How To Support Your Teenager With Literacy - PowerPoint Presentation

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: