How do children learn - PowerPoint Presentation

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How do children learn to read and supporting early literacy

Sarah Oskay

July 2016

PLAIN COVERUse this cover where you do not want to use and image. Add the Macmillan Education logo and a single sub brand or lock up to the base logo strip as requiredSlide2

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What does literacy actually mean?1. Literacy is learning to read and

write.2. Literacy

is a social and cultural construction

.3. Literacy is the ability to read and write

and have a basic knowledge of

maths

.

4.

Literacy

is

the

acquisition of a set of technical skills to enable decoding of a text.5. Literacy is the gain of socially based skills that can enable an individual to relate to and interact with their community.6. Literacy is all of these definitions……..Slide4

How do children learn to read?“Between the ages of four and nine, a

child learning English

will have to master

some 100 phonics rules, learn to recognise 3,000 words with just

one glance and

develop

a

comfortable

reading

speed

approaching 100 words a minute. She must learn to combine words on the page with half a dozen squiggles called punctuation into something-avoice or image in her mind that gives back meaning.” Paul Kropp (1996) Slide5

Same or different?https://youtu.be/3UCK4XCrvochttps://www.youtube.com/watch?v=jxJBK92q_Hs

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How do we learn our own language(s)?Letters have sounds

Mixtures of Sounds

(phonemes) are used to

make wordsBabies initially use a variety of sounds not only from

their own language.

Between

6-10

months

babies

begin

to ignore “other” sounds that are only occasionally used and babble in their native language. Slide7

What is emerging literacy?“The gradual, ongoing process of learning

to understand and

use language that begins at

birth and continues through the early childhood years.” (US Department of Education

.)Slide8

Words begin to be linked with meaningWord labels refer to a whole

object-not it’s

parts or qualities (teddy is a

toy- it’s not a colour or an animal)Slide9

Word labels refer to all classes of

things not individual things

(a dog means all 4 legged

animals)9Slide10

Things with names have only one name (

mummy is only

mummy-not a woman or Jane

) 10Slide11

How does literacy progress?Many children follow a similar

pattern and

sequence for

development, but all children are individuals and may not develop at

the same rateBoys

tend

to

be

slightly

slower than girls to develop language and literacy skillsChildren who are learning more than one language at the same time are typically slower Slide12

How do children learn?Children acquire early literacy

skills using a variety

of different methods

. We will now look together at some of the activities that

they undertake prior

to

school

that

introduce

the children to the necessary skills that they will require for subsequent literacy.Slide13

How do these activities help a child become literate?

Rolling

playdough

Playing memory

Retell a story

Make a pattern with beads

Copy the bead pattern

Play picture bingo

Sort the buttons according to size or colour

Draw a pictureSlide14

How do these activities help a child become literate?

Rolling

playdough

Strengthen

and

improve

coordination

of

small

hand

muscles

Playing memory

Same

/

different

.

Letters

are

written

in

the

same

way

to

carry

meaning

Retell a story

There

is a

beginning

middle

and

end.To

hold

meaning

it must

be

shown

like

that

Make a pattern with beads

Sequencing

Copy the bead pattern

Patterns

like

during

written

language

Play picture bingo

Similarity and difference of symbols

Sort the buttons according to size or colour

Ordering accoding to specific characteristics

Draw a picture

Strengthen

finger

muscles

and

control

writing

tools

.

Symbols

have

meaning

.Slide15

How do these activities help a child become literate?

Copy

the

bead

pattern

Follow

certain

patterns

just

like

when

learning

to

write

Play picture bingo

Understand

similarity

and

difference

of

certain

symbols

and

letters

Sort the buttons according to size or colour

Children

start

to

put

things

in

specific

order

according

to

certain

characteristics

Draw a picture

Strenthen

finger

muscles

and

increase

control

of

writing

tools

Slide16

Play enables numerous language discoveriesAs children’s language skills develop,

they begin

to tell stories,

start to identify words such as their namesincorporate

pretend writing into their

play

.

www.literacymatters.com

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To begin formal work on reading and writingChildren need to recognise

the written

symbols of letters and “

decode” the words that they are used in.Write letters

and form words following

certain

rules

such

as

spelling

, spaces between words and punctuation.Use routine skills such as phonemic awareness, blending, sight word recognition and thinking/reasoning abilities. Slide18

Children build up their reading skillsUse phonics and context

clues

to work out unknown

wordsUse word parts such as suffixes or

prefixes and similar words

to

figure

out

new wordsRead words from memory by “sight” automaticallySlide19

What do children know and how?Know print carries

meaning

Can identify the names and

letters of the alphabetKnow that letters are

associated with

sounds

Know

the

sounds

that letters makeKnow how books workKnow how words can serve various purposesKnow what language looks likeSlide20

On the positive side….A child who has developed early literacy skills in his or her first language will find it easier to develop those same skills in English

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How can we continue to encourage literacy?«Use

of “nursery

rhymes and songs

are also related strongly to the development of reading abilities

.»21Slide22

Why Is Rhyming Important?1. Rhyming teaches children how language works.  It helps them notice and work with the sounds within words.2. Rhymes help children experience the rhythm of language.  As they recite nursery rhymes they learn to speak with animated voices. Someday they’ll read with expression, too.3. When children are familiar with a nursery rhyme or rhyming book, they learn to anticipate the rhyming word.  This prepares them to make predictions

 when they read, another important reading skill.4. Rhyming is important for writing, too.  It can help children understand that words that share common sounds often share common letters.  For example, the rhyming words cat and bat both end with –at.

5. When listening to rhyming songs and poems children create a mental picture, expanding the imagination.6. Because rhyming is fun, it adds joy to the sometimes daunting task of learning to read

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Turn it into a game25Slide26

Rhyming games26Slide27

Make up nonsense rhymesHave children listen to and identify rhymes in books. Before reading, ask children to listen for rhyming words and raise their hands when they hear them. Or, stop before you get to the rhyming word and have children supply it.Prompt children to produce words that rhyme

. Both real words and “nonsense words” are useful, such as Peggy and 

leggy; turtle and 

Yertle.Provide opportunities to recite rhymes in song. Music is a natural part of a child’s world. They can be active participants, clapping, snapping, and adding their own motions to songs. For example, “I’m a little lizard, my oh my! My skin has scales, it’s nice and dry.”27Slide28

Make your own nonsense rhymeshappyEnglish

book smile

learnrain

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Nonsense rhyme…. English Book is worth a look

If there is rain

, we have no

painWe are happy and so clappyIt

makes us smile all the

while

Our

brains

will

burn while we learn!29Slide30

Recognizing soundsbanging on wall/table/lapblowingblowing a whistleblowing noseclappingclicking with tongueclosing purse

coloring hard on papercoughingcrumpling paper

cutting with a knifecutting with scissorsdropping (various things)drumming with fingers

eating an applefolding paper30Slide31

Websites to find soundshttp://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/stimulussoundslibraryhttp://

www.iokui.com/kizzie-meow.wavhttp://sep800.mine.nu/files/sounds/beeswarm.wav

http://www.crickweb.co.uk/ks1science.html#sound1f

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Clapping syllablesClap syllables. Help children recognize that words are made up of parts, and the parts make a whole word.Clap names. Have children clap the syllables in their own names. As the game progresses, have children determine who has the longest name, e.g., Victoria (the most claps), or the shortest name, e.g., Sean (only one clap).

Play a guessing game: 

I am going to clap a name. (clap twice) Whose name has two claps?

Clap words. Children can progress to clapping words. It’s especially fun to clap unusual and interesting words. Challenge children to think of a long word they would like to clap: hippopotamus, elephant, or ambulance.

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Prefixes and suffixes33Slide34

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Read for a purpose: Draw!"Draw a rocket ship. Color the top of the rocket ship one color. Color the rest of the rocket ship another color. Draw fire coming out of the back of rocket ship. Draw ten stars in the sky. Make a moon in the sky. Draw a face on the moon."

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Puzzles create interesthttp://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp37Slide38

Retelling a story38Slide39

Ways of encouraging retelling39Slide40

Retelling stories….http://betterlesson.com/lesson/resource/2850846/retelling-brown-bear-bracelets40Slide41

Useful websiteshttp://www.earlychildhoodwebinars.com/wp-content/uploads/2013/01/Retelling-Webinar.pdf41Slide42

Do reading skills develop alone?Reading and writing skills develop

together with speaking

and listeningSlide43

Print rich environmentsSeeing how the print in their

homes, classrooms and

communities provide information.

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A fun inference activity for early primaryhttp://files.havefunteaching.com/fun-activities/reading-activities/inferences-activity.pdf

https://youtu.be/xNv4rJ2ho0Q

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First remove faulty thinking….Reduce the Level of Task Difficulty

Presentation heading | Date Month Year

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Don’t forget that…..Strong L1 skills support both language and literacy learning in English

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To correct or not to correct?«Avoid telling children that they sing out of key: you may break their vital spirit and enthusiasm and induce a lack of confidence that will be difficult to remove.» Martens and Van Sull 1992Slide49

To sum up: As teachersSlide50

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