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Jill Eggleton Reading PD

Lighting the literacy Fire

- Passion & enthusiasm
- 21st Century Children
- Characteristics; relaxed, independent, curious, critical
thinking, focused learners, patience, creativity, artists, sense
of humor * MAKE them laugh), determination, uniqueness
- Not the learning of facts, but training the mind
- Develop life long learners and readers!
Oral language to help them learn about reading and writing,
requires training and practice.
Visual languages have control over visual images see it in
writing and image.
Life Time Reader how to become?
- Take the first step
- How do I have to teach?
- How will I achieve?
- What do the students need to know?
- What Is important? Three things The code of written
language, meaning from text and thinking critically.
- Effective literacy Practice
HOW Keep it simple
- Eliminate the unnecessary How many things am I doing that
are unnecessary?
- WHAT What is important regardless of the level? The fire of
reading, lifetime reader.
- Comprehension Strategies how to solve a unknown word
- Cater for them as individuals
- Give them uninterrupted time to learn to read
- Know the learner and the stage they are at in their reading;
emergent, early, fluent
- Hamburger put it all together
- Shared reading news books, shared book, poetry
Shared Reading 10minutes Reread for the weeks news
- When we reinforce and practice skills not teach.
- DAY 1 Here is out News Book Year 1 from oral language;
talk to partner; listener and speaker; come back together,
share and questions write in tomorrow (unseen) child whos
news they draw a picture
- Day 2 - Read Mondays news Out loud together interest
vocab comprehension strategies (Ask a question that can be
found in text, background, think and search (How do you
know)*inference questions to think deeper, making

Jill Eggleton Reading PD

connections to other in the class in book, circle around

letters, words, suffix, blend, chunk, all out loud - the book
becomes a independent reader in the library.
Year 2/3 Newspaper read allowed together, interest vocab,
comprehension strategy, background, think and search (is in
the text)
Can do this up to year 6 current events/newspaper/personal
news/photos/written in own words flows.

Shared Books
- At the interest level of the children
- Focus - cracking the code; making meaning and thinking
- Why important; participation, message of the joys of reading
- DAY 1 One book per week, comprehension focus, read the
whole story first to the class, no interruptions. Who were the
characters? Setting, problem, solution. Why did emu chick
want another question? Think and search? What do you think
might have happened? Do you think - opinion questions.
Student Questions - Hot seating get children to ask
questions to someone pretending to be a character in the
book interviewing.
- DAY 2 Vocabulary focus read through together. Wow words
and talk about them, extending vocabulary. Happy words, sad
words, similes, metaphors, strong verbs, - make a book of
- DAY 3 Fluency flow, phrasing, expression, comprehension,
read with feeling. Change pitch, rhythm, volume and tone
demonstrate to children. Read altogether with children; pick
out full stop, coma, and speech marks, exclamation marks,
bold letters (When you see that what do you do?) Do this all
the way through the book.
- DAY 4 Word and letter work read together, reinforcing them
in context, practicing
- DAY 5 responding to the text retelling, creative clusters
(Make a noise, in a group retell the story; taking turns and can
keep to the story or make up their own story) Oral language;
thinking, listening, participating. Focus on character, making
connections, illustrative text, drama, art response Who
wants another mother? Why? Make a book out of responses.
Activity must allow children to be creative and join together to
reinforce what has been read and learnt.
- Elements of a shared book; musical magic rhythm, enriching
vocab, length and age appropriate, fiction and bright
- Exists in our classroom everyday.

Jill Eggleton Reading PD

Creates critical thinkers and readers become critical and

creative about language
Reinforcing; cracking code, making meaning, thinking critically
(Hard copy of poem for independent reading)
Focus Poem Step 1 warm up; poems we have had in
previous weeks Poetry box for kids to read independently.
Step 2 Comprehension Focus Poem; read to them
(Demonstrate). Teacher questions, student questions
(Interview), making connections try to make someone do
something they dont want to do. Read the children a poem
and leave it to them to think about.
Step 3 - Warm up, focus poem; WOW words box
Step 4 - (Day three) fluency
Step 5 (Day four) Read to different poem
Step 6 (Day five) move to it, make up a tune/rap; singing,
clapping along to the poem what they thing about poetry/
practicing the rhythm of poems. Visual response illustrates
the poem and take home to read again at home.
Appropriate poem for the level.

Guided Reading
- Emergent/ Early Level Teaches and reinforces
- What does it teach? Craking the code, making meaning.
- Building the foundation, need to know what level they are at.
Building a bank of high frequency words that they can pull
- Eaof memory bank and use.
- Decoding
- To know where to go if you fail to plan you plan to fail.
- WALT do all of these things over and over again.
- Clear Steps; every guided reading group to talk together/
partner peer talk about the text.
- Step 1 preview/ Visual; on illustrations, how do we know its
pretend, what is happening now, why & why not questions,
what do you think might happen next?
- Step 2 reading the text processing strategies and Fluency
read aloud together put your finger they way the character
might say them; Sound like talking - retell
- Step 3 reinforcing cracking the code, sounds and letters
what else could they have done. Opinion questions, what
questions could you ask the character. Use whiteboard to
write down letter that are in the book. Make a circle around
the word the and write it on the whiteboard.
- Step 4 Follow up independent activity get them to go and
draw themselves in the text. **Independent reading book for
that group of pictures they have made from the text.
- RED Continue to do the same things, over and over again,
same steps

Jill Eggleton Reading PD


Yellow Same process continue to make meaning, thinking

critically, cracking the code, steps the same!
Blue exactly the same thing using more difficult text,
change in steps Preview (Up to a problem), discuss with peer
viewing up to problem; reading, inference questions so
children are digging deeper Preview/View together;
illustration, reading all the way to the end of the book. Preview
go back and look through the book, connections, differences
follow up something that has to do with self connection.
Green Continuing preview/view (Look at
illustrations/photos), review (read through),
CONFUSIONS dont introduce vocab before the reading (we
wont them to be able to figure out words they dont know and
crack the code/Use strategies). Length not to much teacher
domination. NO round robin reading cause faulty reading
habits and boring. We all read at a different rate.

Emergent read out loud together

Early read loud but at own ace
Early Green begin to read to themselves.

No more than 2/3 groups a day! Gill believes.

End of Early Level

- Individual differences and wont all achieve at the same rate
and is not a race.
- Make meaning and thinking critically? Are they doing this
after 1 year at School?
- Should be able to do: Cracking the code, identify sounds in
words (Teaching sounds to letter)
- Ask good questions types of questions that make children
Fluency Level of Reading
- Can decode with ease read words quickly and smoothly or
mental effort.
- Fluency is a critical gateway to comprehension strategies
- DIGGING Deeper into the reading
- Two kinds of readers Read like a reader, Read like a writer
(How the writer is writing to get ideas accross) ALL taught in
- 1. Ask questions. 2. Predict. 3. Infer. 4. Making connections. 5.
Feelings/emotions while reading.
- ONE SESSION/Two parts - Session 1 Reading like a reader
(Preview/View) group work and partner work. Read page
silently ANY words you didnt know the meaning of?
Background knowledge, what would you do? Predictions and
justify. Inference find words that tell you. Read with a partner
and listening. Session 2 Word work, blends, word spotting

Jill Eggleton Reading PD

(adjective, verb), what other book have you read that is like
this one? Extension making choices etc. Reading like a writer
introduction settings, characters, problem, solution
independent activity; work with a partner and tell them about
another story they have read partner-asking questions can
sketch ideas on whiteboards; partner and group talk!
Independent Reading
- Emergent Practice re-reading books, independent books
they have made in their reading group (Books that are familiar
to them). Keep it simple.
- Early 4/3 (Blue and Green) an unseen book they can read
everyday (Written in the level below) practice the strategies
- Fluency Beginning, Stage 1 Independent activities they
can choose from (From library and will be able to read them so
they can read and have success). Reading for longer
15minutes. THEN let them choose an activity to do and take
one of their books and do the activities.
- Fluency Stage 2*top end variety, length, newspaper,
picture books, non-fiction, magazines, fables, brochures, ipads
set up boxes with interesting things in them! Reading record
books they like to read, what they like to read and where
they like to read. What was your favourite and why? What
types of books have you read? Research your favourite author,
what can you find out about him? What can I do to help myself
be a better reader? Encourage them to do MORE! READ READ
READ for a set time (20-25minutes). Two/three weeks, respond
to something they have read; pen and paper, online, digital.
Sharing time to share back with peers to stimulate others in
what they have read and found out. Reciprocal Reading
introduced at this stage.
- INMPORTANT POINTS topics need to be interesting, books
that deal with issues, innovation, thinking critically, emotions
Reciprocal reading, books that dont have all the answers.
(Leader Cards!) The is independent this would be done every
3rd week when they are ready.
- Questions the art of assisting discovery.
- Meaning create meaning for them, an understanding and
making sense of information!
- The greatest sign of success for a teacher is to be able to say
The children are now working as if I sis not exist Marie
- Writing abit things that are interesting to them in the first
three years of school.
Reading aloud to Children

Jill Eggleton Reading PD


Have the right book to read aloud rhythm and beat that
makes its way through the story.
Imagery paint pictures in your head. The rhythm of language
and the words and they way that the words roll out. Right the
right words in the right order. Putting questions in the head.
Emotion have books that make children feel, drama, scary
important to link to the outside worlds. Stories that have rich
language. Expose them to many many words, stories with
storng characters, fantasy,
Expression language language in every day talk
Receptive language language hear and understood but not
Frontier language words that child have never heard of.
The children remember how we read demonstrate and read
to them in the way that is expression in reading. Read aloud
and well.
Enthusiasm has to bubble around the book from everywhere.

Literacy Block
Block 1
Oral language 10
News book 10min
Reading 1hour
Writing 1hour
Poetry 10minutes
Shared reading 10minutes
Independent and guided
Sharing 5minutes.
Reading to 5minutes.
Not all children walk the same journey towards/in literacy.
If a child cant learn the way we teach, maybe we should teach the
way they learn.
21st century learners
- Communication - good oral and written skills
- Critical thinking
- Imagination
- Creativity
- Ignite the passion!