Classroom Helpers - Helping with Reading

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Classroom Helpers - Helping with Reading

  1. 1. Classroom Helpers Session 2: Helping with Reading<br />Purpose<br />To introduce the reading process<br />To introduce the Pause, Prompt, Praise process used to assist children when they read<br />
  2. 2. It_______ across the garden.<br />We can complete the sentence using our knowledge of how language works. (Only an action word or verb can be used here.)<br />
  3. 3. Sophie watched the kitten. <br />It _______ across the garden.<br />Now that we know the story is about a kitten, we are able to choose a suitable word<br />
  4. 4. Sophie watched the kitten.<br />It r_____ across the garden<br />Our knowledge of letters and their sounds, together with the way words look, further help us to choose the right word.<br />
  5. 5. Successful readers use a range of information to make meaning:<br />knowledge of how our language is spoken (structure)<br />previous experience and understanding of the topic (meaning)<br />knowledge of letters and sounds and how they are represented in print (visual information)<br />
  6. 6. Successful readers…<br />Are able to point to words as they read. This is called one to one matching. Children are encouraged to point to the words until they become more competent and fluent.<br />Expect what they read to make sense.<br />Predict what is to come based on their understanding of the content, knowledge of language and the information contained in the print.<br />
  7. 7. Features of texts that support children’s reading development<br />Predictable story-lines/content<br />Familiar language<br />Supportive pictures<br />Consistent text placement<br />Rhyme, rhythm and repetition<br />
  8. 8. Reading Together Video<br />Consider strategies to use when hearing children read.<br />Read a variety of books <br />Reading can be to, with, or by the child.<br />Get to know the book first.<br />Use Pause, Prompt, Praise when assisting the child to read.<br />
  9. 9. The 3 Ps:Pause, Prompt, Praise<br />See handout<br />PAUSE<br />Before responding it is important that classroom helpers first wait, giving the child time to try to work out the word for themselves.<br />
  10. 10. The 3 Ps: Pause, Prompt, Praise<br />PROMPT<br />Encourage the child to look at the pictures<br />Ask: <br />What word might make sense? <br />What would sound right? <br />What does it start with? What sound does that letter make?<br />If the word makes sense<br />allow the child to continue reading. <br />If the word doesn't make sense <br />encourage the child to have another try<br />tell the child the word<br />
  11. 11. The 3 Ps: Pause, Prompt, Praise<br />PRAISE<br />At all times it is important that children are praised and encouraged for their efforts. The support and encouragement provided through classroom helpers' praise will greatly assist children's reading development. <br />Try comments like:<br />I like the way you ... <br />Well done ...<br />That's really great ...<br />You must have been practicing ... <br />You did a lot of work today ...<br />
  12. 12. Some examples of activities classroom helpers may be involved in:<br />Book introductions<br />Reading aloud<br />Responses to text <br />Word/letter games<br />Listening post/CD-ROM<br />
  13. 13. Book Introductions<br />Book introductions encourage children to get ready for what is coming up and to make predictions about what they will read.<br />You may discuss language and unfamiliar vocabulary.<br />It is important to get to know the book.<br />
  14. 14. Book Introductions<br />Be sure to:<br />Talk about the cover, title, author to give an overview of what the book is about.<br />Browse through pictures and discuss events<br />Identify unusual or unfamiliar words and ideas and talk about them.<br />Ask questions like:<br />What do you think this book might be about?<br />Do you know anything about that?<br />What is happening on this page?<br />What might happen next?<br />What do you think could happen in the end?<br />Have you read another book like this?<br />
  15. 15. Reading aloud<br />Before reading aloud…<br />Practice reading the book, so you are familiar with the story-line, expression required and any unfamiliar words.<br />
  16. 16. When reading aloud... <br />read slowly <br />enjoy the story <br />use an expressive voice<br />avoid interrupting the story <br />keep the flow and rhythm of the language alive. <br />
  17. 17. After reading aloud... <br />Encourage children to talk about the book and its meaning. <br />Ask them to:<br /><ul><li>share and compare their own experiences to those in the book </li></ul>- describe characters and events they especially liked/disliked and say why <br />
  18. 18. Responses to Text<br />Children’s knowledge and understanding of what is read is often further developed and extended with activities after reading.<br />You may be asked to supervise these activities.<br />Examples- story map, making a book, cloze activity, oral or written retellings, book poster, character profile, fact file.<br />
  19. 19. Listening post/ iPods/CD Rom<br />Similar value to that of reading aloud with additional support of a copy of the book.<br />Discuss/demonstrate how to set up listening post<br />Discuss/demonstrate computer literacy activities.<br />
  20. 20. Some examples of activities classroom helpers may be involved in:<br />
  21. 21. Helping with Reading<br />The purpose of today’s session was:<br />Understanding was successful readers do.<br />The Pause, Prompt, Praise strategy.<br />Explaining what activities you may be expected to help with during reading sessions.<br />

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