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Parents and children reading together at home 1


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Parents and children reading together at home 1

  1. 1. Parents and Children Reading Together at Home Liz Oldridge Resource Teacher: Literacy Nelson Central School [email_address]
  2. 2. Reading to <ul><li>You may have tangible wealth untold </li></ul><ul><li>Caskets of jewels and coffers of gold </li></ul><ul><li>Richer than I, you will never be </li></ul><ul><li>I had a parent who read to me </li></ul>
  3. 3. It’s true <ul><li>Reading is the cornerstone of success </li></ul><ul><li>Children who read more achieve more </li></ul><ul><li>Reading is a vital life skill </li></ul><ul><li>Reading is the basis for all good communication </li></ul>
  4. 4. Tessa Duder says <ul><li>A quote from a well-known NZ author of children’s books: </li></ul><ul><li>“ If I had my time again as a parent, I would go on sharing books with my daughters much longer than I did. I allowed - because they were all good readers, who could read themselves to sleep - that special time of reading aloud at bedtime to fall away far too soon. We never made it alas to myths, legends and a chapter-a-night novels.” </li></ul>
  5. 5. Supporting your Child <ul><li>Never do for the child what they can do for themselves </li></ul><ul><li>Holding the book </li></ul><ul><li>Pointing </li></ul><ul><li>Monitoring </li></ul>
  6. 6. Learning to Read <ul><li>Orientation, directionality, 1:1 </li></ul><ul><li>Monitoring </li></ul><ul><li>Kinds of information: meaning, syntax (sense) and visual </li></ul><ul><li>Searching, rerunning and fixing up errors </li></ul><ul><li>Fluency and phrasing </li></ul>
  7. 7. Choose the moment <ul><li>The right time and place </li></ul><ul><li>Ensure no distractions; TV off! </li></ul><ul><li>Make sure you have the time </li></ul><ul><li>Don’t let it become stressful; read the book to your child </li></ul><ul><li>Remember, little kids get tired </li></ul>
  8. 8. Concerns <ul><li>Too tired/too busy </li></ul><ul><li>Books are too hard/too easy </li></ul><ul><li>Child not interested- hard to motivate </li></ul><ul><li>Child brings home a book they’ve brought home before </li></ul><ul><li>No book coming home </li></ul>
  9. 9. Dos and don’ts <ul><li>If the book is too hard, just read it to him </li></ul><ul><li>If he is a bit reluctant, read a page each </li></ul><ul><li>Don’t expect him to know every word </li></ul><ul><li>Always talk through the book first. This reminds him what the story is about </li></ul>
  10. 10. We’re not trying to trick them! <ul><li>The pictures are there for a reason </li></ul><ul><li>Reading a word on one page doesn’t mean you know it </li></ul><ul><li>Reading at home practises strategies he controls and is a chance to show off- not a teaching session </li></ul><ul><li>Celebrate what he can do </li></ul>
  11. 11. What you can do <ul><li>Share the book- look at the illustrations </li></ul><ul><li>Ask questions to help him understand the story </li></ul><ul><li>Ask him to retell the story </li></ul><ul><li>We want to build confidence and make reading at home enjoyable </li></ul>
  12. 12. Positively supporting <ul><li>PLEASE don’t ask him to sound out the letters </li></ul><ul><li>Looking for recognisable chunks </li></ul><ul><li>‘ What do you know about that word that can help you?’ </li></ul><ul><li>Talk about the meanings of words </li></ul>
  13. 13. Pause <ul><li>When reading, let the child fix up the error if possible. Give him a chance to think. </li></ul><ul><li>This means: </li></ul><ul><li>Don’t say anything </li></ul><ul><li>Don’t point </li></ul><ul><li>Count to 10… slowly! </li></ul>
  14. 14. Prompt – giving a clue <ul><li>If the reader stops at a difficulty: </li></ul><ul><li>Say “Try that again” </li></ul><ul><li>Ask him to read on to the end of the sentence (from about 6 ½ to 7 yrs) </li></ul><ul><li>Ask him to look at the first sound and think about what would make sense </li></ul><ul><li>Is there a clue in the picture? </li></ul><ul><li>Tell them the word </li></ul>
  15. 15. Praise <ul><li>Lots of it! </li></ul><ul><li>Be specific </li></ul><ul><li>I like the way you fixed that up by yourself. </li></ul><ul><li>Great expression; it sounded just like talking </li></ul><ul><li>You tried to fix that word. You nearly got it right. </li></ul>
  16. 16. When he makes a mistake <ul><li>Does that fit with the story? </li></ul><ul><li>Does that make sense? </li></ul><ul><li>Does it sound right? </li></ul><ul><li>Does it look right? </li></ul><ul><li>Make meaning the focus always </li></ul>
  17. 17. Specific prompts <ul><li>If the word doesn’t make sense, ask a question about meaning </li></ul><ul><li>If the word makes sense but is incorrect, give a visual or sound prompt. i.e. direct attention to what the word looks/sounds like. “It could be, but look at …” </li></ul>
  18. 18. Be encouraging <ul><li>Accept his efforts </li></ul><ul><li>Remember to praise when he attempts and doesn’t succeed </li></ul><ul><li>Avoid criticism, threats and comparison with other children </li></ul><ul><li>Encourage him to take a risk- it’s okay to make an error; you can fix it up </li></ul>
  19. 19. Making it work <ul><li>Any concerns? Direct them to the teacher </li></ul><ul><li>Ask the teacher how you can support what they are teaching your child </li></ul><ul><li>You are the parent; it’s a very special role </li></ul><ul><li>Learning to read is a very complex business. Don’t lose sight of how hard these little people have to work to gain control of it. </li></ul>