling and organisation ID: 420324
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Slide1
How To Support Your Teenager With LiteracySlide2
To provide background information on literacy skills
To think about the role of technologyTo suggest ideas for a ‘reading and writing’ homeTo help you to support reading, writing, spelling and organisationTo let you know what to do if you’re worried
Aims:Slide3
To be literate you need to be able to read and write at a ‘functional level’.Slide4
Examples of literacy are everywhere!
The first way you can help students is to encourage them to see that reading and writing are necessary in all areas of life.Teenagers don’t always make the connection that being a good reader/writer = independence.
Multiple LiteraciesSlide5
home literacy (routines,
chores, shopping lists)literacy in everyday life outside of home (bus timetables / reading menus / understanding road signs etc.)
social
literacy (manners, etiquette)
work literacy (procedures, routines
)
auditory literacy (radio, conversation
)
visual literacy (graphics, text, TV)
computer literacy (using software)
web literacy (surfing the Internet)
digital literacy (mobile phones, e-mail, MSN)curriculum literacy (school subjects)
Multiple Literacies:Slide6
Literacy Support at Home
Whilst making students aware of how important literacy skills are is a start, below are some practical ways to support students with these skills.
Writing for different purposes
Use your own correspondence at home to make students aware of the difference between formal and formal writing.
Use the following linked documents to help students to write for different purposes.
D:\Writing to Discuss.docx
D:\Writing to Explain.docx
D:\Writing to Inform.docx
D:\Writing to Persuade.docx
D:\Writing to Recount.docxSlide7
Website research: Encourage your teenagers to find out about things they ask questions about- or give them a research task.
http://
simple.wikipedia.org
e.g. “What is Cornwall like for our holiday next year”?
“How do you make spaghetti bolognaise”?
Then ask them to feedback verbally to you what they have found!Slide8
http://www.bbc.co.uk/skillswise
http://www.readwritethink.orghttp://mathandreadinghelp.org
http://www.ictgames.com/literacy.html
http://www.literacysites.com/litgames.htm
http://www.channel4learning.com/sites/waywithwords/index.html
http://www.bbc.co.uk/hardspell/starspell_game.shtml
http://www.brightknowledge.org
http://mathandreadinghelp.org/kids_games/index.html
Suggestions for online literacy games, quizzes and worksheets:
The internet offers free resources:Slide9
Consider if there is anything you can do to
change the environment where students do school work and reading generally.
Go through written work with them and help them to proof read work.
Don’t mark their work with a red pen! Ask them questions about errors they may have made. E.g. “Does that look right?” “When I
Read this to you does it sound right?”
A reading and writing environmentSlide10
The days may have gone where you read to them! But, ask them to read short sections of books to you.
Alternatively, get 2 copies of the same book from a library/bookshop and then have discussions about what you are reading.Slide11
Create a literacy environment at homeSlide12
Model your own habits for them:Slide13
Magazines do
e
ncourage reading!Slide14
Play literacy games together!
Many have DVD versions available, or connect your PC or
iPad
to your TV.
Try some of the following: Balderdash, Taboo, Outburst, CraniumSlide15
What if my teenager
gets stuck?Slide16
Phonemes, phonics, syllables –
a quick guide!Slide17
Phonics… Word families
Mum, how do you spell the end of station?
tion
…
It’s the same as ac
tion
, na
tion
, men
tion
…
Get them to create a PowerPoint of word families e.g. common prefixes or suffixes or words with difficult spelling patterns ‘
ight
’ ‘
ould
’ etc.Slide18
Syllables
Break
the
words
into
parts
Clap
the
soundSlide19
Syllables
Daff
/o/
dil
3
Ex/plan/a/
tion
4
Myth/o/lo/
gi
/
cal
5
Asking ‘how many syllables?’ rather than immediately spelling the word can develop this skill.Slide20
Techniques –
useful for tricky ‘one-off’ words
S
U
S
S
tudy the word
U
nderline
the difficult part(s)
S
ay the word carefullySlide21
Mnemonics – make up your own
-ould – Oh
,
you,
l
ucky
d
uck (should, could, would)
Laugh
–
Laugh At Ugly Goat HairBecause – Big Elephants Can Always Understand Small Elephants
Island – an island
is land
surrounded by water
Necessary – 1
collar and 2 sleeves are necessaryPiece – a pie
ce of pieSeparate – there is a rat in separateAccommodation – 2 cats, 2 mice, 1 dog - acco
mmodationQuiet – keep quiet about my dietSlide22
Help with Writing Tasks
Generate ideas anything they can think of and jot it down or draw it. POST-Its are helpful for this.Slide23
Writing
Beginning - (Introduction)
Idea 2
Idea 3
End – (Conclusion)
Idea 1
Encourage students to think about the sections of what they are writing and make a plan.Slide24
Writing for different purposesUse your own correspondence at home to make students aware of the difference between formal and formal writing.
Use the following linked documents to help students to write for different purposes.D:\Writing to Discuss.docxD:\Writing to Explain.docxD:\Writing to Inform.docxD:\Writing to Persuade.docx
D:\Writing to Recount.docx
Reminder- writing for different purposesSlide25
Organisation-
Teach them a 3 stage process which can be applied to home chores and activities as well as homework.
3 STAGE PROCESS - RAG
1
.
Get
R
eady
2.
Pay
A
ttention3. Good job finished!Slide26
Organisation
R = Get Ready
Make a list of the steps
Find necessary equipment
Make a work station
Tick off the stepsSlide27
Organisation
A = Pay AttentionStick with the jobIgnore other distractions and resist temptation!
It’s okay to take a short break to stretch (and even plan what you’re going to do AFTER the task is complete).
Prompt them to ask themselves “Is this what I am supposed to be doing?”
(Let them know resistance gets better with practice!)
Explain that this is the part when kids will be finishing up the job. Talk about things like copying work neatly and asking a parent to read it over to help find any mistakes.
Coach your child to take those important final steps: putting his or her name on the report, placing it in a report cover, putting the report in the correct school folder, and putting the folder in the backpack so it's ready to be turned in.Slide28
Organisation
G = Good job finished!Talk about copying
work neatly and
proof reading (or asking you to proofread).
Final steps (name
on the
work, putting it in school bag).Slide29
Social
networking- does encourage reading!Slide30
Perhaps the most important thing is to keep talking…
Ask them how you could help them best.Slide31
What if I’m worried?
The Thomas
Hardye
School wants
to enable every student to reach his or her full potential.
Talk to us if
you’re worried or
concerned
.
Contact Claire Davies (Literacy Co-ordinator)
Cdavies@thomas-hardye.netSlide32
If you’re worried about your own literacy…
www.dorsetforyou.com/adultlearning
www.bbc.co.uk/skillswise/englishSlide33
http://www.bbc.co.uk/skillswise
http://www.readwritethink.orghttp://mathandreadinghelp.org
http://www.ictgames.com/literacy.html
http://www.literacysites.com/litgames.htm
http://www.channel4learning.com/sites/waywithwords/index.html
http://www.bbc.co.uk/hardspell/starspell_game.shtml
http://www.brightknowledge.org
http://mathandreadinghelp.org/kids_games/index.html
Suggestions for online literacy games, quizzes and worksheets: